The foundress of the Poor Clares, S. Clare of Assisium, was the daughter of a knight, and had to suffer contumely and opprobrium for entering the religious state instead of accepting proffered marriage. Her sister and mother were led by her virtues to follow her example, and they founded houses of the Poor Clares in all the principal cities of Italy and Germany. They wore no covering on their feet, slept on the ground, practised perpetual abstinence, and never spoke except when compelled by necessity or charity. S. Clare’s great fortune she gave to the poor, without reserving a farthing for herself. What but religion could suggest, sustain, and crown so martyr-like a life as this? The Little Sisters of the Poor are now nearest the model which S. Clare became; and the Little Sister of the Poor is greater in the sight of Almighty God and in the honest reverence of the human heart than a De Staël or a “Sand”!
We merely allude to S. Jane Frances de Chantal, the foundress of the Order of the Visitation, whom our American widow, Mother Seton, foundress of our Sisters of Charity, so strangely resembled in certain properties of character and circumstances of life. The conspicuous virtue of these two women was the same—humility. Space forbids more than allusion to other noted foundresses—Angela Merici, mother of the Ursulines; Catherine McAuley, of the Sisters of Mercy; Mme. Barat, foundress of the Order of the Sacred Heart, whose beatification is in progress; Nano Nagle, of the Sisters of the Presentation; and those holy, brave, and zealous women who are to-day leading their respective communities in every part of the world, whom to name, even in illustration of an argument, would be to offend. They are exercising within convent walls the sacrifices which made martyrs. They are sending pioneers of religion to the frontiers of civilization; equipping hospitals, asylums, and schools wherever and whenever called; carrying out faithfully on our continent the example set them by the foundresses of American charitable institutions; for our first hospital in New France was managed by three nuns from Dieppe, the youngest but twenty-two years of age; and in 1639 a widow of Alenson and a nun from Dieppe, with two Sisters from Tours, established an Ursuline Academy for girls at Quebec. Bancroft says: “As the youthful heroines stepped on the shore at Quebec they stooped to kiss the earth, which they adopted as their mother, and were ready, in case of need, to tinge with their blood. The governor, with the little garrison, received them at the water’s edge; Hurons and Algonquins, joining in the shouts, filled the air with yells of joy; and the motley group escorted the new-comers to the church, where, amidst a general thanksgiving, the Te Deum was chanted. Is it wonderful that the natives were touched by a benevolence which their poverty and squalid misery could not appall? Their education was also attempted; and the venerable ash-tree still lives beneath which Mary of the Incarnation, so famed for chastened piety, genius, and good judgment, toiled, though in vain, for the culture of Huron children.” Could anything but religion enable delicately-reared women to turn a last look upon the sunny slopes of France, where remained everything that their hearts cherished, and set out in 1639, in a slow ship, over an almost unknown ocean, with certain expectation never to return, and equally certain that in the new land they would encounter an almost perpetual winter and incur all the perils of the instincts of savages? What stately woman’s figure rises in profane history to the height of Mary of the Incarnation?
The part that woman has had in the building up and the spread of education has not, so far as we are aware, been adequately written. Perhaps it never will be; for the materials of at least fifteen centuries are, for the most part, carefully buried in convent archives, and their modest keepers shun publicity. The lack of popular knowledge in this portion of the history of education has induced the erroneous supposition that woman has done little or nothing for the intelligence of the race; that, until recently, the sex received slight instruction and possessed only superficial and effeminate acquirements; and that the free facilities which women are reaching after indicate an entirely new, an unwritten, chapter in the culture of the sex.
Each of these suppositions is unwarranted by facts. Women have shared in the establishment of educational institutions from the earliest period of which we have authentic record. Their resources have founded schools, their talents have conducted them. Whenever, from the days of S. Catherine to those of Nano Nagle, special efforts have been made to teach the people, women have furnished their full share of energy and brains. The opportunities which, even in periods of exceptional darkness or disturbance, were afforded for the higher education of women, were far in advance of the standard which prejudice or ignorance has associated with women in the past; and the increasing demand which we have on every side for a more substantial and scholarly training for the sex does not look forward to that which they have never had, but backward to what they have lost or abandoned.
Again we find Mr. Gladstone’s sneer answered; for religion—the Catholic religion—has been the sole inspiration of the part that woman has had in popular education. The magnitude of that part we will only outline; but enough will be shown of woman as a foundress, a teacher, and a scholar to indicate the rank to which she is entitled as an educator, and the motive which enabled her to attain it.
There were very few convents for women which were not also schools and academies for their sex. Many Christian women, even in the days of the Fathers, were not only skilled in sacred science, but in profane literature, and these, naturally and inevitably, taught the younger members of their own households, and, when they entered the service of the church, became teachers of the children of the people. In the IVth century Hypatia, invited by the magistrates of Alexandria to teach philosophy, led many of her pupils to Christianity, although she herself did not have the grace to embrace it; but her learning induced many women to profound and elegant study. We have spoken of S. Catherine, who confuted the pagan philosophers of that city of schools, and whose condition was the delight of her contemporaries. The mothers and sisters in those early days were not only willing but able to teach the science of Christianity and letters. S. Paul himself alludes to the instruction he received from his mother, Lois, and his grandmother, Eunice. It was S. Macrina who taught S. Basil and S. Gregory of Nyssa. It was Theodora who instructed Cosmas and Damian. “Even as early as the IId century,” says a distinguished scholar, “the zeal of religious women for letters excited the bile and provoked the satire of the enemies of Christianity.” S. Fulgentius was educated by his mother. So solicitous was she about the purity of his Greek accent “that she made him learn by heart the poems of Homer and Menander before he studied his Latin rudiments.” It was S. Paula who moved S. Jerome to some of his greatest literary labors; and the latter assures us that the gentle S. Eustochium wrote and spoke Hebrew without Latin adulteration. S. Chrysostom dedicated seventeen letters to S. Olympias; and S. Marcella, on account of her rare acquirements, was known as “the glory of the Roman ladies.” S. Melania and S. Cæsaria were noted for their accomplishments.
Montalembert declares that literary pursuits were cultivated in the VIIth and VIIIth centuries in the convents in England, “with no less care and perseverance” than in the monasteries, “and perhaps with still greater enthusiasm.” The nuns were accustomed “to study holy books, the fathers of the church, and even classical works.” S. Gertrude translated the Scriptures into Greek. It was a woman who introduced the study of Greek into the famous monastery of S. Gall. The erudite author of Christian Schools and Scholars says that “the Anglo-Saxon nuns very early vied with the monks in their application to letters.” There is preserved a treatise on virginity by Adhelm, in the VIIth century, which contains an illumination representing him as teaching a group of nuns. S. Boniface directed the studies of many convents of women.
Hildelitha, the first English religieuse, had received her education at the convent of Chelles, in France, “and brought into the cloisters of Barking all the learning of that famous school.” This institution, about five leagues from Paris, was founded by S. Clotilda, and one of its abbesses in the IXth century was Gisella, a pupil of Alcuin and sister of Charlemagne. It was in a convent school, that of Roncerai, near Angers, that Heloise received her education in classics and philosophy; and Hallam, who finds little to remark concerning convent schools—because, we presume, their archives were not sought by him—says that the “epistles of Abelard and Eloisa, especially those of the latter, are, as far as I know, the first book that gives any pleasure in reading for six hundred years, since the Consolation of Boethius.” The learning of S. Hilda was so highly esteemed that “more than once the holy abbess assisted at the deliberation of the bishops assembled in council or in synod, who wished to take the advice of her whom they considered so especially enlightened by the Holy Spirit.” Queen Editha, wife of Edward the Confessor, taught grammar and logic.
The scholarly women of the time were not all in England. Richtrude, daughter of Charlemagne, had a Greek professor. The historian from whom we have already quoted says, in Christian Schools and Scholars, that the examples of learning in the cloisters of nuns were not “confined to those communities which had caught their tone from the little knot of literary women educated by S. Boniface. “It was the natural and universal development of the religious life.”
Guizot ranks “among the gems of literature” the account of the death of S. Cæsaria, written by one of her sisters. Radegunde, queen of Clothaire I., read the Greek and Latin fathers familiarly. S. Adelaide, Abbess of Geldern, in the Xth century, had received a learned education, and imparted her attainments to the young of her sex. Hrotsvitha, a nun of Gandersheim, in the Xth century, wrote Latin poems and stanzas, which prove, says Spalding, “that in the institutions of learning at that day classical literature was extensively and successfully cultivated by women as well as by men.” In the XIIth century the Abbess Hervada wrote an encyclopedia, “containing,” remarks Mgr. Dupanloup, “all the science known in her day.”