Newspapers / Daily Tar Heel (Chapel … / Feb. 22, 1966, edition 1 / Page 3
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! i t t Tuesday, February 22, 1966 THE DAILY TAR HEEL 'But What About The, Penplo? O just the 'ital pro- ty he of iio's the Fri- vely er's can dn't two linst like the -utgi ?nn., 365). "Otic lails e to de- lople the nter the icyc- 5 un-sy: adic letxl, iety. itself n . of !i er- nspr n by few iters r go-well-otest deed, well erent y ag ms in r the ity of r pol-stud- e citi right from larter. blow decay um the ite in lirit of ct the d men eedom 3f poli hort of free mittee XCE5 : s Audi lence The following is the first in a series of excerpts from the book "But What About the People?" by former governor Terry Sanford, published at I96C by Harper & Row, New York. PART I. INVENTORY OF WEAKNESS By TERRY SANFORD This is the story of an Amer ican state not content with the quality and extent of the edu cation available to its children. It is the story of a state ded icated to the proposition that its hopes for human progress depend on educated people. It is an account of North Carolina's efforts from the be ginning of 1961 through 1964, the term of one administration, to commit itself to education as the vital tool for the crea tion of new jobs, for the de velopment of a more substan tial and diversified economic structure, for the elimination of the causes of poverty, the easing of prejudices and racial discrimination, the fulfillment of individual aspirations, and the cultivation of all human capacities. I believe that government is charged with the duty of pro viding the means for the ful fillment of the human spirit and the fruitful use of all tal ents. By starting with sound, meaningful education, we make it possible for each per son to add to his own gift to his generation, to become a part of the progress of man. In turn, the individual makes the nation stronger, defends against its enemies, adds to its wealth, and carries forward its ideals and faith. Essentially this is the account of how political leaders and educational leaders joined in a working partnership, each 'trusting the other, both intent on using education as the in strument for creative develop ment of human resources. The story does not intend to suggest that North Carolina knows all the answers, nor -even to claim that it has found .all the questions. It is the be ginning of an answer one state has attempted to give to the question asked of itself, "But Ai DDlauded laxes ror dTULcation what about the-people?" Education develops human resources. Human resources, in turn, make a nation what ever it is to be. It seemed to me, when I pondered running for governor of North Carolina, that education must of neces sity be our primary concern. I n the first place, we were be hind in the comparative rat ings with other states. This meant our children, generally speaking, started life with a competitive disadvantage. Furthermore, education in the formal sense was not rea ching enough people in a n y state, so even if we provided huge additional sums of money we would not be doing the job of total education. Even in those states and areas where comparative per pupil expen ditures were high, far too many children were not bene fiting very much. I decided I would make it my business to imrpove our system of developming hum an resources. I decided I would run for governor and make education the star by which we would sail. As a candidate and later as a governor, my first question was whether all children born in North Carolina had a fair chance to develop, compete, to achieve, to use fully all the talents with which God had endowed them. I really didn't need to ask the question be cause I knew the answer. Too many were failing to ac hieve, develop, and compete. To do something about it I first had to pick out our weak nesses. Where were we failing the people? How? What might be done to correct these fail ures? To help me define the needs and the action for school im provement, I leaned on many people. As a Sate Senator in 1953, I had been exposed to the policy and budget requests, and as the candidate stressing education as the primary need of the state I attracted much advice from school personnel and patrons. In addition, I and patrons. In addition, I read carefully the recent studies of American education, especial ly those conducted by Dr. James Bryant Conant. Out of this cross - section of information and advice I drew my own conclusions about our shortcomings, and made my own inventory of weaknesses. This inventory extended from our inadequate teacher salar ies to our overcrowded class rooms; from the neglect for the retarded, the gifted, and the dropout to the lack of op portunity for the Negro; from the consolidated high school to our state universities. This in ventory of weaknesst-s and fail ures enabled us to begin to shape a program of education al progress. While taking note of our past achievements, and due credit for our accomplishments, it was appropriate to remember Hey wood Broun 's comment, "No body politics healthy un til it begins to itch." We were preparing to make progress by listing our failures. But first we had to win the election. As I traveled over the state seeking support, prior to announcing, the audiences be gan to take the school issue away from me. "We must im prove our schools" brought the most applause. The sensible ness of progress through edu cation won the most favorable response at every stop. I talked about roads and farm income and industrial de velopment and water resourc es, and the audiences were in terested. I talked about schools and they clapped. One evening a lady stood up to ask, "Where are you going to get the money for all this stuff?" "Where do vou think we will bet the money?" I told her. "From taxes!" The audience broke out in the best applause I had heard. After we left, I turned to Bert Bennett who was schedul ed to be my campaign manag er. "Do you realize what we ex perienced tonight? Voters ap plauded when I said we would get new school money from taxes. That's remarkable." Bert laughed. "Yes, but I wouldn't be too sure. They thought you said you'd get the money from Texas." But he, Paul Thompson and Henry Hall Wilson agreed this was a dramatic development- Terry Sanford eievision rm i i A 'YW?'' ' ft rm I I " :Vi I II ,.JLft.v-8'---!-- : ' 1T " ; WUNC (Ch. 4) 8:55 News 9:00 U. S. History 9:30 Phys. Science 10:00 World History 10:30 Mathematics 11:00 Decisions 1966 11:30 Glory Trail 12:00 Aspect 12:30 Mid-Day News 12:45 Sign Off 3:30 French-Teach 4:00 Industrial Education 5:00 What's New 5:30 Aspect 6:00 News 6:15 Discovery 6:45 Friendly Giant 7:00 Nutrition 7:30 What's New 8:00 Arts: Theatre 8:30 French Chef 9:00 Turn of Century 9:30 U. S. History Since 1865 10:15 Basketball: UNC vs UVA 11:45 Sign Off WUNC HIGHLIGHTS THE ARTS: USA THEA TRE 8:00 p.m. "Folkways, Festivals and Free Theatre" Concentrating on the varied theater audiences in the United States, and the diverse theatri cal fares available to them, this program visits some of the well-established standards such as the Cohasset Music Tent, Massachusetts, and the Westport Country Playhouse, Connecticut where Broadway actress Tammy Grimes talks about her experiences playing the summer circuit. THE FRENCH CHEF 8:30 p.m. "Ham Dinner in Half and Hour" Julia Child notes that there comes a time when you have no time, yet it's com pany time! She illustrates how to solve this dilemma with a chic, but quick, three-course meal. THE TURN OF THE CEN TURY 9:00 p.m. "Music in the Air" Max Morath re calls the era of mechanical player pianos used during the early twentieth century the sturdy upright player piano; the little Angelus which was attached to a regular key board; the Ampico, a player grand piano which reproduced remarkably accurate phras ings and sounds of great con cert artists; and the Cremona and Orchestrion, early fore-' runners of the juke boxes. SPECIAL: BASKETBALL UNIVERSITY OF NOTYH CAROLINA VS. UNIVERSITY OF VIRGINIA 10:15 p.m. A delay broadcast of the game played this evening at Chapel Hill is presented via video-tape. Kearney Andrews is commentator for play-byplay description. WRAL (Ch.5) 5:30 Aspect 6:00 Daybreak 6:45 Ray Wilkinson Farm News 7:00 Viewpoint with Jesse Helms 7:05 Mike Wallace News 7:55 Mike Hight Weather 8:00 Mickey Mouse Club 8:30 Life of Riley 9:00 Femme Fare Bette Elliott & Jack LaLanne 10:00 Time for Unce Paul 10:30 Donna Reed 11:00 Supermarket Sweep 11:30 Dating Game 12:00 High Noon News 12:30 Father Knows Best 1:00 Ben Casey 2:00 The Nurses 2:30 A Time for Us 3:00 General Hospital 3:30 The Young Marrieds 4:00 Superman 4:30 Early Show: HIGH SCHOOL HELLCATS: Bret Halsey 6:00 Dateline 6:20 ABC News 6:35 Viewpoint with Jesse Helms 6:40 Atlantic Weather 6:45 Ray Reeve with Sports oday 7:00 My Three Spns - 7:30 Combat 8:30 McHale's Navy 9:00 F Troop 9:30 Peyton Place 10:00 The Fugitive 11:00 Dateline, Sports & 11:30 Starlight Theatre: DESERT FOX: Jaimes Mason - -;- ; WRAL HIGHLIGHTS COMBAT! 7:30 p.m. Keenan Wyim guests as a pilot who crash lands behind Ger man lines with Lt. Hanley aboard. WTVD (Ch. 11) 6:00 Aspect 6:30 Home Briarhopper 7:00 Today Show (c) 9:00 Captain Kangaroo 10:00 Eye Guess (c) 10:30 Real McCoys 11:00 Andy of Mayberry 11:30 Paradise Bay (c) 12:00 Love of Life 12:25 CBS News 12:30 Search Tomorrow 12:45 The Guiding Light 1:00 Peggy Mann 1:30 As World Turns 2:00 Password 2:30 House Party (c) 3: CO Another World 3:30 Edge of Night 4:00 Secret Storm 4:30 Match Game (c) 5:00 Woody Woodpecker 5:30 The Rifleman 6:00 Evening News 6:30 CBS News (c) 7:00 The Munsters 7:30 Daktari (c) 8:30 Red Skelton (c) 9:30 Petticoat Junction 10:00 Andy Williams (c) 11:00 Late News 11:30 Tonight Show (c) WUXC-FM (91.5 mc) 6:00 Dinner Hour Music Turina: Impression of Spain, Op. 20, 47; De Falla: Three Dances from the Three-Corner ed Hat. Why not talk about taxes? Of course betters schools for o u r children would cost us more money, w hy not make it a part of the campaign speech? From then on we never fail ed to suggest the possibility of new taxes, and the promise never failed to get warm ap plause. After two primary elections, I was the Democratic nominee. It appeared that the Repub licans had the best chance to win North Carolina since 1928, ani after two hard campaigns we faced still another. There wasn't to be any coasting in, as often had been the situa tion. It was late on election night when we breathed easy. Now it was time to go to work. When, in February of 1961, the printed budget was handed to me for formal presentation to the General Assembly, a staff aide from the Budget Di vision sent over a suggested Budget Message dealing with each section of the budget. The public school budget was described by the aide, in so many words, as "a good and forward-looking education bud get." To that I added, in so many words, "But it is not good enough. We must provide all the money requested by t h e Board of Education, and I will prepare a second budget mes sage with recommendations for the new tax sources which will be required." Even with the claim of a mandate, raising taxes is not easy. It is perhaps indicative of how much we take schools for granted that parents who will seek out the best pediatri cian for their child, buy toys and clothes far beyond any rea sonable standard of need, and generally give their boy or girl the best they can possibly af ford, will complain about pay ing taxes. Yet, taxes are the price of schools, and a good education is the greatest gift we can give our children. We had t have the new tax es. In March 1961, I delivered my seend budget message to the General Assembly. I ask ed it to remove all exemptions was to place the tax on food. I told the legislators that the existing, budget was toally inadequate to achieve the goals for public education which we had set for our state. I told them, "the quality we seek cannot be delivered by the Gen eral Assembly, although only you can start the march." The 1961 General Assembly had the courage to vote this tax increase for support of public education, the largest that had ever been voted in the history of the state. The credit properly belongs to Lieutenant Governor C 1 o y d Philpott ani legislators such as the finance committee chairmen, Senator Tom White and Representative Shelton Wicker, who fought day and night for new school taxes, and the appropriations chvrmen. Tom Woodard and Jim Strik leather vhc skillfully shep herded through the budget items. Nobody likes taxes, but we are learning tht ignorance is the most oppressive tax of all. The new money ra'sed the salaries of teachers and pub lic school personnel by about 22 per cent the very first year, supervisors' End superinten dents' salaries about 30 per cent. To reduce the ratio of teach ers to pupils, we increased teaching positions by five per cent ani added 43 assistants for local superintendents. The st-'te library allotment per pupil was doubled and the allotment for instruction?! sup plies was raised by more than a third. The new money provided an allotment for clerical assist ance in local schools. In-service training for the professional improvement of teachers was provided, ?nd additional scholarship loans for teachers authorized. A curriculum study and re search program was set ud and $200,000 was appropriated to conduct en experiment in merit pay for teachers. Funds for Industrial Educa tion Centers were greatly in creased and the vocational re habilitation program was re vitalized. An appropriat'on was made to support state level administrate of the National Defense Education Program. Higher education was not neglected. Faculty salaries were raised about ten per cent, over a thousand new po sitions for the higher educa tion system were budgeted, and state grants for commun ity colleges were increased from $3.25 to $4.00 per student quarter hour of instruction. At one point in the discus sions, someone had said to me, "Surely, you don't con tend th:t paying a teacher more money will make her a better teacher." The strange thing is that I have now ob served that paying a teacher more money does make her a better teacher. At least the way we paid her had this re sult. We put teachers first. The new tax produced tan gible and significant results in every classroom in the state. Morale was much better, the spirit was much lifted, the teachers were working hard er and were determined to do their part. They would "show" the legislature. I am convinced that we would have obtained many of the intangible results even if we had lost the legislative bat tles. The point is that the po litical leadership was fighting, and fighting hard, for the im provement of the schools. DAILY CROSSWORD ACROSS 1. A great amount: slang 7. Cloak 10. Settled routine 11. Chicle 12. Common verb 13. Something lost in more ways than won 50. Plant again 19. A fish 23. Of the DOWN 1. Like a giant in fairytales 2. Something unrefined 3. Attend to 4. Far East: abbr. 25. Java tree 26. East of Ala. 28. John or Jane 29. Insecure pneumonia 5. Leveled 6. Tennis tern 30. Dirty 7. Once more 32. Type of 14. Constellation 8. Explode opossum 15. Tellurium: 9. Central Am. 34. Ticket sym. timber tree 16. Chess piece 12. Legendary 35. Think 17. Call, for giant 36. Dizzy attention 10. Greek 38. Base- 18. Stone in letter ball biblical 17. Rodent teams breastplate 20. Poker stake 21. King of Judah 22. Oriental dwelling 24. Gesture of Indifference 27. Rock garden plant 31. Knave of clubs 33. Type ' world 34. Roman garment 37. Except that 40. Sacred bull 41. Inlet 42. Bone 43. Easily suede 44. Storage place 45. Purchase 46. Finish 47. Not level 49. King Yesterday's Anwtr 39. East of Miss. 44. Prickly seed coat 45. A little humbug 48. A 24 2S 2fc 2 2 SO s- n PINE ROOM "The Popular Place To Meet, Snack, or Dine" SHACK BAR AND CAFETERIA Specializing In- Hickory Smoked Barbecue Raviola Nicoise -Spaghetti Italieime Combination Seafood Platters Southern Fried Chicken Rare Roast Beef Charcoal Broiled Steak Broiled Lobster Tails Pizza Sandwiches of All Kinds Homemade Pies Baked Daily COMPLETE GARRY-OUT FOOD SERVICE Open: Mon.-Fri 7:00-12:00 Sundays 4:00-12:00 Closed: Saturdays "VISIT WITH US AFTER THE GAMES" A button-down In a basket weave. ( fSomethlng old, something new.) ay. This Arrow shirt gives you best of iVrS ffS lrr both worlds. (1) A long-pointed (qsMT"CsOi V5 v collar role in the most authentic J v ex tradition. (2) A husky-looking vsM Or. basket weave that updates Vyi ordinary oxford. For other fT J a interesting features, check the W v- p tapered body; back pleat and II loop; back collar button. Lots of M Jr unusual stripes to choose from. U I $5.00. You expected to pay more? Il qI Bold New Breed from u Or3 Mf , t 'I If m ' ' WA j '. ' , '. i ,j ; V Uf : - -' Z ' :i l 4 l ' ' : i , : I , ii
Daily Tar Heel (Chapel Hill, N.C.)
Standardized title groups preceding, succeeding, and alternate titles together.
Feb. 22, 1966, edition 1
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