Dr. Theodore (Teddy) R. Delwiche

Theodore (Teddy) Delwiche is a post-doctoral fellow at the HCA whose research interests lie at the intersection of early modern intellectual history, religious history, and classical reception studies. He is particularly interested in the historical practices and purposes of education, focusing on the lives of early modern students. Teddy studied classical languages and literatures at Harvard College (B.A.) and afterwards completed his graduate training in history at the University of Groningen (ReMA) and Yale University (PhD; MA; MPhil). His research to date has been generously supported by over 25 different grants, fellowships, and awards, including most recently from the McDonald Agape Foundation. Currently, he is revising his dissertation, “The Contested Classics: Education in Early North America, 1630-1830,” into a book manuscript and plotting his next book-length project on a student-centered history of the early modern research university.

• colonial America 
• early modern European history
• history of the book 
• classical reception
• Latin Literature 

2024: Postdoc, Heidelberg Center for American Studies
2024: PhD, Yale University, Department of History
2022: MPhil, Yale University, Department of History
2022: MA, Yale University, Department of History 
2020: ReMA, University of Groningen, Department of History
2018: AB, Harvard College Department of Classics            

“Ezra Stiles and North America in the Early Modern Republic of Letters,” Modern Intellectual History 20 (2023), pp 27-61. 
“Training for the Ministry: Shorthand and the Colonial New England Manuscript,” Huntington Library Quarterly 85, 2 (2022), pp 317-346.
“Masters of the Manuscript, Makers of Knowledge: Colonial New England Students and their Shorthand Notes,” Erudition and The Republic of Letters 7 (2022), pp 434-470. 
“Shorthand Crosses the Atlantic: An Overview and Preliminary Census of Shorthand Manuscripts in Early New England,” Manuscript Studies: A Journal of the Schoenberg Institute for Manuscript Studies 7.1 (2022), pp 187-203.
“And Why May Not I Go to College? Alethea Stiles and Women’s Latin Learning in Early America,” Humanistica Lovaniensia 70, 2 (2021), pp 305-318.
“Fuit ille non empiricus mercenarius: Apprehensions towards Alchemy in Colonial New England.” Ambix 67, 4 (2020), pp 346-365.
“The Schoolboy’s Quill: Joseph Belcher and Latin Learning at Harvard College c. 1700,” History of Universities 33, 1 (2020), pp 69-104.
“vilescunt in dies bonae literae: Urian Oakes and the Harvard College Crisis of the 1670s,” Lias: Journal of Early Modern Intellectual Culture and its Sources 46, 1 (2019), pp 29-58.
“An Old Author in the New World: Terence, Samuel Melyen, and the Boston Latin School c. 1700,” The New England Quarterly 92, 2 (2019), pp 263-292.