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"We're Still Here!": the Rhetorical Education of the Prince Edward County Free School Association, 1963-1964

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Syracuse University SURFACE Writing Program – Dissertations College of Arts and Sciences 2013 "We're Still Here!": The Rhetorical Education of the Prince Edward County Free School Association, 1963-1964 Rebecca Candace Epps-Robertson Follow this and additional works at: https://surface.syr.edu/wp_etd Part of the Rhetoric and Composition Commons Recommended Citation Epps-Robertson, Rebecca Candace, ""We're Still Here!": The Rhetorical Education of the Prince Edward County Free School Association, 1963-1964" (2013). Writing Program – Dissertations. 36. https://surface.syr.edu/wp_etd/36 This Dissertation is brought to you for free and open access by the College of Arts and Sciences at SURFACE. It has been accepted for inclusion in Writing Program – Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract “We’re Still Here!”: The Rhetorical Education of the Prince Edward County Free School Association, 1963-1964, was directed by Lois Agnew. In 1954, the Prince Edward County Board of Supervisors voted to withhold funding to public schools in reaction to the Brown vs. Board of Education ruling. Public schools remained closed for five years in this county. The White community created and sustained a private segregation academy. The Black community worked to provide a variety of programs to keep students engaged. In 1963, the Kennedy Administration took note of the Black community’s plight. Black community leaders and members of the Kennedy Administration worked to establish the Free School Association, a one-year temporary solution to the school closure crisis. The Free School made plain its intention to provide students with the skills they believed necessary for becoming active citizens despite the obstructions placed upon them by the White community. Through archival research and interviews, this dissertation examines the Free School’s reading, writing, and speaking curriculum. I argue for an understanding of the curriculum as a blend of a traditional skills-based approach to writing coupled with a commitment to honor the communities of the students. The presentation of this history complicates our notions about rhetorical education, citizenship, and race. We’re Still Here!: The Rhetorical Education of the Prince Edward County Free School Association, 1963-1964 by Rebecca Candace Epps-Robertson B.A., Virginia Commonwealth University, 2000 M.A., Virginia Commonwealth University, 2003 Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Composition and Cultural Rhetoric in the Graduate School of Syracuse University. June 2013 Copyright 2013 Rebecca Candace Epps-Robertson All rights reserved. DEDICATION For my grandmother, Kathryn Wright Anderson, your stories brought me here and will forever sustain me. ACKNOWLEDGMENTS A project this large and the endeavor of graduate school cannot be accomplished without support. I have been fortunate during this process to have the support of mentors, family, and friends. I begin by thanking my director, Lois Agnew. Throughout my doctoral work, Lois has been most generous with her time, her thoughtful feedback on both my ideas and writing. This project was made richer because of her insight and ability to encourage me to explore emerging connections. Lois consistently provided me with careful reading and reflection. I am a better person because of her integrity. I am grateful to have worked with her on this dissertation. I would also like to thank the other members of my committee. Gwendolyn Pough’s scholarship and feedback provided enabled me to sharpen my analysis. Eileen Schell’s close readings helped me to complicate my own perspective of the Free School’s history. Eileen’s ability to read and press for more helped this project to grow in ways I didn’t think possible. Scott Strickland’s historical knowledge of the time period provided additional historical perspectives. Jessica Enoch’s suggestions and questions have demonstrated to me that this project will continue to shape my future work in meaningful ways. Finally, I must thank Marcelle Haddix for chairing my oral defense. There are numerous faculty members (past and present) in The Writing Program whose presence has helped to shape both this project and me: Iswari Pandey, Louise Wetherbee Phelps, Steve Parks, Krista Kennedy, and Collin Brooke. Portions of my dissertation research and writing were done from afar and I am grateful for the v administrative assistance of The Writing Program staff: Kristen Krause, Christine Palmer, and LouAnn Payne. During my time in the program I was fortunate to form relationships across cohort lines. I am grateful for my extended Syracuse CCR family: Reva Sias, Brian Baille, T J Geiger, Denise Valdez, Derek Mueller, Tamika Carey, Laura Davies, Tricia Serviss, Laurie Griese, Zosha Stuckey, Tanya Rodrigue, Tim Dougherty, Rachel Shapiro, Kate Navickas, and Nicole Gonzales-Howell. Friends and family in Prince Edward County provided me with a range of assistance during the completion of this project. My great-aunt, Mildred Reid, often allowed me to use her home as my base of operations during research trips and her cupcakes made the work that much easier. Armstead “Chuckie” Reid, my cousin, put me in touch with many who shared their stories with me. Mrs. Mickie Carrington helped to orchestrate many of my initial interviews. The Moton Museum staff and directors, Lacy Ward and Justin Reid, provided me with space to record interviews and were generous with their time and support. My parents, La Rue Du Fay and Iris Epps, encouraged me to pursue all of my educational dreams. My mother, valedictorian of her class and the first in our family to attend college, set the bar high. My father taught me the importance of both style and substance. His rhetorical prowess demonstrated the importance of learning to listen actively and respond deftly. My brother, David, gave me ongoing encouragement, music trivia, and prayers that helped me to survive this process. The loving care he has shown my daughters while I needed time to write will be forever appreciated. My daughters, Phoenix and Artemis, both ground and challenge me. Their very being helps me to keep vi my academic work in perspective and their questions and prescribed playground time give me the perfect rhythm. My husband, Hunter, deserves to have his name here seven times seventy. During my time in the program (and well before) his patience and belief in me has been steadfast. Whether it was a midnight drive to Wegman’s for snacks, countless hours on I- 81 going back and forth between Richmond and Syracuse, or the hours he spent reading, responding, and talking through ideas, I am forever thankful for his sacrifices. vii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ...................................................................................................v CHAPTER Prologue…………………………………………………………………………………..1 1. Race, Place, and Education: Exploring the Roots of Resistance in Prince Edward County, Virginia ......................................................................................................8 2. Pathways into the Archive: Situation the Prince Edward County Free Schools within Histories of Rhetorical Education ...............................................................41 3. The Race to Erase Brown: Massive Resistance and the Preservation of Dixie…79 4. Design within Constraint: Facilitating the Maximum Learning Experience for all Children……………………………………………………………………….127 5. The Moton High School: Vicars of the Democratic Tradition…………………172 6. Ending with my Beginnings…………………………………………………….223 BIBLIOGRAPHY ............................................................................................................250 Vita…………………………………………………………………………………….260 viii ix Prologue My earliest memories are of playing school at my grandma’s house. This was long before I’d set foot in a real classroom. Even though she called it playschool , it was quite real. There was a school desk we’d move into the living room, a pale green lunch tray I used to go through the mock lunch line she set up in the kitchen and the backyard was complete with a swing and seesaw my grandpa built from leftover wood he’d haul. I had a chalkboard and loads of books, paper, and pens. My grandma always let me write in pen. The ink made me feel like my words mattered more because they couldn’t be so easily erased. More than those things I remember the patience my grandma displayed when she taught. My grandmother, Kathryn Wright Anderson, gave me two of the most empowering gifts I’ve ever received. She taught me how to read and how to listen. I can’t remember that first book now, but I remember her hand covering mine as she moved my finger across the page touching each letter as we read aloud together. Storytelling was my grandma’s art. She taught and I learned through stories and storytelling. She had a story for any occasion and that is what made her a great teacher. If you wanted to understand how the sun rose, what made rainbows, or why our family first moved to Richmond, there was a story to explain. The stories, though, were not just talk, they were what good stories are, connections, lessons, and histories. Her stories sought to make meaning out of life, remember the past, and make us push towards the future. My favorites were those about her childhood in Prince Edward County, Virginia. She was born there on December 20, 1928 and would stay until she was seventeen, deciding to move on because she could no longer take the stifling environment with such limited opportunities for Black women. Her stories of Prince Edward were filled with childhood 1 nostalgia coupled with a critical analysis and awareness that the situation most Blacks found themselves in was riddled with the oppression of Jim Crow and poverty. Of the numerous stories she told, there are three that are very dear to me and these are the ones that I tell my daughters now. The first one is about her and her sister, Mildred, going down to the candy store on Main Street in downtown Farmville. It would have been sometime between 1933 and 1934.
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