Abstract

Rhetoric as a college-level discipline entered the nineteenth century as one of the most respected fields in higher education. The teacher of rhetoric at that time was an honored and respected figure, often occupying a chaired position like Edinburgh's Regius Professorship or Harvard's Boylston Chair. When, however, we look at the teacher of rhetoric a mere century later, what a sad change we find. Rhetoric has changed in a hundred years from an academic desideratum to a grim apprenticeship, to be escaped as soon as practicable. Instead of being an esteemed intellectual figure in community and campus, the rhetoric teacher of 1900 is increasingly marginalized, overworked, and ill-paid. Instead of being a senior professor, he, or she, is an instructor or a graduate student. Instead of being sought by students, rhetoric courses are despised and sneered at, and their teachers have fallen from the empyrean of named chairs to the status of permanent underclass teachers: oppressed, badly paid, ill-used, and secretly despised. In this essay I want to examine some of the issues of labor and status that have surrounded the composition underclass, which is with us today in forms that would be all too familiar to the writing teachers of 1900. The creation of the composition underclass cannot be understood without examining an essential change that took place in America during the nineteenth and early twentieth centuries. This was the shift from oral to written discourse within rhetorical training, with its result an incredible rise in the amount of individual academic work that each teacher of rhetoric must do. This overwork, along with the increasing bureaucratization of the universities, allowed the formation of permanent low-status jobs in composition which were not filled by upwardly mobile scholars, who increasingly gravitated to literary work, which was easier, offered a lighter load, and was given more respect.