[00:00:04.720] 
I love the State of North Carolina.

[00:00:07.840] 
I believe it's a beautiful state and

[00:00:11.080] 
I would love to stay here if I could get
the type of job that I would desire.

[00:00:17.560] 
However, it's not the state
that I don't like

[00:00:22.760] 
it's the practices of some of the people
in the State of North Carolina.

[00:00:27.600] 
I have a great love for the
State of North Carolina.

[00:00:29.800] 
I've lived here for twenty-three
years and I love the place.

[00:00:34.030] 
And I would much rather stay in
the State of North Carolina to work,

[00:00:37.600] 
but things being the way they are

[00:00:39.840] 
it's impossible.

[00:00:41.680] 
I find myself sometimes getting so
disturbed about the whole situation,

[00:00:45.680] 
I've become so emotional that I think

[00:00:48.000] 
sometimes it might be better
that I did leave the state.

[00:00:50.920] 
I love the state, really.
It's my home state and not only that,

[00:00:55.920] 
my parents are here.

[00:00:57.040] 
I'm sorry to say that

[00:00:58.590] 
I have seven brothers and sisters who are
outside the State of North Carolina,

[00:01:02.440] 
but my parents are here
and because they are here,

[00:01:06.360] 
 I'd like to be close by.

[00:01:08.214] 
[music]

[00:01:31.920] 
For Negro graduates, the years
ahead seem full of uncertainty.

[00:01:38.160] 
During the 1960s, North Carolina Negroes
have demonstrated against the lack of opportunity.

[00:01:44.280] 
 Beyond school and college

[00:01:46.360] 
they foresee an economic blind alley,

[00:01:49.040] 
the need to look outside the state
for good salaries and employment.

[00:01:53.400] 
They protest the average Negro family

[00:01:55.600] 
income of nineteen hundred dollars per year,

[00:01:58.880] 
less than half that of the Whites.

[00:02:01.880] 
Teachers know the problem well.

[00:02:04.080] 
They asked, "How is it that North Carolina

[00:02:06.280] 
invests money and energy in her Negro
students and then denies them prosperity?"

[00:02:12.880] 
North Carolina's governor has agreed

[00:02:15.160] 
that the minority, one fourth
the people of the state,

[00:02:18.920] 
rightfully should have the guarantee
of economic opportunity.

[00:02:22.786] 
[music]

[00:02:32.400] 
Schooling is part of the answer.

[00:02:35.240] 
Training, sufficient and suitable
to the needs of the time

[00:02:39.440] 
and after that, a fair and equal
chance for decent jobs and salaries.

[00:02:46.680] 
The governor has challenged the students

[00:02:48.680] 
to turn their protests into a genuine
dialogue with the whole community.

[00:02:54.600] 
Part of their response
is this minority report,

[00:02:57.880] 
reviewing Negro
experience and aspirations.

[00:03:02.880] 
Today, students at Greensboro's
Agricultural and Technical College

[00:03:06.400] 
questioned the Negroe's role
in the economy of North Carolina.

[00:03:11.000] 
When I enrolled at A&T in September 1960

[00:03:17.520] 
and I spent,

[00:03:19.040] 
well in June I will have
spent four years at A&T.

[00:03:22.520] 
You will graduate when, this June?

[00:03:25.040] 
Yes, I hope to graduate
with a B.S. in mathematics.

[00:03:28.240] 
I am presently pursuing a major
in engineering mathematics

[00:03:31.360] 
at the Agricultural and Technical College
of North Carolina.

[00:03:34.880] 
I have been by the
placement bureau on campus 

[00:03:38.480] 
and we've received
a number of interviews out of the state

[00:03:44.360] 
that are looking for perspective engineers
and I am looking at some of these.

[00:03:51.800] 
When I leave A&T

[00:03:52.000] 
I expect to go to New York City to work.

[00:03:56.320] 
To New York City?
Yes.

[00:03:56.320] 
Have you already located a job there?

[00:03:59.160] 
Not definitely,

[00:04:01.160] 
however, I am on the list
for junior bacteriologist.

[00:04:05.400] 
Now, this is not confirmed,
but it is a possibility.

[00:04:11.680] 
I am a mathematics major and I am pursuing
an educational degree,

[00:04:18.880] 
however, I have not exactly decided
whether I'm going to teach or not.

[00:04:24.760] 
I do not think at present that,
as I said before, I would like to teach

[00:04:29.480] 
in the state because of the
discriminatory practices,

[00:04:33.320] 
however, I do plan to look into the job
opportunities that may be opening up soon.

[00:04:40.440] 
I'm not for certain whether
I would stay here or leave,

[00:04:42.960] 
but I would have difficulty in deciding.

[00:04:46.320] 
I know that there are
discriminatory practices elsewhere.

[00:04:50.920] 
I'm not going to say that there aren't.

[00:04:54.120] 
However, here in North Carolina,

[00:04:56.200] 
as well as in some of the other southern
states, they're more evident than

[00:05:00.320] 
in maybe the northern states
or the western states.

[00:05:06.520] 
So because of that,
I would have some difficulty in deciding

[00:05:09.620] 
whether or not to stay in North Carolina,
even though it's my homeland

[00:05:13.240] 
and even though I
have a great love for it.

[00:05:15.280] 
 I am not actually seeking

[00:05:16.840] 
employment in the State of North Carolina
for a number of reasons.

[00:05:20.360] 
Now, there have been just a few

[00:05:24.600] 
firms from the state that are
seeking engineers from the college

[00:05:31.480] 
but their offers are not as lucrative
as the ones from out of the state

[00:05:34.960] 
and it would be only
a sensible move to make,

[00:05:38.480] 
if I am thinking in terms of
financial gain, to go out of the state.

[00:05:43.840] 
I am not on a professional curriculum.
I am in teacher education.

[00:05:48.160] 
Teacher education?

[00:05:48.360] 
However, I would like to do
professional work.

[00:05:53.120] 
I am getting a teaching certificate

[00:05:57.280] 
however to stay on the safe side so to say.

[00:05:58.640] 
What do you mean
to stay on the safe side?

[00:06:00.680] 
Well,

[00:06:02.400] 
I figure that I'm not wasting my time
by getting a teaching certificate.

[00:06:08.880] 
I would like to go into the field
of teaching for maybe one year

[00:06:13.320] 
and if I feel that this
is not the work for me

[00:06:15.760] 
then I can go into the
laboratory or vice versa.

[00:06:21.120] 
At A&T most of the persons who are seeking

[00:06:24.880] 
graduates come from out
of the State of North Carolina.

[00:06:29.960] 
I think about ninety percent

[00:06:32.640] 
of the students that have pursued
engineering majors leave the state

[00:06:37.520] 
 because of the

[00:06:39.840] 
number of firms that are seeking
prospective employees

[00:06:44.880] 
are very limited.

[00:06:46.480] 
I am not staying here for

[00:06:50.160] 
 two main reasons.

[00:06:52.040] 
Number one, there isn't enough work here
except in the field of teacher education.

[00:06:59.760] 
Number two, the salary
is not a beautiful one.

[00:07:05.160] 
In New York

[00:07:06.120] 
I feel that I'll have more advantages
and more advantages for salary.

[00:07:12.360] 
I'll have more say so over
the type of salary that I'll receive I think.

[00:07:16.600] 
About ninety percent of the engineers
go out of the State of North Carolina.

[00:07:23.360] 
About ninety percent of the nursing students,
approximately ninety percent

[00:07:29.360] 
of the professional biology majors
go out of the state to work.

[00:07:34.360] 
About twenty percent
of the agricultural majors,

[00:07:38.840] 
about forty-three percent
of the English majors

[00:07:43.680] 
I believe, go out of the state.

[00:07:46.160] 
About twenty-seven percent of the math
majors go out of the state

[00:07:50.880] 
and I may say that

[00:07:53.000] 
those who do work in the State of North
Carolina are in the teaching profession.

[00:07:58.880] 
I have definite
reasons for going to New York,

[00:08:01.880] 
however, one reason is to get some
experience working away from home.

[00:08:08.920] 
Suppose you were to look for

[00:08:10.920] 
work in the field of professional biology
research in the State of North Carolina,

[00:08:15.120] 
would you encounter any difficulties?

[00:08:17.920] 
I definitely feel that I will

[00:08:20.640] 
because so far I have not
come in contact with that many people

[00:08:25.840] 
working in the field
of professional biology

[00:08:28.760] 
other than in the classroom.

[00:08:31.200] 
The only other places I know
would be in a hospital

[00:08:37.360] 
and there are not that
many vacancies in hospitals.

[00:08:40.920] 
In going to a place to apply for work,

[00:08:45.480] 
what kind of emotional
reaction would you have?

[00:08:48.440] 
In the Deep South, or maybe even

[00:08:50.680] 
in North Carolina, I think
I would be scared to death.

[00:08:52.843] 
Would you?

[00:08:54.840] 
In cities where

[00:08:59.480] 
the segregation problem is, well, less
evident, I think I would feel freer.

[00:09:07.360] 
Well, I think,
first of all, I would have a feeling that,

[00:09:13.040] 
that I wasn't accepted and would always be
going around trying to prove myself

[00:09:19.720] 
instead of really doing a good job
at the work I should be doing.

[00:09:23.560] 
Now I think this is the
case with a lot of Negroes

[00:09:25.960] 
they go into to these
jobs that have just opened up

[00:09:30.120] 
and they find themselves really trying
to prove that they can produce

[00:09:36.880] 
and worrying about how

[00:09:38.720] 
John Doe is accepting him as a person.

[00:09:41.600] 
Because I think 

[00:09:44.000] 
one's sociological setting,
or social setting,

[00:09:47.760] 
has to be conducive to good production.

[00:09:50.840] 
One has to be in a
setting whereby he can

[00:09:53.560] 
produce at his capacity.

[00:09:56.400] 
Even if I wanted to teach.

[00:09:58.560] 
I don't think I would teach
in the State of North Carolina.

[00:10:02.320] 
This is because I feel that
North Carolina teachers,

[00:10:07.160] 
Negro teachers, are discriminated
against because of their race.

[00:10:13.360] 
I feel that by going to another state,
I will be able to get a higher salary.

[00:10:20.200] 
If I do not plan to go into teaching as 

[00:10:23.560] 
a mathematician in
industry or a government,

[00:10:27.320] 
I would definitely not be able to get

[00:10:30.000] 
the kind of job that I
would want in this state.

[00:10:33.920] 
I feel that North Carolina is definitely

[00:10:36.480] 
trying to overcome its problems as
far as employment is concerned,

[00:10:41.200] 
but not at a fast enough pace

[00:10:44.600] 
because we have more people graduating
each year and fewer people are employed

[00:10:50.360] 
and then that makes for the fact that most
of them go out of state to work.

[00:10:56.280] 
Oh, I have some very strong feelings
about this sort of thing.

[00:10:59.880] 
Now I don't think a person's ability should
be judged by the color of his skin.

[00:11:05.960] 
This would not necessarily

[00:11:08.040] 
mean that his mental
capacity is such that he is inferior.

[00:11:12.529] 
To get qualified people

[00:11:17.360] 
I feel that it requires definite searching

[00:11:22.760] 
for the type person you
want to fill your job.

[00:11:26.440] 
I don't think it should
be because of color,

[00:11:30.320] 
I think it should be
because of ability only

[00:11:34.480] 
and your interest in the particular
field that you are pursuing your work.

[00:11:39.360] 
I think I have some contributions
to make to the state.

[00:11:43.200] 
I think that the state needs good engineers

[00:11:47.840] 
without regard to race, creed, or color,

[00:11:50.800] 
and I do definitely think
that I could do something in my field.

[00:11:56.400] 
In the State of North Carolina,

[00:11:58.600] 
even if Negro graduates are employed
by firms and industry or in teaching,

[00:12:06.720] 

they are not given the same opportunities

[00:12:09.960] 
for advancement that the
Whites are given.

[00:12:13.400] 
So Negro graduates go out of the state so

[00:12:16.200] 
that they may get an adequate salary
and advance economically.

[00:12:22.400] 
Not very many
people from industry come

[00:12:27.280] 
to North Carolina to secure
students who are graduating.

[00:12:33.480] 
Now the opportunities for teaching

[00:12:37.640] 
in the state are fairly good
for mathematics majors.

[00:12:42.640] 
In fact, I believe

[00:12:44.720] 
almost all of the mathematics majors
who have remained

[00:12:49.680] 
in the State of North Carolina are
now teaching in Negro public schools

[00:12:55.160] 
and Negro, or predominantly
Negro, colleges and universities.

[00:13:01.400] 
Well, teaching is not a very
beautiful profession to me.

[00:13:06.720] 
For one reason,

[00:13:08.880] 
the opportunities for
advancement in teaching

[00:13:11.640] 
are not as varied
as those in engineering

[00:13:15.280] 
and I don't want to be

[00:13:18.440] 
satisfied with just staying in 

[00:13:21.800] 
one position too long without any
noticeable advancement.

[00:13:26.360] 
Some of the graduates of North Carolina
who have gone to northern states to work

[00:13:33.120] 
have been transferred back to
North Carolina to work in the same industries 

[00:13:38.400] 
which they
could have gotten a job in

[00:13:42.320] 
 as soon as they graduated from college,

[00:13:44.680] 
however, evidently the persons

[00:13:47.520] 
in the firm in North Carolina did not
realize or did not want to realize

[00:13:53.600] 
and accept the potential
of the Negro college graduate.

[00:13:58.480] 
And until they went to a northern state and

[00:14:02.800] 
showed that they could assume the
responsibilities and that they could produce,

[00:14:08.360] 
they were not given
the opportunities for employment.

[00:14:13.600] 
They were later transferred
back to the state.

[00:14:16.680] 
Proctor and Gamble

[00:14:18.840] 
had a representative
on the campus in January

[00:14:23.840] 
and they invited me up for an interview
with some of their top company officials.

[00:14:30.680] 
I had a wonderful time.

[00:14:32.720] 
The trip was expense free for me

[00:14:36.520] 
and they'd like for me
to work mainly in statistics

[00:14:40.800] 
and there is some programming involved.

[00:14:43.920] 
We have unqualified Negroes and
we have unqualified Whites.

[00:14:48.240] 
I think that when a man goes
into a place to secure a job, or

[00:14:52.480] 
in quest of a job, he should be graded
primarily on his ability to do his job.

[00:14:58.720] 
I think I have

[00:15:00.720] 
a very nice offer from General
Dynamics out in San Diego, California,

[00:15:06.280] 
however, I haven't
decided whether or not I will take it.

[00:15:09.840] 
There are three hundred thousand people
have left the state in the last ten years.

[00:15:16.240] 
One hundred thousand
of these people were Negroes

[00:15:19.480] 
and this represents
a great loss to the state.

[00:15:21.680] 
In fact, it represents somewhere near
two million, two billion dollars.

[00:15:26.520] 
The state

[00:15:28.200] 
pays about

[00:15:29.720] 
six thousand dollars per student,
in-state student, for his education.

[00:15:35.400] 
And if the student leaves the state,

[00:15:38.520] 
then this would be nothing
but a loss to the state

[00:15:41.120] 
if he goes out

[00:15:43.080] 
and finds employment elsewhere.

[00:15:45.360] 
We have students who
leave the State of North Carolina

[00:15:48.040] 
field of engineering
who contribute a great deal

[00:15:52.040] 
and this represents a loss.

[00:15:54.260] 
It represents a loss in many respects.

[00:15:56.360] 
You could even go so far as to say

[00:16:00.440] 
in tax and things like this.

[00:16:01.300] 
A man making six thousand dollars,

[00:16:03.200] 
this represents money loss in tax.

[00:16:06.040] 
Man buys a license plate for his car,
even a little insignificant thing as this.

[00:16:11.360] 
When you start talking
about a hundred thousand people

[00:16:14.000] 
this represents a great deal of money.

[00:16:16.760] 
The State of North Carolina should accept

[00:16:22.240] 
and use, not only the
natural resources of the state,

[00:16:26.640] 
but all of the human resources of the state
regardless of race, creed, or color.

[00:16:33.000] 
We have people with master
degrees driving buses.

[00:16:38.120] 
We have people with B.S. degrees as
postmasters and even master's degrees

[00:16:44.000] 
and I don't think it takes
a master's degree to do this.

[00:16:46.890] 
I would think that some of these people
that are out of jobs who,

[00:16:51.800] 
who could very well drive a bus,

[00:16:53.800] 
or who could very well be a
postmaster or a delivery man,

[00:16:58.200] 
could do this job and you could have these
people, these master's degrees who

[00:17:02.400] 
have some real contribution to make
to the State of North Carolina, do so.

[00:17:06.560] 
But because of the segregated society

[00:17:09.320] 
that we live in, these people
are pushed into the background.

[00:17:12.920] 
They find it very hard to find a job
and in many cases

[00:17:16.720] 
a great deal of these people can't
leave the state in order to secure a job.

[00:17:21.000] 
Many times I have
found that companies hire

[00:17:23.640] 
Negroes just to put them in a,
so to speak, a showcase

[00:17:28.560] 
 to say that we have one.

[00:17:31.320] 
And they put him in a position
whereby he goes out to meet people.

[00:17:35.640] 
And I've been asked to
serve in these same positions

[00:17:38.920] 
whereby we're going to show
the world that, well, we do hire Negroes.

[00:17:43.360] 
But I think that the fact still remains that

[00:17:47.000] 
somewhere pressure has
been put on these companies.

[00:17:50.520] 
I don't really think they mean business.

[00:17:52.960] 
I think this is a face saving device.

[00:17:57.160] 
They tell you that if you
will qualify, we will hire you.

[00:18:02.080] 
But then when you start talking about
qualifications, nine times out of ten

[00:18:07.760] 
the Negro takes entirely different
exam from the other people.

[00:18:14.360] 
For an exmaple, I've heard of

[00:18:16.280] 
young ladies finishing
at A&T College as typists

[00:18:22.160] 
going to these places
to procure jobs and

[00:18:24.120] 
to find out that they really don't qualify
as far as the employee is concerned.

[00:18:30.400] 
Negroes feel that,

[00:18:32.000] 
what's the use of my getting education?

[00:18:34.520] 
I can't do anything with it.

[00:18:38.440] 
What's the use of my going and spending

[00:18:40.160] 
three or four thousand dollars
to get an education

[00:18:42.760] 
and then have to go back
home and wash dishes, or sweep streets, or

[00:18:48.120] 
drive a bus?

[00:18:49.400] 
I don't think it takes a
college education for this,

[00:18:51.760] 
and I think many
Negroes think this way.

[00:18:57.000] 
 It would be to no avail

[00:18:59.840] 
really, some think,

[00:19:01.480] 
to get an education.

[00:19:02.830] 
Why get an education?

[00:19:04.080] 
Spend all this time, four years of
your life wasted you might say,

[00:19:08.560] 
to get an education when you really
can't find a job when you finish it.

[00:19:13.800] 
Out of about at least twenty-five interviews

[00:19:19.120] 
I have not,

[00:19:20.360] 
no, I haven't been interviewed, by a single

[00:19:22.280] 
company from North Carolina.

[00:19:24.280] 
From the State of North Carolina?

[00:19:25.120] 
That's right.

[00:19:26.000] 
You may have a branch of one industry
in New York, or Philadelphia, or say, Ohio,

[00:19:34.000] 
and you may have another branch in North
Carolina, Virginia, or South Carolina.

[00:19:38.560] 
However, the different branches of the same

[00:19:42.040] 
industry have different practices
in the different states

[00:19:46.560] 
and I feel that there should be some

[00:19:49.320] 
continuity of hiring practices
since it is part of the same industry.

[00:19:54.400] 
I had one student to tell me that
he knew of a friend of his who had a job.

[00:20:01.200] 
In fact, he was working in the
government in North Carolina and

[00:20:06.640] 
he didn't get any further
than the GS-9 position,

[00:20:10.800] 
so he went to a northern state

[00:20:14.080] 
because he knew that he deserved

[00:20:15.880] 
a promotion and he felt that he
could get one in a northern state.

[00:20:20.160] 
So he went to the northern state

[00:20:21.960] 
and within a few months he had
the rate that he deserved

[00:20:27.160] 
so he came back to the state.

[00:20:29.680] 
I think if we're really
going to rid ourselves of

[00:20:34.040] 
the problem of poverty

[00:20:36.440] 
and all these things, I think we have
to do away with the segregated society.

[00:20:40.960] 
Recently, I think Governor Sanford has

[00:20:44.400] 
initiated a program on the war on poverty
in the State of North Carolina,

[00:20:48.920] 
and I think this is a good thing.

[00:20:51.760] 
To me, it means that we have some people
in the State of North Carolina who realize that

[00:20:56.800] 
the problem isn't only education.

[00:20:59.840] 
I think that one thing

[00:21:02.200] 
that the Negro educators need to do
is to make sure that the students,

[00:21:09.960] 
that they have the responsibility of educating,

[00:21:12.840] 
are adequately prepared
to meet the demands of today's world.

[00:21:19.240] 
Well, it has been said that
a Negro college in the South

[00:21:22.200] 
does not meet the required standards

[00:21:26.200] 
by some of the hiring firms

[00:21:28.520] 
and if this is true
then I will be handicapped.

[00:21:32.240] 
I think what we really have to do is
to try to devise some kind of program

[00:21:38.440] 
 that will involve

[00:21:40.840] 
all of the people in the state
of North Carolina in a concerted effort

[00:21:44.960] 
to rid the state of segregation

[00:21:48.240] 
because I really think that this is
the root to the whole problem.

[00:21:53.480] 
I think that

[00:21:55.920] 
if I was in authority whereby I could
influence people to do certain things,

[00:22:00.240] 
I would try to influence employers
to hire on one's ability to produce.

[00:22:07.520] 
And I think very seriously,
I would try to influence

[00:22:12.320] 
 my constituents to

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try to come up with some kind of workable
solution to the problem,

[00:22:19.920] 
because I don't think this problem has
really been attacked the way it which should be.

[00:22:23.800] 
First of all, I think that many people


[00:22:26.360] 
who say that they are
interested in the problem

[00:22:28.840] 
 merely try to find
loopholes to more or less

[00:22:35.000] 
 slow the process down instead of really

[00:22:40.360] 
 using their authority to influence

[00:22:44.840] 
things whereby we could
really get rid of this thing.

[00:22:47.680] 
Because I think it is really killing

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the image of the State of North Carolina.

[00:22:53.440] 
And for that matter, if you want to go on a
national basis or international basis,

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I think it's killing the whole,

[00:22:59.880] 
the whole outlook that every
country has about this country.

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When the foreigner gets here,
then his conception changes immediately.

[00:23:09.760] 
When he is able to see
these things face to face,

[00:23:14.240] 
to come in contact with them,
then he knows what is going on,

[00:23:18.880] 
but when a person goes overseas to talk
about what is happening in the United States,

[00:23:25.160] 
I think he's painting a pretty picture.

[00:23:27.157] 
It's merely because

[00:23:31.960] 
people aren't willing to accept another
person who is capable of doing a good job

[00:23:39.920] 
without bringing in this color line.

[00:23:40.720] 
I think we have to get rid
of this thing of colored lines.

[00:23:44.320] 
We have authority,
I think we should use it.

[00:23:48.160] 
And this reminds me of

[00:23:51.440] 
the city that I'm attending school
in right now at the present time.

[00:23:55.900] 
They have a Human Relations Committee.

[00:23:58.000] 
The Human Relations Committee
really has no power.

[00:24:01.430] 
It can't do anything. All it can do is

[00:24:04.920] 
sit down and really
philosophy on the question

[00:24:09.600] 
of the real problem.

[00:24:10.880] 
They have no real legislative power
that they could enact if they would.

[00:24:15.600] 
We must remember that protests
and demonstrations

[00:24:21.440] 
 are not only -

[00:24:24.800] 
We didn't participate in these activities
just to have the opportunity to eat,

[00:24:30.480] 
the right to eat in the same dining hall
as the non-Negro population.

[00:24:37.560] 
We didn't carry out these protests to

[00:24:41.400] 
because we wanted to ride on a particular
place in the bus especially.

[00:24:46.600] 
But I think they were aimed at the whole social and
economic structure of our nation.

[00:24:53.480] 
I think one thing that brought this out
and has struck painfully close

[00:24:58.080] 
to the American people was the
March on Washington.

[00:25:02.160] 
For the first time I think that those people
that were in the Civil Rights Movement

[00:25:08.320] 
for that matter, found out that
they had many people that were with them.

[00:25:14.320] 
We are striving for fair employment,
fair housing, for fair everything so to say.

[00:25:21.560] 
We want a democracy.

[00:25:23.680] 
Alright, then what we are
doing, we feel is good.

[00:25:28.320] 
We have our reasons to feel that it is good.

[00:25:31.120] 
If we must demonstrate to get
a good job, then demonstrate.

[00:25:35.840] 
I think we have proven the fact that we

[00:25:38.040] 
can go into the streets
and demonstrate without violence.

[00:25:41.560] 
I don't think that this is a thing
that should be looked down upon.

[00:25:47.700] 
I think we have to start
from the bottom and go to the top.

[00:25:50.800] 
Every citizen within the State
of North Carolina must become involved

[00:25:55.720] 
in this thing of trying to rid
the state of its segregated policies.

[00:25:59.880] 
I think every body becomes
involved in this problem

[00:26:03.480] 
I think the sooner we will get rid of it

[00:26:05.720] 
and I think this is the only
way that we can get rid of it.

[00:26:08.640] 
Everybody sit down and really try
to understand the problem and do something

[00:26:13.000] 
about it and stops sitting
around philosophizing about the problem.

[00:26:16.160] 
[music]

[00:26:18.457] 
[music]