"Imagining Rhetoric" examines how women's writing developed in
the decades between the American Revolution and the Civil War, and
how women imagined using their education to further the civic aims
of an idealistic new nation.
In the late eighteenth century, proponents of female education in
the United States appropriated the language of the Revolution to
advance the cause of women's literacy. Schooling for women--along
with abolition, suffrage, and temperance--became one of the four
primary arenas of nineteenth-century women's activism. Following
the Revolution, textbooks and fictions about schooling materialized
that revealed ideal curricula for women covering subjects from
botany and chemistry to rhetoric and composition. A few short
decades later, such curricula and hopes for female civic rhetoric
changed under the pressure of threatened disunion.
Using a variety of texts, including novels, textbooks, letters,
diaries, and memoirs, Janet Carey Eldred and Peter Mortensen chart
the shifting ideas about how women should learn and use writing,
from the early days of the republic through the antebellum years.
They also reveal how these models shaped women's awareness of
female civic rhetoric--both its possibilities and limitations.
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