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Founder of Female Religious Schools in the Nineteenth-Century Galicia

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Founder of Female Religious Schools in the Nineteenth-Century Galicia Lucyna Kudła Pedagogical University of Cracow Founder of female religious schools in the nineteenth-century Galicia The nineteenth century brought many changes to the lands referred to by the term Galicia. The changes were political, economic and administrative in nature. They resulted from transformations caused by the change of borders, emergence of temporary states and change of invaders. It also affected edu- cation in Galicia. The most favourable period for Polish education is related to the introduction of autonomy, which allowed for faster development of education at various levels, disseminated access to education to children and youth from various social groups and expanded learning opportunities for girls. Galicia enabled female religious congregations to act and develop openly and freely. They influenced the large-scale development of charity and edu- cation at various levels. Female religious congregations that dealt with the upbringing and education of girls were developing dynamically. New con- gregations appeared in addition to orders traditionally involved in nursing, educational and teaching activities such as the Benedictine nuns, nuns of the Order of the Holy Sacrament, handmaids of the Sacred Heart of Jesus, nuns of the Visitation, Presentation Sisters, Canonesses and Norbertine Sisters. Galicia was a shelter for congregations removed from the Prussian and Russian parti- tions, an example may be the Ursuline congregation or the Sisters of the Im- maculate Conception of the Blessed Virgin Mary, nuns of the Order of the Holy Family of Nazareth, Felician Sisters and sisters of the Marinoii Family. Due to favourable conditions and social demand for nursing, educational and teaching works, the development of activities was progressing quite quickly 292 | Lucyna Kudła and new religious institutions were created. Most of the monastic schools were established in Cracow and Lviv. The act of establishing private schools and scientific-educational institu- tions was regulated by the Act of 1869. These schools were supposed to teach and educate at the level of public schools. They were under the supervision of public school authorities and that is why it was necessary to receive an authorization of the National School Board to establish any school. The com- pliance with terms and conditions and full curriculum applicable in public schools as well as regulations of the authorities regarding the use of specified textbooks determined the receipt of public school privileges. Certificates is- sued by monastic schools were equivalent with public school certificates. The requirements of school authorities were very strict. Private schools underwent annual inspections of school inspectors who controlled the condition of school rooms, the level and conditions of teaching, school equipment, teaching aids, the condition of school libraries, teachers’ qualifications, educational and teaching methods. A positive opinion of such a lustration gave the opportunity to apply for a state subsidy granted to schools. Failure to comply with educa- tional regulations led to the loss of funds and public powers. An example may be the school of Presentation Sisters in Cracow, where in 1871 the authorities demanded to exclude the school from enclosed religious orders and build an entrance from the street for the needs of the emerging teacher seminar. The congregation lost control over the building. The head of the school did not agree to such a condition, and the school lost its subsidy and public powers. This forced the congregation to transform the school into a private one, sup- porting itself from student fees and financial aid from outside.1 Difficult economic situation of religious orders and lack of funds often contributed to the establishment of schools, nurseries, boarding houses or dormitories which enabled the congregations to gain funds necessary to maintain their activity. These institutions were opened and run even by con- gregations that had not been involved in educational or teaching activities and by congregations that were purely contemplative in nature. Religious congregations in Galicia managed all types of schools: folk, fac- ulty, high schools, middle schools, teacher seminars. They also managed well- developed child-care institutions: orphanages, nurseries and educational care centres. The nuns also ran schools and vocational courses to enable girls and 1 R. Gąsior, T. Matuła, Szkoła Sióstr Prezentek w Krakowie w latach 1627–1918, Lublin 1998, p. 255. Founder of female religious schools… | 293 women to obtain professional qualifications. All congregations used external assistance. Support was provided by the clergy, bishops and simple priests of the parishes that were close to the schools. Of course, some support was also provided by the landed gentry and aristocrats who were guided by philan- thropy. In addition, assistance was provided by various social committees, associations, municipal and communal authorities. The landed gentry often funded those institutions for personal reasons. By establishing nurseries or schools – and therefore providing care for children – mothers could work for the court. Family traditions were often cultivated and nuns were employed to help in parish churches, run nurseries and schools and to provide medical care to the population in the area. The founders sup- ported congregations joined by their relatives, thus paying off financial liab- ilities (dowries). At the end of the 19th century, especially in Eastern Galicia, where the Russians prevailed, Polish schools and nurseries were supposed to maintain the national character. They taught Polish, cultivated Polish patriotic traditions, and led religious education. There is no information about the funds of many folk and faculty schools. It can be presumed that they were partly supported with salaries associated with school foundations or the congregations’ own funds and charity. The schools founded by individual founders were supported with their own assets. The founders worth mentioning are the Czartoryski family, especially Duke Jerzy Konstanty and Duchess Wanda. She was a distinguished social and pat- riotic activist and a spokeswoman for women’s education. Her commitment and funds contributed to the establishment and maintenance of a folk school in Czerwona Wola. The Servant Sisters of Stara Wieś, who ran a nursery, were brought there. The funds of the Czartoryski family were used to build a new brick nursery with a chapel and a classroom. Initially, there was only one class. The school also established a boarding school.2 The merits of Duchess Jadwiga Sapieha, née Sanguszko, the founder and benefactor of the school in Krasiczyn, are also worth mentioning. She had the support of her husband, Duke Adam Sapieha, a spokesman for organic work and president of the Galician Economic Society. They were the parents of Duke Bishop Adam Sapieha. She continued the philanthropic work of her mother-in-law, Jadwiga Sapieha, who founded the first orphanage and nursery 2 S. Kieniewicz, Czartoryski Jerzy Konstanty ks. (1828–1912) in Polski słownik biograficzny, vol. IV, Kraków 1938, p. 278. 294 | Lucyna Kudła in Krasiczyn. Jadwiga Sapieha, née Zamoyska brought Servant Sisters of Stara Wieś to Krasiczyn who, with her support and financial help, led a nursery and educated poor children.3 The Servant Sisters had experience in establishing schools, because they ran an institution in Krzeczów (near Myślenice), where they benefited from the material help of Duchess Cecylia Lubomirska. The Servant Sisters also established a school in Borzęta (near Myślenice). In view of educational needs and in fear of employing a teacher with radical social views, as well as having good experience with educational work of the sis- ters, the owners of the estate entrusted them with running a school. Despite various difficulties and resistance coming from the authorities, the funders were persistent and successful (1906). The ongoing financial assistance of the Lubomirski family lasted until the Second World War. It resulted in an expansion of the school.4 It is worthwhile to mention the initiative of the Sisters of Mercy in Prze- worsk, which was taken as a result of the declaration of the Lublin governor Antoni Lubomirski and his wife Zofia, née Krasińska. Their funds enabled the construction of a school and a hospital. The sisters, who came from Warsaw, were responsible for nursing the sick, surrounding them with care and running a school for girls. The founders asked the sisters to pay particular attention to the children coming from their family. For this purpose, the Lubomirski family allocated sixty thousand Polish zlotys located in the Przeworsk estate. Over time, more children attended the school.5 The founder of the Daughters of Charity of Saint Vincent de Paul was Franciszka Rzewuska, née Cetner. She entrusted the sisters with the task of nursing the sick in their homes and educating girls. Their activity was to be paid from interests on the sum of sixty thousand. She also provided the sisters with a residential building that was actually a school. Over time, Rzewuska’s contribution proved to be too modest to sustain the growing number of those in need, but benefactors also offered some support.6 The Daughters of Charity of Saint Vincent de Paul 3 M. Syska, Działalność opiekuńczo-wychowawcza Zgromadzenia Sióstr Opatrzności Bożej w la- tach 1857–1905, Lublin 2004, p. 171. 4 M. Syska, Działalność wychowawczo-oświatowa Służebniczek Starowiejskich w archidiecezji
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