In the late 18th and early 19th centuries, the American theater emerged as a crucial cultural space for debates around gender stereotypes, gendered conduct, sexual desire, the politics of intimacy and domesticity, female authorship, as well as the complex intersections of gender and other markers of cultural difference, such as race, ethnicity, socioeconomic class, age, or nation. This collection explores the role of gender in the formation of American theatrical culture in this period. It features essays on well-known early American dramatists such as Susanna Rowson or Judith Sargent Murray, but also sheds light on anonymous authors and more obscure theatrical practices.

Elite men and women in America's founding era formed friendships with one another that were vibrant, intimate, and politically significant. These relationships put women on equal footing with the founding fathers and other prominent men. Such friendships, Cassandra Good shows in Founding Friendships, enriched both the lives of individuals and the political fabric of the new nation.

Susanna Rowson--novelist, actress, playwright, poet, school founder, and early national celebrity--bears little resemblance to the title character in her most famous creation, Charlotte Temple. Yet this best-selling novel has long been perceived as the prime exemplar of female passivity and subjugation in the early Republic. Marion Rust disrupts this view by placing the novel in the context of Rowson's life and other writings. Rust shows how an early form of American sentimentalism mediated the constantly shifting balance between autonomy and submission that is key to understanding both Rowson's work and the lives of early American women. Rust proposes that Rowson found a wide female audience in the young Republic because she articulated meaningful female agency without sacrificing accountability to authority, a particularly useful skill in a nation that idealized womanhood while denying women the most basic rights. Rowson, herself an expert at personal reinvention, invited her readers, theatrical audiences, and students to value carefully crafted female self-presentation as an instrument for the attainment of greater influence. Prodigal Daughters demonstrates some of the ways in which literature and lived experience overlapped, especially for women trying to find room for themselves in an increasingly hostile public arena.

Cultivated by Hand aligns the overlooked history of amateur musicians in the early years of the United States with little-understood practices of music book making. It reveals the pervasiveness of these practices, particularly among women, and their importance for the construction of gender, class, race, and nation.

Written in 1954 and published in 1981, this fascinating study remains authoritative as an account of a body of opinion about women’s nature and role that was in vogue in America during the first half-century after independence. Combining intellectual and social history, this work was one of numerous attempts being made at the time to add depth to American social history dealing with women and women’s experiences before feminism. The author explores British sources of American thought as well, presenting an early comparative history, and offers a focus on religion to show how processes of change to ideas about women occurred.

American publishing in the long nineteenth century was flooded with readers, primers, teaching-training manuals, children’s literature, and popular periodicals aimed at families. These publications attest to an abiding faith in the power of pedagogy that has its roots in transatlantic Romantic conceptions of pedagogy and literacy. The essays in this collection examine the on-going influence of Romanticism in the long nineteenth century on American thinking about education, as depicted in literary texts, in historical accounts of classroom dynamics, or in pedagogical treatises. They also point out that though this influence was generally progressive, the benefits of this social change did not reach many parts of American society. This book is therefore an important reference for scholars of Romantic studies, American studies, historical pedagogy and education.