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been concerned that I have not mentioned in this informal statement. I am conscious of this, and the omission has been deliberate, because properly, and by arrangement between him and me, these are to be presented by President Friday. He will talk to you today about some of the internal matters which are vitally bound up with, and fundamental to, what I have said.

"I conclude these remarks by saying that it has been a great satisfaction to me, and I believe to all of us, to observe the seriousness and the steadiness with which the committee members have approached the task that was assigned to them. In its broadest sense it is nothing less than the attempt to answer the question of how - I do not say whether, but how - the University will respond to the unsatisfied demand of this generation and how it will prepare for the patent needs of future generations. Surely it is a subject worthy of the best that any trustee of the University can give. And with that view of it we solicit your interest and go forward in our work."

Mr. Pearsall also stated that his committee hoped to make a final report and recommendations by mid-December or early January. The Governor commended Mr. Pearsall and his committee for a wonderful job, and he called on President Friday to discuss certain important matters in connection with the Pearsall report.

President Friday read the following written statement:

"In 1961, the General Assembly responded to the program for public education placed before it by Governor Sanford and great strides were made in the improvements of teachers' salaries and in other aspects of the public school program. We should be proud of what has been accomplished. The University, as each of you knows, stood with the public schools in this effort and we contine to support this program. The priority assigned to the schools in 1961 was proper and necessary.

"Improvement was also made in public higher education in the 1961 session for which we have expressed our gratitude. For months now, however, there have been some of us who have been increasingly concerned about the growing dimensions of the problems state-supported higher education must now face. Realizing that plans had to be made to accommodate increasing enrollment and that a system of state-supported

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