Joining the Duplin County Board of Education
Herring describes his 1951 foray into the politics of education as a member of the Duplin County School Board. He immediately set out to eliminate waste and improve Duplin schools by starting a countywide conversation. Herring's public pursuit of reform introduced the idea to Duplin residents that not all their schools were equally good.
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 graduated at Davidson in 1938, and in 1939 I was
elected mayor of this village and spent twelve years
in that role. We got the streets paved, the water and sewer system
installed, and a new town hall, and fire department building. I thought
my public career was over.
I had the personal disappointment of being rejected a number of times by
the young lady on whom I had fixed my affections
I sort of had the idea that I would withdraw into my Trappist
monastery and have very little to do with the world, but the good Lord
or somebody had a different view of it.
In 1951 Robert Carr was elected to the legislature which created a
vacancy on the Duplin County Board of Education. January 1st, I
reluctantly agreed to serve out the rest of his term. I was approached
three times. The first two times I gave them a negative answer. I
didn't have any children, and I thought it was a job that
parents should do. But on the third occasion I remembered the good Lord
called Samuel, and he finally listened. Maybe he was trying to tell me
I went over there [to Kenansville] to the meeting. The superintendent had
everything lined up. All we had to do was open the meeting. As Hiden
Ramsey 3 said many times about the
trustees of the Negro colleges, they didn't have any
3 Hiden Ramsey, retired editor of the Asheville
Citizen Times, former member of the State Board of
Education and first chairman of the Board of Higher
This was before '54. They opened the meeting with
prayer and closed it with profanity and went home
after their annual meeting. They couldn't hire the
teachers. They couldn't hire the president. All they did was
take responsibility for whatever went wrong. With
all due respect to my colleagues and the superintendent,
that's the way the Duplin Board of Education was going about
its business. And I remember having a discussion with O. P. Johnson, the
superintentent. I said, "If I'm going to spend my
time at this job as your draftee, you're going to hear from
me. I want to see some results."
I'm a graduate of Rose Hill High School, and I went to
Davidson College to compete with boys from Woodberry Forest, McCalleys,
and Darlington, and Central High School in Charlotte, I might add. They
had already gone through most of the first year curriculum, and it was
foreign to me. I felt at a great disadvantage.
I resolved sometime to do something about it. And here I am in the place
of responsibility, and we're going to do something about the
quality of education. The superintendent welcomed that. Coincidentally,
he told us that Guy Phillips had a grant from the Kellogg Foundation. He
was dean of the University School of Education, Chapel Hill. I said,
"Well, this is great. The experts will come down and tell us
what's wrong and that will straighten it out, and I can go on
back to my monastery." Well, Allan Hurlburt was new to the
faculty there, and Guy put him in charge of it. He had been at East
Carolina and later went to Duke after a brief stay in the State
Department of Public Instruction.
Summarizing very quickly what happened there: they didn't give
us any expert advice. I thought we threw our twelve hundred dollars
away. I think that's what we contributed. There were
seven counties, Harnett—I forget now,
Concord, Cabbarus, Stanley, I believe. The process that they used was
rather socratic. It tried to elicit from us an understanding of what
constituted a good public school education, and, second, how
you're going to get such a program. We decided—we
only had fifteen high schools. We visited all fifteen of them. Had a
committee of citizens from each of the districts, black and white. This
was in 1951 before the court decreed that we should integrate. Blacks
and whites in Duplin County were sitting down eating together and
talking about mutual problems. I could see a rather quick transition in
the thinking of the citizens, sixty odd people, from intensive interest
in their own district school to an interest in the whole county. We were
all surprised to see that others had better or worse schools than we
had—no real equality. The more we met the more citizens
wanted to meet with us. I recall the county commissioners were concerned
about citizens meeting in different places, all about the county. They
were not involved and asked to be permitted to attend the meetings, and
the legislator also. Pretty soon we had a countywide citizens movement
going without realizing what we were doing.
- JAY JENKINS:
Well, I'll declare.
- WILLIAM DALLAS HERRING:
We began seriously to debate the issue: What kind of schools do we have
actually? Are they big enough? Are they too big? Are they too little?
What constitutes a good size?