African-American Rhetorical Education and Epistolary Relations at the Holley School (1868–1917)

Research output: Contribution to journalArticle

Abstract

This study establishes the Holley School as an important site of African-American rhetorical education in the post–Civil War United States. Abolitionist Caroline F. Putnam was a white Northerner who, like countless other freedmen’s teachers, moved south after the war to teach formerly enslaved African Americans. Putnam’s educational work was remarkable, however, in that she taught rhetoric in service of racial justice and continued this work for almost fifty years. I argue that she was able to sustain the Holley School through epistolary relations cultivated to persuade others to join in educating freedmen as well as support the school through donations.

Original languageEnglish (US)
Pages (from-to)293-313
Number of pages21
JournalAdvances in the History of Rhetoric
Volume21
Issue number3
DOIs
StatePublished - Sep 2 2018

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Education
school
education
donation
rhetoric
justice
teacher
American
Rhetoric
African Americans
Teaching
Abolitionist
Justice
Donation

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Communication
  • Linguistics and Language
  • Literature and Literary Theory

Cite this

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African-American Rhetorical Education and Epistolary Relations at the Holley School (1868–1917). / VanHaitsma, Pamela.

In: Advances in the History of Rhetoric, Vol. 21, No. 3, 02.09.2018, p. 293-313.

Research output: Contribution to journalArticle

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