Imagine a young woman named Juana Ramírez de Asbaje sitting confidently before a group of learned theologians, jurists, and mathematicians. The viceroy of New Spain had gathered these experts to test Juana’s knowledge with challenging questions. To everyone’s amazement, Juana answered each question with ease, whether it was a complex math problem or a deep philosophical inquiry. Witnesses compared her intellectual prowess to a “royal galleon fending off a few canoes.”
Juana was born in the mid-17th century in Mexico, which had been under Spanish rule for over a hundred years. This colonial period created a complicated social hierarchy. Juana’s maternal grandparents were from Spain, placing them in the upper class of Mexican society. However, Juana’s birth was out of wedlock, and her father, a Spanish military officer, abandoned the family. Her mother, Doña Isabel, raised Juana and her sisters with the support of Juana’s grandfather, who provided a comfortable life despite societal challenges. Doña Isabel’s strong example of managing an estate without formal education likely inspired Juana’s confidence and determination.
From a young age, Juana was eager to learn. At just three years old, she followed her older sister to school in secret. When she discovered that higher education was reserved for men, she begged her mother to let her attend disguised as a boy. Although her request was denied, Juana found refuge in her grandfather’s library. By her early teens, she had mastered philosophical debate, Latin, and the Aztec language Nahuatl. Her intellectual talents caught the attention of the royal court in Mexico City, and at sixteen, she became a lady-in-waiting to the viceroy and his wife. Her writings, including plays and poems, both entertained and provoked the court. One of her famous poems criticized the double standards of society, pointing out how men often corrupted women but blamed them for immorality. Despite the controversy, Juana’s work was admired, and she received numerous marriage proposals, which she declined in favor of her pursuit of knowledge.
In a society dominated by patriarchal norms, the Church offered Juana a unique opportunity to continue her intellectual pursuits while maintaining her independence. At the age of 20, she joined the Hieronymite Convent of Santa Paula and took the name Sor Juana Inés de la Cruz. For many years, she was celebrated as a treasure of the Church, producing a wide range of works including dramas, comedies, philosophical essays, religious music, and poetry. She amassed a vast library and welcomed many scholars to her circle. As the convent’s treasurer and archivist, she also protected her niece and sisters from exploitation.
However, Sor Juana’s outspoken nature eventually led to conflicts with her benefactors. In 1690, a bishop published her private critique of a respected sermon, advising her to focus on prayer rather than intellectual debate. Sor Juana boldly responded that God would not have given women intellect if He did not intend for them to use it. This exchange attracted the attention of the conservative Archbishop of Mexico, and over time, Sor Juana was stripped of her status, forced to sell her books, and compelled to stop writing. Despite her frustration with this censorship, she chose to remain in the Church and renewed her vows, signing them “I, the worst of all,” in her own blood.
Deprived of her scholarly activities, Sor Juana devoted herself to charity work. In 1695, she succumbed to an illness she contracted while caring for her sisters. Today, Sor Juana is celebrated as the first feminist of the Americas, inspiring numerous documentaries, novels, and operas. Her image graces Mexico’s 200-peso banknote. As Nobel laureate Octavio Paz remarked, “It is not enough to say that Sor Juana’s work is a product of history; we must add that history is also a product of her work.”
Engage in a structured debate on the topic: “Should educational opportunities be equal for all genders?” Use Sor Juana’s life as a case study to explore historical and contemporary perspectives. Prepare arguments for both sides and discuss the impact of gender on access to education.
Write a poem or short play inspired by Sor Juana’s works. Focus on themes of gender equality, intellectual freedom, or societal critique. Share your piece with the class and discuss how Sor Juana’s writing style and themes can be adapted to modern contexts.
Research Sor Juana’s influence on modern feminism and present your findings to the class. Highlight how her life and works have inspired contemporary movements and discuss her impact on literature and gender studies.
Visit your university library and explore texts related to Sor Juana and her era. Identify key themes and historical contexts. Discuss how access to knowledge and literature has evolved since Sor Juana’s time and its implications for today’s scholars.
Participate in a role-playing activity where you assume the roles of historical figures from Sor Juana’s time, such as theologians, court members, or church officials. Engage in a dialogue about the challenges Sor Juana faced and how different perspectives influenced her life and work.
Juana Ramírez de Asbaje sat before a panel of esteemed theologians, jurists, and mathematicians. The viceroy of New Spain had invited them to assess the young woman’s knowledge by posing challenging questions. Juana successfully answered every inquiry, from complex equations to philosophical dilemmas. Observers would later compare the scene to “a royal galleon fending off a few canoes.”
Born in the mid-17th century, Juana lived in a time when Mexico had been a Spanish colony for over a century, resulting in a complex class system. Her maternal grandparents were born in Spain, placing them in Mexico’s upper class. However, Juana was born out of wedlock, and her father, a Spanish military captain, left her mother, Doña Isabel, to raise Juana and her sisters alone. Fortunately, her grandfather’s moderate means provided the family with a comfortable life. Doña Isabel set a strong example for her daughters, successfully managing one of her father’s estates despite her illiteracy and the societal challenges of the time. This precedent likely inspired Juana’s lifelong confidence.
At age three, she secretly followed her older sister to school. When she later discovered that higher education was restricted to men, she pleaded with her mother to allow her to attend in disguise. After her request was denied, Juana found solace in her grandfather’s private library. By early adolescence, she had mastered philosophical debate, Latin, and the Aztec language Nahuatl. Juana’s remarkable intellect attracted attention from the royal court in Mexico City, and at sixteen, she became a lady-in-waiting to the viceroy and his wife. Her plays and poems captivated and sometimes shocked the court. One of her notable poems criticized societal double standards, highlighting how men often corrupted women while blaming them for immorality. Despite the controversy, her work garnered admiration and numerous marriage proposals, but Juana prioritized knowledge over marriage.
In the patriarchal society of her time, the Church offered Juana a space to pursue her intellectual interests while maintaining her independence. At age 20, she entered the Hieronymite Convent of Santa Paula and adopted the name Sor Juana Inés de la Cruz. For years, she was regarded as a treasure of the church, producing dramas, comedies, philosophical treatises, religious music, and poetry. She built an extensive library and welcomed many prominent scholars. While serving as the convent’s treasurer and archivist, she also protected her niece and sisters from exploitation.
However, her outspoken nature eventually led to conflict with her benefactors. In 1690, a bishop published Sor Juana’s private critique of a respected sermon, admonishing her to focus on prayer rather than debate. Sor Juana responded that God would not have given women intellect if He did not want them to use it. This exchange drew the attention of the conservative Archbishop of Mexico, and gradually, Sor Juana was stripped of her prestige, forced to sell her books, and give up writing. Despite her frustration with this censorship, she chose to remain in the church and renewed her vows, signing them “I, the worst of all,” in her own blood.
Deprived of scholarly pursuits, Sor Juana dedicated herself to charity work, and in 1695, she passed away from an illness contracted while caring for her sisters. Today, Sor Juana is recognized as the first feminist in the Americas, the subject of numerous documentaries, novels, and operas, and she appears on Mexico’s 200-peso banknote. As Nobel laureate Octavio Paz stated, “It is not enough to say that Sor Juana’s work is a product of history; we must add that history is also a product of her work.”
Juana – A reference to Sor Juana Inés de la Cruz, a 17th-century Mexican nun, scholar, and writer known for her contributions to literature and her advocacy for women’s rights. – Sor Juana’s writings provide a profound insight into the intellectual and cultural life of colonial Mexico.
Knowledge – Information, understanding, or skill that one gets from experience or education, particularly in the context of historical and literary studies. – The pursuit of knowledge was a central theme in the Enlightenment, influencing many revolutionary ideas in literature and society.
Education – The process of receiving or giving systematic instruction, especially at a school or university, often explored in historical contexts to understand societal development. – The expansion of public education in the 19th century played a crucial role in shaping modern society and literature.
Society – A community of people living in a more or less ordered community, often analyzed in literature and history to understand cultural and social dynamics. – Victorian literature often critiques the rigid structures and expectations of 19th-century British society.
Convent – A Christian community of nuns living together under religious vows, often depicted in historical literature as centers of learning and refuge. – In many of her writings, Sor Juana describes the convent as a place of intellectual freedom and spiritual reflection.
Poetry – A form of literary expression that uses rhythmic and aesthetic qualities of language to evoke meanings, often reflecting historical and cultural contexts. – The Romantic poets used poetry to express their revolutionary ideas about nature and society.
Feminism – The advocacy of women’s rights on the basis of the equality of the sexes, a theme explored in both historical movements and literary works. – Mary Wollstonecraft’s writings are foundational texts in the history of feminism, advocating for women’s education and rights.
History – The study of past events, particularly in human affairs, often explored through literature to understand cultural and societal evolution. – The historical novels of Hilary Mantel provide a vivid portrayal of Tudor England, blending fact with fiction.
Literature – Written works, especially those considered of superior or lasting artistic merit, often reflecting the historical and cultural contexts in which they were produced. – The literature of the Harlem Renaissance captured the vibrant cultural and social changes of the early 20th century.
Mexico – A country in North America with a rich cultural and historical heritage, often explored in literature to understand its complex social and political history. – The works of Octavio Paz offer profound insights into the history and identity of Mexico.
