Elisabeth McPherson, Remembering, Regretting, and Rejoicing: The Twenty-Fifth Anniversary of the Two-Year College Regionals, College Composition and Communication, Vol. 41, No. 2 (May, 1990), pp. 137-150

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When I sat down to consider what I remember about the past of the National Council of Teachers of English, I came up with some admirable positions it advocated during the 1960s and 70s, and some admirable actions it took during that same period. I am, of course, using my own definition of admirable. Sometimes, it seemed to me, NCTE was influenced by and echoed the moods of the more general society, and sometimes it tried to influence those -noods. When newspapers, magazines, and television reported that literacy was at a low ebb, that the schools were doing a lousy job and something better be done about it quick, NCTE responded with resolutions opposing the worst of the so-called solutions and set up committees to demonstrate that the so-called crisis was greatly exaggerated. I remembered that NCTE has spoken out for the rights of racial minorities and made sure that they and their views were included in its own programs and committees. It has spoken out for the rights of women and-I can't say included them because we have always been a majority of NCTE's membership-but it has at least shown that it meant what it said by adopting a policy on sexism in language and by putting some muscle behind its support of ERA while that proposed amendment was still alive. It has spoken out for the rights of lesbians and gay men. It has spoken out against censoring books and against the abuses of testing. And I remembered that NCTE had acted admirably by forming three new sub-groups during those years. Through its related organization, the Conference on College Composition and Communication, NCTE formally recognized the importance of junior colleges in the educational system. Regional community college conferences were set up across the country and given financial assistance to help them along. As a result of that action large numbers of English teachers who had been existing in a kind of professional nobody's land became more professional. They met to talk about mutual problems, and more of them subscribed to and read professional journals. Eighteen years later two of those conferences are strong and vigorous, earning their own way. One, at least, is ailing and not

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