Local demand should drive education policy
Herring believes that the key to a sound education policy in North Carolina is gauging the demand of North Carolinians. The community college system, he believes, responds to that demand. Community colleges answer the need for an alternative, less expensive way to gain a useful education.
Citing this Excerpt
Oral History Interview with William Dallas Herring, February 14, 1987. Interview C-0034. Southern Oral History Program Collection (#4007) in the Southern Oral History Program Collection, Southern Historical Collection, Wilson Library, University of North Carolina at Chapel Hill.
Full Text of the Excerpt
I wanted to ask you, briefly, about higher education in the
state. You, of course, have been almost as involved in that as you have
been in the community colleges and public schools. We have fifteen
public senior institutions, fifty-eight community colleges, thirty odd
private instituitons. Some people think that that's too many
institutions for a state of our size. But, of course, both of us know
it's almost impossible to close or
merge an institution for political reasons. In general what do you think
about the state of higher education in that context?
- WILLIAM DALLAS HERRING:
-
Well, I've always tried to approach it in this way. I had a
major in English and a major in economics at Davidson. The only thing I
learned in economics that stayed with me was that you begin with the
demand. That's what makes the economy tick. You
don't just manufacture something and go out and try to sell
it. You determine whether there's a demand for a product and
then you sell it to them if you find that there is. It seems to be a
logical beginning place in assessing what our needs are in higher
education. What is the demand for education beyond the high school in
the state? I've touched on it in what I've said to
you today—especially in reference to the community college
level. I also have mentioned it in terms of the demand of the people in
the Charlotte area and the Asheville and Wilmington areas which were
neglected before. The people, who are rooted there in business and
institutions, professionals that need quality professional training and
cannot quit and go to Chapel Hill and Greensboro to get it. So
that's point number one. The demand that we have today is
substanially the same type of demand, maybe varying in proprotion here
and there, that existed from the beginning.
The state's response to it is different. The state said, for
example, prior to '54, that the black children
can't get in these schools. No matter what your talents are,
what your needs are, what your desire for the future may be, you cannot
get in the School of Medicine, the School of
Dentistry, the School of Pharmacy, the Humanities Program, or whatever.
We'll build a separate school for you and because
you're not up to our standards, we'll make
concessions about these special schools. The standards don't
have to be as high for admission. You remember, no doubt, when the
president of Fayetteville State told the legislature, "We admit
illiterates, and we graduate illiterates." You remember that
statement way back then. He was telling the truth. He had the candor to
get up there and tell it the way it was. Well, my point is this. As I
understand the demand, we have the same spread that we always
had—the spread in variety of educational demand and the
degree of ability to achieve. But we have introduced the community
college system as an alternative way, a less expensive way, to get the
remedial education, preparatory education. If it takes you ten years to
get two years of college education, you can get it at the community
colleges, and no strings, no prohibitions. The point is that you get it,
prepare yourself for further progress.
In too many of the Negro institutions what we do today is we pretend that
you have gotten it in the confines of the traditional two years of
academic work. We give you a diploma that is a deception in the vast
majority of cases, I think. At least the examination scores tend to show
that that is true in the profession of education and probably true in
every other. Well, my point is if we begin with the educational demand
that we have and the changed response to it, we have given an
alternative way. There's no longer any need for Fayetteville
State to be a community college. It should get out
of the community college business. If it wants to be a university, let
us make it a university, in truth as well as in name. And that is true
for East Carolina which has already answered the question in my opinion.
They have moved in that direction. Leo Jenkins had a superb ability to
influence state policy about it. His persistence ruffled a lot of
feathers but he got it done and moved it out of a little
teachers' training college to what is on the way to becoming
a genuine university. Now we have Wilmington and Asheville with a long
way to go to achieve that status but they're on the way.
Charlotte, I'm sure—I haven't been
there in years—but I know it must be far ahead of them.