Life” Šesnić points out that “the vocabulary of Romanticism” allowed Fuller “to voice and externalize the incipient personal and gender anxiety, while seeking new models of the self, gender, and the social.” In her biographical reading Šesnić acknowledges Fuller’s gender split, which stemmed from her upbringing, of her father raising her to be his son; it became the source for her creative radicalism and avant-garde notions of gender. Another form of writing, Romanticism, which literary authorities deemed suitable for women ‘scribblers’ became an outlet for Fuller to challenge stabilized gender structures as well as making her a key player in mid-nineteenth-century transatlantic intellectual exchange. (keywords: non-fiction, transatlantic relations, Romanticism, education, biographical reading, New England, Europe, 1850)