Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2005 Propelled by Faith: Henriette Delille and the Literacy Practices of Black Women Religious in Antebellum New Orleans Donna Marie Porche-Frilot Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Porche-Frilot, Donna Marie, "Propelled by Faith: Henriette Delille and the Literacy Practices of Black Women Religious in Antebellum New Orleans" (2005). LSU Doctoral Dissertations. 2418. https://digitalcommons.lsu.edu/gradschool_dissertations/2418 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. PROPELLED BY FAITH: HENRIETTE DELILLE AND THE LITERACY PRACTICES OF BLACK WOMEN RELIGIOUS IN ANTEBELLUM NEW ORLEANS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Curriculum and Instruction by Donna Marie Porche-Frilot B.A., Louisiana State University, 1992 M.A, Louisiana State University, 1998 May 2006 ©Copyright May 2006 Donna Marie Porche-Frilot All rights reserved ii Shall it any longer be said of the daughters of Africa, they have no ambition, they have no force? By no means. Let every female heart become united . — Maria Stewart, 1831 The religious spirit which has animated women in all ages, showed itself at this time. It has made them, by turns, martyrs, apostles, warriors, and concluded in making them divines and scholars. — Maria Stewart, 1833 It is from numberless diverse acts of courage and belief that human history is shaped. Each time a [hu]man stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he[/she] sends forth a tiny ripple of hope, and crossing each other from a million different centers of energy and daring, those ripples build a current that can sweep down the mightiest walls of oppression and resistance. — Robert F. Kennedy (1925 - 1968), South Africa, 1966 iii Acknowledgments Sincere gratitude is expressed to Professor Petra Munro Hendry for so kindly contributing to this dissertation and for her deep and continuous commitment to her studies and the cause of women’s history. My interactions with her over the years inspired my choice to explore this topic and pursue its completion. I am deeply indebted to her for creating a context that was productive, intellectually nurturing, stimulating, and humane. I thank you for directing me toward a line of inquiry that was both most unexpected and providential. Much appreciation is extended to the Congregation of the Sisters of the Holy Family. I thank them for opening their doors, hence their lives to me. I thank Mother Sylvia Thibodeaux, Superior General, Sister Eva Regina its Vicar General, Sister Doris Goudeaux for access to the archives and the opportunity to view the relics and texts once held by Henriette Delille and the charter members. Special thanks to members from Belize who kept me praying, laughing, and thinking and honored me by making me the object of their prayers. Sr. Carolyn, in particular, was a wonderful resource, personally and professionally. Special thanks goes out to my advisory committee, which included William Doll, Nancy Nelson, Claudia Eppert, John Lowe, and Tiwanna Simpson. I appreciate the amount of time that each of you took to read and critique my work, and how you added dimension to the manner in which I approached the topic of black women religious. Many thanks and deep affection go out to Lillian Bridwell-Bowles, who advised and encouraged my as I completed this work. I would also like to recall the names of a very special contributors to this project: Miss Edna Jordan, Librarian and historian associated with the Genealogy Room of the Bluebonnet Regional Library and Linda Beshears of St. Francis Xavier School in Baton Rouge., Each supplied me with critical documents, personal wishes of support, and access to iv their inspiring minds. Each was foundational to my understanding to the sometimes strange and often wonder-filled narratives that I encountered. None of this would be possible without the support of some very special people. For grounding and familial nurturance, I extend my heartfelt thanks to my husband Leopold, and my sons, Leo and Julian, who are my personal inspiration. And who earn my gratitude for putting up with me through the long days and nights of my field research and dissertation writing. To my parents, sister and brothers, and extended family, I offer my appreciation to you for your support, ideas, and words of encouragement. Finally, I would like to thank my peers at Louisiana State University, who enriched my life and learning experiences with their engaging dialogue and collaborative spirit. v Table of Contents Acknowledgments ........................................................................................................ iv List of Tables ..............................................................................................................viii List of Figures ..............................................................................................................ix Abstract ......................................................................................................................... x Chapter One. Theorizing Literacy in the Lives of Antebellum Black Women Religious ........................................................................................................................ 1 Biographical Sketch….….………………………………………………… ..... 5 Historical Mappings.………………………………………………………. ... 11 Literature on the History of the Congregation……………………………………………………………….. .. 19 Re-imagining Literacy..………………………………………..…………...... 30 Organization………………………………………………………………..... 46 Chapter Two. Sociocultural and Historical Contexts for Free Black Female Literacy Activism in Antebellum Black New Orleans ............................................ 48 Significant Women.………………………………………………….............. 48 Immiscible Bodies: Les Gens de Couleur ………………………………… .... 55 Gender and Piety………………………………………………………… ...... 78 The Educational Agency of Free Black Women in New Orleans………….... 87 Summary.…………………………………………………………………. .. 104 Chapter Three. Literacy as a Communal Act: Acculturation and Ritual in Black Monastic Practice in Antebellum New Orleans .......................................... 106 The First Formations ...................................................................................... 106 Two Communities of Practice........................................................................ 113 A Community Begins..................................................................................... 139 Literacy and Community................................................................................ 140 Summary ........................................................................................................ 146 Chapter Four. Literacy as a Spatial Act: Producing Sites/Sights for Black Literacy in Antebellum New Orleans ..................................................................... 149 First Passages ................................................................................................. 149 Making Space................................................................................................. 154 “Where we might live in peace”..................................................................... 158 Spatial Overtures ............................................................................................ 163 The Movement Outward ................................................................................ 180 Literacy and Space ......................................................................................... 192 Summary ........................................................................................................ 196 vi Chapter Five. Literacy as a “Humanizing” Act: Fulfilling the Vision/Mission Through Schooling ................................................................................................... 198 Bold Moves .................................................................................................... 198 Historical Overview ....................................................................................... 202 “Elevating Our Race” Through Formal Education ........................................ 211 Religious Instruction of the Enslaved ............................................................ 213 The Bayou Road Convent School For Colored Girls..................................... 217 Spaces of Apprehension ................................................................................. 234 Literacy and “Humanization”......................................................................... 241 Summary ........................................................................................................ 245 Chapter Six. Convergences: Re-imagining Literacy ............................................. 247 Journey to the Motherhouse ..........................................................................