To Read My Heart: The Journal of Rachel Van Dyke, 1810-1811, a compelling primary document previously unpublished, offers insights into the life and mind of a seventeen-year-old young woman, while also providing a fascinating window into the cultural and social landscape of the early national period. Rachel Van Dyke was a thoughtful, intelligent observer, and her journal is an important account of upper- and middle-class life in the growing city of New Brunswick, New Jersey. Her entries reveal her remarkably considered views on social customs, marriage, gender roles, friendship, and religion.

The journal is dominated by two interrelated themes: Rachel's desire to broaden her knowledge and her friendship with her teacher, Ebenezer Grosvenor. Since Ebenezer was both her teacher and her romantic interest, it is impossible to distinguish between the themes of education and romance that dominate her writings. On several occasions, Rachel and Ebenezer exchanged their private journals with each other. During these exchanges, Ebenezer added comments in the margins of Rachel's journal, producing areas of written "conversation" between them. The marginalia add to the complexity of the journal and provide evidence of and insight into Rachel's romantic and intellectual relationship with him. The written interactions between Rachel and Ebenezer, together with discussions of friendship and courtship rituals provided throughout the journal, enrich our understanding of social life during the early national period.

To Read My Heart will be of interest to students of American history, women's studies, and nineteenth-century literature; all readers will be captivated by the rich expression andemotional experience of the journal. Whether she is relating the story of a young friend's wedding, the death of a small boy, or the capture of a slave in Guinea, Rachel's pages have universal appeal as she seeks to understand her own role as an emerging adult.

Elizabeth Smith, a learned British woman born in the momentous year 1776, gained transnational fame posthumously for her extensive intellectual accomplishments, which encompassed astronomy, botany, history, poetry, and language studies. As she navigated her place in the world, Smith made a self-conscious decision to keep her many talents hidden from disapproving critics. Therefore, her rise to fame began only in 1808, when her posthumous memoir appeared. In this elegantly written biography, Lucia McMahon reconstructs the places and social constellations that enabled Smith's learning and adventures in England, Wales, and Ireland, and traces her transatlantic fame and literary afterlife across Britain and the United States. Through re-telling Elizabeth Smith's fascinating life story and retracing her posthumous transatlantic fame, McMahon reveals a larger narrative about women's efforts to enact learned and fulfilling lives, and the cultural reactions such aspirations inspired in the early nineteenth century. Although Smith was cast as "exceptional" by her contemporaries and modern scholars alike, McMahon argues that her scholarly achievements, travel explorations, and posthumous fame were all emblematic of the age in which she lived. Offering insights into Romanticism, picturesque tourism, celebrity culture, and women's literary productions, McMahon asks the provocative question, "How many seemingly exceptional women must we uncover in the historical record before we are no longer surprised?"

Elizabeth Smith, a learned British woman born in the momentous year 1776, gained transnational fame posthumously for her extensive intellectual accomplishments, which encompassed astronomy, botany, history, poetry, and language studies. As she navigated her place in the world, Smith made a self-conscious decision to keep her many talents hidden from disapproving critics. Therefore, her rise to fame began only in 1808, when her posthumous memoir appeared. In this elegantly written biography, Lucia McMahon reconstructs the places and social constellations that enabled Smith's learning and adventures in England, Wales, and Ireland, and traces her transatlantic fame and literary afterlife across Britain and the United States. Through re-telling Elizabeth Smith's fascinating life story and retracing her posthumous transatlantic fame, McMahon reveals a larger narrative about women's efforts to enact learned and fulfilling lives, and the cultural reactions such aspirations inspired in the early nineteenth century. Although Smith was cast as "exceptional" by her contemporaries and modern scholars alike, McMahon argues that her scholarly achievements, travel explorations, and posthumous fame were all emblematic of the age in which she lived. Offering insights into Romanticism, picturesque tourism, celebrity culture, and women's literary productions, McMahon asks the provocative question, "How many seemingly exceptional women must we uncover in the historical record before we are no longer surprised?"

In Mere Equals, Lucia McMahon narrates a story about how a generation of young women who enjoyed access to new educational opportunities made sense of their individual and social identities in an American nation marked by stark political inequality between the sexes. McMahon's archival research into the private documents of middling and well-to-do Americans in northern states illuminates educated women s experiences with particular life stages and relationship arcs: friendship, family, courtship, marriage, and motherhood. In their personal and social relationships, educated women attempted to live as the "mere equals" of men. Their often frustrated efforts reveal how early national Americans grappled with the competing issues of women s intellectual equality and sexual difference.

In the new nation, a pioneering society, pushing westward and unmooring itself from established institutions, often enlisted women s labor outside the home and in areas that we would deem public. Yet, as a matter of law, women lacked most rights of citizenship and this subordination was authorized by an ideology of sexual difference. What women and men said about education, how they valued it, and how they used it to place themselves and others within social hierarchies is a highly useful way to understand the ongoing negotiation between equality and difference. In public documents, difference overwhelmed equality, because the formal exclusion of women from political activity and from economic parity required justification. McMahon tracks the ways in which this public disparity took hold in private communications. By the 1830s, separate and gendered spheres were firmly in place. This was the social and political heritage with which women s rights activists would contend for the rest of the century."