03543nam a2200349 a 4500001001200000003000800012006001900020007001500039008004100054010001700095020003100112040002100143035002100164043001200185050002600197082001800223100002400241245011800265260006300383300001900446504005100465505049300516520161101009533015202620650008402772650008402856650006402940655002903004710001703033856012603050999001703176ebr10405069CaPaEBRm        u        cr cn|||||||||090925s2010    ncua    sb   s001 0 eng    z  2009039480  z9780807833087 (alk. paper)  aCaPaEBRcCaPaEBR  a(OCoLC)656846652  an-us---14aZ1039.W65bS53 2010eb04a028/.90822221 aSicherman, Barbara.10aWell-read livesh[electronic resource] :bhow books inspired a generation of American women /cBarbara Sicherman.  aChapel Hill :bUniversity of North Carolina Press,cc2010.  a380 p. :bill.  aIncludes bibliographical references and index.0 aReading Little women -- Women and the new cultural landscape of the Gilded Age -- Young women's ways of reading -- (Reading as) a family affair : the Hamiltons of Fort Wayne -- Reading and ambition : M. Carey Thomas and female heroism -- Working her way through culture : Jane Addams and literature's dual legacy -- Hull-House as a cultural space -- New books, new lives : Jewish immigrant women, reading, and identity -- With pen and voice : Ida B. Wells, race, literature, and politics.  aIn a compelling approach structured as theme and variations, the author offers insightful profiles of a number of accomplished women born in Americas Gilded Age who lost and found themselves in books, and worked out a new life purpose around them.  Some women, like Edith and Alice Hamilton, M. Carey Thomas, and Jane Addams, grew up in households filled with books, while less privileged women found alternative routes to expressive literacy. Jewish immigrants Hilda Satt Polacheck, Rose Cohen, and Mary Antin acquired new identities in the English-language books they found in settlement houses and libraries, while African Americans like Ida B. Wells relied mainly on institutions of their own creation, even as they sought to develop a literature of their own.  It is the author's contribution to show that however the skill of reading was acquired, under the right circumstances, adolescent reading was truly transformative in constructing female identity, stirring imaginations, and fostering ambition. With Little Women's Jo March often serving as a youthful model of independence, girls and young women created communities of learning, imagination, and emotional connection around literary activities in ways that helped them imagine, and later attain, public identities. Reading themselves into quest plots and into male as well as female roles, these young women went on to create an unparalleled record of achievement as intellectuals, educators, and social reformers. This study reveals the centrality of the eras culture of reading and sheds new light on these women's Progressive-Era careers.  aElectronic reproduction.bPalo Alto, Calif. :cebrary,d2013.nAvailable via World Wide Web.nAccess may be limited to ebrary affiliated libraries. 0aWomenxBooks and readingxSocial aspectszUnited StatesxHistoryy19th century. 0aGirlsxBooks and readingxSocial aspectszUnited StatesxHistoryy19th century. 0aWomen and literaturezUnited StatesxHistoryy19th century. 7aElectronic books.2local2 aebrary, Inc.40uhttp://site.ebrary.com/lib/rucke/Doc?id=10405069zAn electronic book accessible through the World Wide Web; click to view  c82147d82147