Ronald H. Carpenter - History as rhetoric: style, narrative, and persuasion
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History as rhetoric: style, narrative, and persuasion
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Studies in Rhetoric/Communication Thomas W. Benson, General Editor
Page iii
History as Rhetoric
Style, Narrative, and Persuasion
Ronald H. Carpenter
Page iv
Copyright 1995 University of South Carolina
Published in Columbia, South Carolina, by the University of South Carolina Press
Manufactured in the United States of America
Library of Congress Cataloging-in-Publication Data
Carpenter, Ronald H., 1933 History as Rhetoric : Style, Narrative, and Persuasion / Ronald H. Carpenter. p. cm. (Studies in rhetoric/communication) Includes bibliographical references and index. ISBN 1-57003-032-4 1. Narration (Rhetoric) 2. Style, Literary. 3. History Methodology. 4. Historiography. I. Title. II. Series. PN203.C36 1995 94-18749 808-dc20
Page v
CONTENTS
Chapter 1 On Style and Narrative in History: A Rhetorical Perspective
1
Part I-Historians as Rhetorical Stylists
19
Chapter 2 Frederick Jackson Turner and the Oratorical Origins of Persuasive Style in the Frontier Thesis
21
Chapter 3 Carl Becker and the Epigrammatic Force of Style in Epideictic History: An Overt Impact
68
Chapter 4 Alfred Thayer Mahan's Style in History as a Persuasive Paramessage: A Subtle Impress
107
Part II-The Rhetoric of Narrative in History
139
Chapter 5 Alfred Thayer Mahan as Opinion Leader for the Japanese Attack on Pearl Harbor: Narrative Fidelity with Fact
141
Chapter 6 Frank L. Owsley Competes Rhetorically but Unsuccessfully for the Hearts and Minds of the South: Narrative Fidelity and Myth
181
Chapter 7 Barbara Tuchman, John Kennedy, and Why "The Missiles of October" Did Not Become The Guns of August: Narrative Fidelity from Archetypal Story Form
222
Part III-Historians in a Stream of Time
261
Chapter 8 History and the Frontier Metaphor for War in American Society: From Syntax through Archetype
263
Bibliography
319
Index
343
Page 1
Chapter One On Style and Narrative in History: A Rhetorical Perspective
History can persuade. Discourse approached, read, and accepted by most people as historical writing embodies certain elements that allow it to shape attitudes and actions. Perhaps the most immediately apparent of these qualities is credibility. For readers of history, "both the structure of the narrative and its details are representations of past actuality"; and scholars of the philosophy of history acknowledge that the "claim to be a true representation is understood by both writer and reader."1 Surely a subtle but long-term impress of such credibility may be in our schools. In America Revised, a work that analyzes some of the most widely used history textbooks from which children "get their first and most lasting idea of what the United States is all about," Frances FitzGerald describes a preparatory mind set with which such discourse often is read and studied:
Those of us who grew up in the fifties believed in the permanence of our American-history textbooks. To us as children, those texts were the truth of things: they were American history. It was not just that we read them before we understood that not everything that is printed is the truth, or the whole truth. It was that they, much more than other books, had the demeanor and trappings of authority. They were weighty volumes. They spoke in measured cadences: imperturbable, humorless, and as distant as Chinese emperors. Our teachers treated them with respect, and we paid them abject homage by memorizing a chapter a week.2
With that credibility, historical writing about the past acquires the status of being among the most persuasive discourse to influence attitudes and actions for the future.3
People often read history for its lessons about life. The great nine-
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