SR_DPI_DNE_ArticlesSpeeches_Newbold_Box2_1945-1946_03

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In his biennial report, he wrote about Negro children and Negro schools in
part as follows: “The obligation of the state for the education of the child is the
same whether the child be wrapped in a white skin or a black one.” He stood by that
philosophy throughout the seventeen years of his service as head of the public school
system Since his retirement, and now even at eighty-three, his interest and en-
thusiasm for the schools of white and Negro children – all children – are keen an
persistent.
Around 1910 one of the Great American Foundations began to aid one or two of the
Southern States to employ a person for full time service in the State Department of
Public Education who would help the State Superintendent of schools to promote the im-
provement of Negro schools. Dr. Joyner soon heard about this movement and requested
the General Education Board officers to aid him in securing such a worker for the
Negro schools of North Carolina and to work as a member of his staff in the State
Department of Public Instruction. After about one year his plans for this project
took shape, and the person employed joined the State Department of Education in June,
1913. Since those early days, this type of special and regular service has been
established in all of the Departments of Public Education in the Southern States, and
it still is a vital part of each state’s educational program. North Carolina was perhaps
the third state in the South to begin this kind of program, being preceded
by Virginia and Alabama (or Georgia).
Following the impetus given to the new emphasis upon the education of Negro
children by Governor Aycock and Dr. Joyner soon after the turn of the century, there
was of course still the star of hope, these leaders and others with them fixed in
the educational sky of the state, but for several years progress was slow.
During the years of World War I those in charge of this program found much
difficulty. Railroads were few, there were no paved highways, and busses for public
use were not in existence. Interest of officials and white people generally was not
very keen, not in every section. There were of course exceptions, and encouraging
situations here and there. The best that could be done it seemed was to seek

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