Inti CAfiCLifcliUi
RALEIGH, N. C., SATURDAY, APRIL 10, 1965
Merger Versus Integration
BY S. E. DUNCAN
President of N.C.T.A.
The topic to which I was invited
to address myself on this occasion
might be appropriately modified
to read “Merger and Integration”
without appreciable loss of mean
ing because of its relationship in
the context of an obvious situation.
However, the concept of merger
has been fostered to hinder the use
of rationalization and error in de
fining the concept of integration
ss a slow process of desegregation
without due regard for the contri
butions and potential of either or
both State Teachers Associations
in the best interest of the public's
welfare.
First, we wish to commend the
North Carolina Education Associa
tion for removing racial restric
tions from its constitution, even
Imported
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though it provides for a form of lo
cal option. In all fairness it should
be noted that it was made dis
tinctly clear in a public release
prior to the submission of propos
ed amendment that the question
did not pertain to merger. But the
overwhelming majority of the
teachers and administrators who
voted for the amendment and the
professional nature of the Associa
tion stimulates the North Carolina
Teachers Association to strive for
merger as it has in the past. The
state and national movement for
the greater recognition of and re
spect for the dignity and worth of
all people without regard to race,
creed or color further commends
and supports the basis for such ac
tion. Toward this end the questions
concern, in the main, recognition,
representation, and some reorgani
zation on tiie part of the two asso
13
ciations.
It seems noteworthy that
there exists on the part of
NCTA no clamor for unequal
representation In merger, a fart
that is supported by the full
recognition of differentials In
the numerical strength of mem
berships, employed personnel
and perhaps in some other
areas. But there does exist on
the part of NCTA the need,
the destre and insistence for
representation and recognition
in any plan designed for the
real Integration and unification
of the two associations in keep
ing with the spirit of the reso
lution of NEA and future prog
ress in North Carolina. It seems
appropriate also to point out
that there is sufficient similar
ity in the names of the two as
sociations, NCEA and NCTA, to
preclude any great disagree
ment concerning a name that
might be considered in merger.
Factors conducive to merger are
more numerous and logical than
those that hinder it. As examples
of this:
1. Both associations are affiliates
of the National Education Associa
tion.
2. Both associations hold mem
bership in the United Forces for
Education.
3. The organizational patterns of
the two associations are similar
and structured to a great extent
on the basis encouraged by NEA.
4 Officers and members of the
two associations have enjoyed
fruitful contacts through the years
and some have served together on
national education committees and
as officers of NEA.
5. The climate for intergroup re
lations in North Carolina and the
Nation has never been more con
ducive than now for reorganiza
tion and merger of similar organi
zations of different races with due
regard for the contributions and
dignity of each. The geat Christian
and democratic spirit of America
has been stirred and the merger
of Churches and other institutions
across racial lines attests to the
fact.
fi. Both associations have remov
ed icial restrictions from their
constitutions, the North Carolina
Teachers Association having done
so more than 25 yeans ago and has
white members.
7. The members of both associa
tions have improved their academ
ic and professional training to a
great extent on their initiative and
with encouragement from the State
Department of Public Instruction
and local administrative units.
8. Through the years both asso
ciations have been tremendously
interested in such areas as com
pulsory school attendance, school
bus transportation, school consoli
dation, school lunch program, bond
issues affecting educational prog
ress, the improvement of health
conditions in school and communi
ty, educational administration and
supervision, higher salaries for
school personnel, and continuing
{CONTINUED ON PAGE 14)
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