1. An Analysis of “On the Equality of the Sexes”
By: Alexis Lyon, Makayla Jackson, Kailen De Saussure, and Ashleigh Duty
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2. About Judith Sargent Murray
Taught herself history, philosophy, geography, and literature using her vast family library.
Became an early advocate for women’s equality, education, and right to learning.
Since she was self-taught, she was able to show her intelligence through her poetry.
Judith published “On the Equality of the Sexes” in This was very important due to the fact that women usually were not given the chance to publish their work because of their gender.

3. About the Market Revolution
Market Revolution: First half of the 19th century
If women during the Market Revolution were lucky enough to get a job, they were paid very little, and they were forced to work in the harsh conditions of the factories. Most women stayed home to care for their children and their homes.
Women were not permitted to participate in political processes or own land (during this time, owning land was a sign of wealth, and only men could own land.)
Republic of Motherhood: The idea of educated women; the only way for women to become an “actual” citizen.
Cult of Domesticity: the cult of housewifing; women’s place was in the home; women only provide love and friendship.
During the Market Revolution, women were loved and respected if they didn’t have opinions.

4. Speaker/Persona Speaker: Judith Sargent Murray
Persona: An advocate for women’s equality in society and education
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5. Audience
The poem was directed towards American males who were business leaders, policy makers, and husbands.; she also wrote this to those who were wealthy.
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6. Purpose To advocate for women’s equality in education opportunities.
“... And in past times some men have sunk so low,/That female records nothing less can show.”(Murray 33-34)
Murray claims that women have never had the same chances or opportunities as men, so there is nothing from women that society can compare men’s failures to.
“... Yet cannot I their sentiments imbibe,/ Who this distinction to the sex ascribe,/As if a woman’s form must needs enroll, A weak, servile, an inferiour soul;...” (25-28)
Murray states that she cannot accept the ideals of those who claim that women are less than men.

7. Structure and Syntax Use of Conjunctions
“...Yet cannot I their sentiments imbibe,...”(25)
Murray’s use of a coordinating conjunction in this line provides an abrupt way to shift her subject and focus in the poem since she chose not to use stanzas. This allows the main thought of the poem to be carried on throughout the poem, and it connects all of her thoughts and ideas.
There are many examples throughout the poem. Now circle every time Murray begins one of her sentences with a coordinating conjunction.
Complicated sentence structure
Murray uses run on sentences throughout the poem that makes it difficult to understand. This was on purpose to show her ability to construct such an advanced piece of literature.

8. Structure and Syntax (cont.)
Use of punctuation
Murray uses punctuation because she was keeping a formal and grammatically correct format in her writing, since it is the introduction to an essay. She also uses punctuation to create a pause between her thoughts; this allows the audience to think and reflect on what she is saying.
Lengthy Sentences
Murray uses long, detailed sentences, which makes her sound unapologetic and sure of what she is arguing.
Parallelism
“...who wish not to improve,/ Who never can the path of knowledge love,…”(11-12)
Murray repeats the relative pronoun “who” in order to confront those who do not wish to be educated. This adds emphasis to her statement, and it makes the audience open their ears.

9. Figurative Language Personification
“...Deep Science, like a bashful maid retires [...] And Genius, led by Study, wears the crown…” (Murray 7-10)
Murray personifies Deep science as a women to emphasize how women are commonly portrayed as things such as Liberty and Freedom that aren’t available to them. This also shows how knowledgeable she is of the world around her.
“...The soul unfetter’d, to no sex confin’d…” (41)
This use of personification shows Murray’s argument in how sex doesn’t determine your soul, and she declares that your soul isn’t chained to a certain sex and can’t be limited.

10. Figurative Language (cont.)
Imagery
“...To heights surprising some great spirits soar,/With inborn strength mysterious depths explore;/Their eager gaze surveys the path of light,...” (3-5)
This use of strong description creates an image of those who seek knowledge and want to expand on what they know. Murray does this to appeal to those who desire to learn. Also the “path of light” she refers to is used as a divine right given to everyone by God.

11. Allusions Text to World Connection “...Newton’s Piercing sight.” (6)
By referencing Isaac Newton, Murray showcases her education in science and recent discoveries.
Text to Text Connection
“The torpid spirit mingling with its clod, Can scarcely boast its origin from God…;”(17-18)
Murray alludes to The Holy Bible to argue that those who stray away from knowledge should not be able to claim their creation by God because of their ignorance to seize the opportunities presented to them.

12. Allusions (cont.) Text to Text Connection Heroic Couplets
“That minds are not alike, full well I know, / This truth each day’s experience will show;”(1-2)
Murray uses this poetic element to emphasize her ability of writing and knowledge on poetry used by famous poets. This alludes to others texts written by the famous poet Shakespeare. By doing this, she proves that she has read and studied poetry and that she has the capability to write just as well as men.
This element continues throughout the entire poem.

13. Citations
“"Republican Motherhood".” Ushistory.org, Independence Hall Association, Accessed 7 Sept
Michals, Debra. "Judith Sargent Murray." National Women's History Museum. National Women's History Museum, Sept