Jewish Portraits, Indian Frames offers a personal and social history of the author's foremothers -- Baghdadi Jews who lived most of their lives in the Jewish community in Calcutta. Jael Silliman begins with a portrait of Farha, her maternal great-greandmother, who dwelled almost entirely within the Baghdadi Jewish community no matter where she and her husband traveled on business (Calcutta, Rangoon, Singapore). Next is her maternal grandmother, Miriam (Mary), who was much more Anglicized than Farha and deeply influenced by British colonial practices. The third portrait, of Silliman's mother, Flower, reveals a woman in a double transition: her own and India's. Flower grew up in colonial India, witnessed India's struggle for independence, and lived her middle years in an independent India. The final sketch is of Silliman herself. Born in Calcutta in 1955 in the waning Jewish community, Silliman grew up in a cosmopolitan and Indian world, rather than a Baghdadi Jewish one. Silliman's own travels have taken her to the US, where, as a teacher and scholar, her primary identification is with the "South Asian intellectual and professional diaspora." These rich family portraits convey a sense of the singular roles women played in building and sustaining a complex diaspora in what Silliman calls "Jewish Asia" over the past 150 years. Her sketches of the everyday lives of her foremothers -- from the food they ate and the clothes they wore to the social and political relationships they forged -- bring to life a community and a culture, even as they disclose the unexpected and subtle complexities of the colonial encounter as experienced by Jewish women.

Managing Literacy, Mothering America accomplishes two monumental tasks. It identifies and defines a previously unstudied genre, the domestic literacy narrative, and provides a pioneering cultural history of this genre from the early days of the United States through the turn of the twentieth century.

Domestic literacy narratives often feature scenes that depict women-mostly middle-class mothers-teaching those in their care to read, write, and discuss literature, with the goal of promoting civic participation. These narratives characterize literature as a source of shared knowledge and social improvement. Authors of these works, which were circulated in a broad range of publication venues, imagined their readers as contributing to the ongoing formation of an idealized American community.

At the center of the genre's history are authors such as Lydia Sigourney, Catharine Maria Sedgwick, and Frances Harper, who viewed their writing as a form of teaching for the public good. But in her wide-ranging and interdisciplinary investigation, Robbins demonstrates that a long line of women writers created domestic literacy narratives, which proved to be highly responsive to shifts in educational agendas and political issues throughout the nineteenth century and beyond.

Robbins offers close readings of texts ranging from the 1790s to the 1920s. These include influential British precursors to the genre and early twentieth-century narratives by women missionaries that have been previously undervalued by cultural historians. She examines texts by prominent authors that have received little critical attention to date-such as Lydia Maria Child's Good Wives--and provides fresh context when discussing the well-known works of the period. For example, she reads Uncle Tom's Cabin in relation to Harriet Beecher Stowe's education and experience as a teacher.

Managing Literacy, Mothering America is a groundbreaking exploration of nineteenth-century U.S. culture, viewed through the lens of a literary practice that promoted women's public influence on social issues and agendas.