The Civil War brought an abrupt change to the Rollin Family, ending a period where, according to Frances Rollin, “free people of color were at the zenith of their prosperity”. The Rollin family’s wealth became decimated by the Civil War, and the Rollin sisters are forced to remain in the north with family and friends. When the sisters return home, they are enthusiastically determined to embrace the new world which post-Civil War and Reconstruction brought to South Carolina. Frances Rollin takes a teaching post at the American Missionary Association’s Freedman’s School; later, the Penn Center in Beaufort. It was during her trip to the Penn Center when the Pilot Boy incident occurred. Frances is assisted during her lawsuit by Major Martin DeLaney, the highest ranking African American soldier in the Union Army. DeLaney is so taken by Frances’ determination and abilities, that he engages her to write his biography.
In 1867, Frances Rollin travels to Boston, where she writes her book on Martin DeLaney. The book is written under the pen name “Frank A. Rollin”. While in Boston, Frances becomes acquainted with abolitionists William Lloyd Garrison and Wendell Phillips, as well as intellectuals like William Nell, and Richard Greener. Kate and Lottie Rollin return to Charleston to establish a day school for colored boys and girls, which operates for only eighteen months. The sisters move to Columbia, where they teach at the Freedmen’s Bureau’s school, and pick up positions in South Carolina’s fledgling Reconstruction government, where they gain influence in the Republican controlled state.
- 8-5 The student will understand the impact of Reconstruction, industrialization, and Progressivism on society and politics in South Carolina in the late nineteenth and early twentieth centuries.
- 8-5.0 During the periods of Reconstruction, industrial expansion, and the Progressive movement, South Carolina searched for ways to revitalize its economy while maintaining its traditional society. To understand South Carolinas experience as representa...
- USHC-4 The student will demonstrate an understanding of the industrial development and the consequences of that development on society and politics during the second half of the nineteenth and the early twentieth centuries.
- USHC-4.0 Political democracy depends upon the active participation of individuals working through political and economic-interest groups to protect their welfare. To understand how groups in the past have protected their rights, the student will utiliz...
- USHC.3 Demonstrate an understanding of how innovation and industrialization impacted demographic change, reform movements, and American identity from 18621924.
- USHC.2 Demonstrate an understanding of the relationship between economic and continental expansion and the evolving disagreements over natural rights and federalism from 18031877.
- 8.3 Demonstrate an understanding of conflict and compromise in South Carolina, the Southern region, and the United States as a result of sectionalism between the period 18161865.
- 4.5 Demonstrate an understanding of the contributions different groups made to impact the economic, political, and social developments during Reconstruction of the United States and South Carolina in the period of 1860 1880.
- 4.5.E Analyze multiple perspectives of the economic, political, and social effects of Reconstruction on different populations in the South and in other regions of the U.S.
- 4.5.CC Identify and evaluate the impact of economic, political, and social events on the African American experience throughout Reconstruction.
- 4.4 Demonstrate an understanding of economic, political, and social divisions during the United States Civil War, including the role of South Carolina between 18501870.