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From Mary Ward (1585-1645) to Michael (Frances) Corcoran (1846-1927) • • the Educational Legacy of the Loreto Order

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From Mary Ward (1585-1645) to Michael (Frances) Corcoran (1846-1927) • • the Educational Legacy of the Loreto Order From Mary Ward (1585-1645) to Michael (Frances) Corcoran (1846-1927) • • The Educational Legacy of the Loreto Order Elaine Me Donald Doctor of Philosophy 2008 MATER DEI INSTITUTE OF EDUCATION A College of Dublin City University From Mary Ward (1585-1645) to Michael (Frances) Corcoran (1846-1927): The Educational Legacy of the Loreto Order Elaine Me Donald M. Rel. Sc. Supervisor: Kevin Williams Ph.D. School of Education Submitted in Fulfilment of the Requirements for the Degree of Doctor of Philosophy July 2008 DECLARATION I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Ph.D. is entirely my own work and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Date: M f i ACKNOWLEDGEMENTS First and foremost my thanks go to Dr. Kevin Williams for the generosity of his time, skill and insight. I am most grateful for his love of learning which encouraged me to pursue this research. Thanks to his guidance and direction this research was awarded an IRCHSS scholarship. I am grateful to the Research Committee, Mater Dei Institute of Education for the scholarship provided by the Institute which enabled me to begin this study. This dissertation was completed thanks to the support of colleagues and friends: Dr. Ethna Regan and Dr. P.J. Sexton deserve particular mention for their friendship and encouragement. I would also like to extend my thanks to Dr. Andrew Me Grady, Registrar, and Dr. Gareth Byrne, Head of School, for the way in which they facilitated this research. My thanks also to Mr. Peter Folan and Ms. Betty Magill and the staff at Mater Dei Library for their unfailing courtesy. I am indebted to Sr. Paula Doolin, Sr. Damien O’Donohoe and Sr. Kathleen Fitzgerald (Loreto Archives, St. Stephen's Green, Dublin); Sr. Christina-Kenworthy Browne (CJ Archives, York); Ms. Noelle Dowling and Mr. David Sheehy (Dublin Diocesan Archives) for their interest, generosity and kindness. Each one made archival visits a most enjoyable and engaging experience. The research was funded by my congregation, the Loreto Sisters. Particular thanks are extended to Sr. Rionach Donlon and Sr. Teresa Mac Paul who enabled me to begin and pursue this research. I am grateful to Srs. Teresa Me Cullagh, Marie Carr, Kathleen Fitzpatrick and Therese Larkin for their unfailing interest and support. I am deeply grateful to my family, and to my parents in particular, for their constant support and understanding. Finally this dissertation is dedicated to the students and staff of the Mary Ward School in Rumbek, South Sudan. A new beginning in the history of Mary Ward’s Institute. TABLE OF CONTENTS ABSTRACT LIST OF ABBREVIATIONS GLOSSARY INTRODUCTION 1 CHAPTER I: THE BIOGRAPHICAL AND HISTORICAL CONTEXT OF MARY WARD’S PLANS FOR HER INSTITUTE.............................................16 The emergence of recusant women within the English Catholic community...............18 The influence of recusant women on Mary Ward................................... 20 An ‘intense and militant’ faith: martyrdom in the recusant community....................... 22 An “unofficial seminary for future religious”: Mary Ward’s Yorkshire background..23 Mary Ward’s attraction to the religious life..................................................................... 24 Insiders becoming outsiders: the situation of women religious in the seventeenth century church........................................................... 26 Ecclesiastical control and the cloister...............................................................................28 An altered state: recusant women in the cloister..............................................................30 Mary Ward and the Poor Clares ................................................................................32 A model Society: Mary Ward’s plans to adopt the rule and manner of life of the Jesuits............................................................................................................................... 34 The contribution of the Society of Jesus to education.................................................... 35 Mary Ward and the Jesuits’ Ratio Studiorum.................................................................. 39 Mary Ward’s school of prayer: the Spiritual Exercises of St Ignatius of Loyola 41 The Constitutions of the Society of Jesus with particular reference to education... 42 Conclusion....................................................................................................................... 43 CHAPTER II: A CONSIDERATON OF MARY WARD’S PLANS IN THE LANDCAPE OF FEMALE EDUCATION IN THE SEVENTEENTH CENTURY............................................... 46 “Pious notions and needlework”: a review of women’s education in the seventeenth century.................................................................................................................................. 48 Defining the feminine: gender and education in the seventeenth century................ 49 “Let not your girl learn Latin”: the limitations of female education......................... 50 “Chaste, silent and obedient”: education for the marriage market.............................. 52 A woman’s view on virtue................................................................................................ 53 Female education and the cultivation of humility......................................................... 55 Mastering an ecclesiastical tight rope: the French Ursuline Sisters...............................57 The first plan of the Institute: Schola Beatae Mariae (c. 1611-1612).................... 63 The Second Plan: Ratio Instituti (1616-1617)................................. 67 The Third Plan: Institutum 7(1620-21).................................................................... 69 A masterclass in Ignatian pedagogy: the educational enterprise of Mary Ward’s Institute................................................................................................................................ 71 Conclusion.................................................................................................................. 74 CHAPTER III: THE OPPOSITION OF THE JESUITS AND THE ENGLISH CLERGY TO MARY WARD’S ENTERPRISE.........................................................77 Prodigal Fathers: The opposition of the Society of Jesus to Ward’s Institute..............78 The efforts made by the Jesuits to distance themselves from Ward’s Institute.......... 80 “Disorderly women”: the perception of Ward’s association with the Jesuits...............83 The vexed question of Jesuits support for Ward’s enterprise........................................86 A deafening silence: the response of the Jesuits to the opposition faced by Ward... .90 The English clergy’s campaign against Ward’s enterprise. ....................................... 91 Sister Dorothea’s narrative: a first hand account of the Institute’s apostolate in England........................................................................................................................... 93 The English clergy’s attempts to undermine Ward’s plans.............................................96 An attack on the moral reputation of Ward and the members of her Institute 100 Ward’s efforts to secure papal approval for her plans.............................................. 101 “They are but women”: some of the issues facing Ward as leader of her Institute... 104 “Godfather’s Information”: opposition from within the Institute............................. 105 A powerful adversary: the work of the English Agent against the Institute...............108 Conclusion ............................. 110 CHAPTER IV: THE SUPPRESSION OF MARY WARD’S INSTITUTE........ 113 A veiled history: the Inquisition files dealing with Ward’s case............................. 114 The Congregatio de Propaganda Fide and Ward’s Institute........................................116 Ingoli’s authority within the Congregatio de Propaganda Fide............................. 118 Acquiring a new language: Ward and ecclesiastical diplomacy............................. 120 The suppression of the Institute houses in the Papal States and Naples................ 121 The uncertain future of the Institute................................................................................ 124 Further foundations of the Institute despite the suppression.........................................124 Viennese disquiet reaches Rome................................................................................ 126 Further allegations made to the Cardinals against Ward’s Institute....................... 127 Ward’s knowledge of the proceedings among the Cardinals................................... 129 The final steps towards the suppression of the entire Institute..................................... 130 The findings of the special congregation of Cardinals.............................................. 131 The suppression of the entire Institute begins............................................................. 132 The reaction of the opponents to the suppression....................................................... 133 Ward’s efforts to halt the suppression............................................................................135 Ward’s misunderstanding of the state of affairs in Rome. .................. 136 The suppression of the foundation in Liège....................................................................137
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