Identity and Mission in Cornelian Schools in the European Province by Datum Creative Media

Identity and Mission in Cornelian Schools in the European Province

‘I have begun the work. Others will bring it to perfection.’

CORNELIA CONNELLY

CORNELIA Connelly founded the Society of the Holy Child Jesus (SHCJ) in 1846. From the very beginning the Society has been involved in the education of children and young people.

Schools in England, France, and Ireland, founded by Cornelia Connelly or later Holy Child sisters, today form the European Network of Cornelian Schools. The ethos of all these schools is rooted in, and draws on, the vision of Cornelia who stressed the importance of respect and reverence for every member of the school community.

This document aims to provide a vision and inspiration for those who continue the work of Cornelian education and returns to the roots of the Cornelian tradition. Based on Cornelia’s own words and understanding of humanity, this Identity and Mission document is an invitation to each school to consider how to be true to its Cornelian identity and mission and to embrace and develop a rich and distinctive educational spirit.

above:

Oil painting of Cornelia Connelly as a postulant.

Cornelia’s Story

1809

Cornelia Peacock was born in Philadelphia, USA, on January 15th, 1809. Both her parents had died by the time she was 14 and she then went to live with her married half-sister, Isabella. Her family was not religious but, through Isabella, Cornelia met and married Pierce Connelly, an Episcopalian clergyman, in 1831.

1831

After their marriage Pierce and Cornelia set up home in Natchez, Mississippi, where Pierce had accepted the rectorship of Trinity Episcopal church. They lived there for three years, and their first two children were born there.

1835

In August 1835 Pierce resigned from being a pastor in order to explore becoming a Roman Catholic. For both Pierce and Cornelia, religion held a place of importance. The Connellys sailed for Europe from New Orleans in December 1835. Cornelia was received into the Catholic Church in New Orleans before they sailed. Pierce waited until they reached Rome, because, even at this stage, he was exploring the possibility of becoming a Roman Catholic priest.

1837

Their third child John Henry was born in Europe.

1838/1839

In the spring of 1838, the Connellys returned to America and were invited to move to Grand Coteau, Louisiana. Pierce taught English at the Jesuit college and Cornelia taught music at the Sacred Heart School while raising their children. In July 1839, their second daughter, Mary Magdalene, was born but died after only two months. Just before Christmas, still grieving the death of her baby daughter, Cornelia made her first three-day retreat during which her spiritual life was profoundly changed.

1840

In February, less than two months after this significant retreat, her beloved John Henry, two years old, was scalded in a tragic accident and died in Cornelia’s arms.

On October 13 another heartbreak came: Pierce told her that he was certain that God was calling him to pursue the priesthood in the Catholic Church. Cornelia was four months pregnant with their fifth child, Frank, and urged her husband to consider his proposal carefully.

Many years later she would say that the Society of the Holy Child Jesus was founded that day, 13th October 1840, on a breaking heart. Their third son Frank was born in 1841.

above: Cordelia Connelly at Raikes Hall, Blackpool, 1860.

opposite: Crayon portrait of Cornelia 1836-37.

opposite:

A page from Cornelia’s life note book 1839-1844.

below:

Chapel in St Mary’s Catholic Academy, Blackpool.

1844-5

Before Pierce could become a priest, Cornelia was obliged to take a solemn vow of chastity, and she was encouraged to enter a religious order. In April 1844 Cornelia entered the Sacred Heart Convent at the Trinita dei Monti in Rome under special conditions, taking her baby son, Frank, with her. Cornelia and Pierce signed an official decree of separation in 1844. She had no choice in this, as a 19th century wife had no legal rights of her own. In July 1845 Pierce was ordained. Cornelia was not happy in the convent. She was encouraged by Lord Shrewsbury and Cardinal Wiseman to think of establishing a new congregation in England.

1846

In 1846 Cornelia and three companions arrived in Derby and the Society of the Holy Child Jesus began. This new religious order would ‘meet the wants of the age’ and work educating young people by running schools, giving night classes to the young factory workers, giving retreats and helping in the parish.

1848

However, once again, great personal suffering came to Cornelia when Pierce renounced his priesthood and his Catholic faith. He removed their three children from their boarding schools, denying Cornelia all contact with them, in this way hoping to force her to return to him as his wife. A legal battle ensued which went on for almost nine years, during which time Cornelia lost all contact with her children.

In the midst of all her personal trials Cornelia continued the work of building up the Society. The school at St Leonards-on-Sea was founded. She was shaping her philosophy of education based on her life experience: the education of students would be best accomplished through trust and caring attention for each individual. She was a natural leader, and was direct, firm, often impulsive and unyielding: qualities not appreciated in a woman of this period, and especially not in a religious sister. Hers was a practical and inclusive spirituality.

Her innovative teaching methods were considered undisciplined and inappropriate in Victorian England. She rejected a regimented and strict teaching approach and encouraged a nurturing atmosphere which drew out the strengths of both teachers and students. Cornelia’s teaching approach was rooted in joy, and she championed a holistic education. She taught ‘inappropriate’ subjects such as dance and drama and allowed card-playing, singing, and swimming for recreation. She fostered a creative and affirming environment in her school, directing her sisters to ‘sustain a bright and joyful spirit’.

Cornelia challenged the accepted educational practices of the day and encouraged a welcoming family atmosphere in her schools. She wanted both her staff and her students to feel valued as individuals but also to be challenged to grow into mature, independent, and spiritual people.

1879

Cornelia died at St Leonards on the April 18th, 1879, and was buried in Mayfield.

Vision – the Aim of Cornelian Education

CORNELIA Connelly wanted the schools she founded to be happy places and believed that the students ‘would always succeed the better for being happy’. Cornelia believed that her students learned better in a nurturing environment and her vision of spiritual and human growth was summarised in her words ‘Be yourself, but make that self all that God wants it to be’.

She developed an educational system based on trust and reverence for the dignity of every human being. Those educating in the tradition of Cornelia Connelly continue to help students grow strong in faith and lead fully human lives, educating them towards freedom, creativity, self-discipline, individual initiative, and personal and social responsibility.

Cornelia Connelly believed firmly in the value of trusting and encouraging her students with a wide and very daring, for the time, curriculum which encouraged excellence and curiosity in a nurturing school atmosphere which valued truth, sincerity, integrity, and compassion. She stressed deed over doctrine and her motto ‘Actions not words’ is one that many Cornelian schools have adopted as their own.

Cornelian schools continue to be committed to Cornelia Connelly’s educational philosophy to academic challenge and the joy of learning.

‘It is well not to be too severe in the criticism and correction of the compositions. We are not to expect a perfect composition from every child. It is easy to correct redundancy, but a barren genius has no remedy.’

A Cornelian school

– Aims to give each student a deep appreciation of the unique value of him/herself so that they know their place in the world and are enabled to develop and use to the full their talents and gifts in the service of society.

– Fosters a joyful, personal relationship with God, growing strong in faith and living fully human lives.

– Offers an intellectually challenging and creative curriculum that develops a love of learning and academic excellence.

– Works for justice and peace in the school, the local area, and the world.

– Creates an atmosphere of openness and trust where staff and students appreciate their own gifts and contributions and can be truly themselves.

Cornelian Values

THE HEART of a Cornelian education lies in the values that inspire students to become joyful young people of faith, empowered with a strong sense of self, a respect for the dignity of others, and the awareness that God is an active presence in our world.

Cornelian education is rooted in Christian values while being attuned to learning opportunities through which students learn to respond to life choosing to live with:

The values of Trust, Truth, Joy and Humility seem particularly relevant in a Cornelian education today.

Cornelia has a basic TRUST of people and insists that those who educate in her schools should have it too. For only when they are trusted will children, she says, ‘show themselves in their true colours, and then we shall see the highlights and what needs toning down’. Discipline was based on openness, trust and honour.

‘Trust the children and never let your confidence in them be shaken. Confidence begets confidence.’

TRUTH as a value is increasingly needed in a 21st century education where the post-truth way of looking at situations has as its basis that one’s opinion and how one feels about something matters more than objective facts in articulating the truth. Cornelia’s views on the truth were very clear.

‘Be accurate in all you teach; in all you say and do’ ‘Be open and despise duplicity’ ‘Do not be afraid to ask what you do not know’

JOY is a foundational value in Cornelian education. Cornelia encourages us to imagine, even expect, that joy might somehow be present in our lives. She recognised that joy is not a decorative ‘add-on’ but a clear indicator of grace: it indicates that love is active, operative, and present.

‘Sustain a bright and joyful spirit.’ ‘Be full of joy’

In Cornelian education, HUMILITY is not about anxiously balancing flaws and strengths, or comparing oneself to others, or self-abnegation (keeping your head down and staying quiet). It is seeing and knowing your real self, truly and in perspective and being free from the pressure of trying to earn worth.

Consequently, Cornelian schools are communities which embody a culture of;

– Mutual trust

– Respect for every individual

– Confidence in one’s own gifts and abilities

– Desire for truth, love, happiness, and joy

– Appreciation of beauty

– A realistic outlook on life

‘The teachers shall on all occasions show great respect for each other; one must never countermand the orders of another, but on the contrary uphold each other’s authority.’

Cornelian Spirituality

CORNELIAN Spirituality is rooted in the mystery of God becoming human. This incarnational worldview is the profound recognition of the presence of the divine in literally ‘every thing’ and ‘every one’ and it is a key to mental and spiritual health, as well as to a basic contentment and joy.

The hallmarks of Cornelian Spirituality are:

– Finding God in all things

– Knowing God as relational

– Belief in the innate goodness and dignity of each individual

– Love of humanity and kindness – it is ok to be fully human

– Noticing and appreciating beauty in our world

– Seeing the world as fundamentally good

Cornelia Connelly invites us to embrace a ‘hidden and humble’ spirituality which she believed is the life that most of us live –‘the daily grind’. It is in the midst of the humble and hidden aspects of our lives that God is revealed. We are invited to be ever more sensitive to the signs of God’s presence in our lives and in creation. No task, no effort, no learning is wasted, no matter how insignificant it might seem.

Cornelian Spirituality gives us the lens with which to recognize God’s presence and action in our lives and in the world. It challenges us to use our talents and the fruits of our prayer and spiritual development. In the words of Cornelia, it invites us to ‘be ourselves and make that self what God wants us to be.’

Cornelian Spirituality provides a framework for relationships in our schools. Relationships which are:

– Loving

– Forgiving

– Compassionate

– Gentle

– Patient

– Honest

– Kind

– Encouraging

Cornelia, schooled in the Ignatian tradition, believed that God was to be encountered in all our experiences without exception – not just the delightful experiences, the ones we welcome and embrace. God is to be encountered too in the difficult and painful and most unwelcome of experiences. She wrote that life had brought her ‘most unusual sufferings.’ But she did not believe that suffering in and of itself was necessarily good. It could only be of value if we were able to accept it, integrate it into our lives, learn from it, and grow through it. She frequently used the phrase ‘accepted suffering’ to express this belief.

oppopsite: Mayfield Chapel.

‘Cornelian Spirituality gives us the lens with which to recognize God’s presence and action in our lives and in the world’

Cornelian Leadership

CORNELIAN Leadership invites us to develop ourselves, be aware of our core values and to improve our schools and, therefore our society. It calls us to develop a discerning attitude in life, to listen deeply to ourselves and others and to remain true to our Cornelian tradition and to Cornelian Values.

Cornelia had a basic trust of people and insists that those who educate in her schools should have it too. The pupils are to be led ‘by love rather than fear’ and discipline was based on openness, trust, and honour.

The Cornelian Curriculum

CORNELIA Connelly wrote her ‘Book of the Order of Studies’ for use in her schools in 1863 and in it she instructed teachers to ‘lead by love rather than fear.’ Cornelia’s approach to education has claims to originality. Its distinctiveness lay in the way it blended an understanding of child development (possibly influenced by her experience of motherhood), existing Ignatian pedagogy and Cornelia’s own emphasis on practical learning and creativity. Each child had gifts and weaknesses to which Cornelia and her teachers had constantly to adjust and a pattern of growth in each child that they had to serve.

In a Cornelian curriculum;

– Every student is encouraged to explore a broad curriculum and develop their own individual interests

– Teaching styles create a warm environment where student group work is commonplace, and participation is expected

– Respect and Trust enable new and unexpected responses from both staff and students

– High expectations go hand in hand with loving patience and the understanding that children do not always get things right

– Thorough and well-prepared teaching leads to excellent academic standards

– Students and staff are encouraged to seek out truth, express opinions and listen to others

– The importance of accurate facts and intellectual honesty is stressed

– Independent learning is encouraged and facilitated

– Students are encouraged to develop independent thinking, creativity, imagination, curiosity, and responsibility

– There is emphasis on the creative arts – Music, Art, Crafts, Drama

– Spiritual, emotional, academic, creative and physical development have equal importance

– Students are encouraged to reflect critically on world issues, in particular those of social and ecological justice and to take an active part in supporting local and global charities, helping to create a more just and cared for world

– Each student will develop a deep appreciation of the unique value of his and her self and others, so that he/she may develop and use to the full his/her talents and gifts to enrich their own lives and to use in the service of society.

‘Let them [the teachers] not be too hasty in punishing, nor too eager in seeking faults’ ‘And not only must they never use corporal punishment, but they must abstain also from any abusive word or actions, neither may they ever call any pupil by any other name than his or her Christian name, nor by their surname only’.

Characteristics of a Cornelian Student

BE YOURSELF but make that self what God wants it to be’.

Students in Cornelian schools aspire to be:

– Sensitive to the spiritual dimension to their own life and that of others

– Actively supportive of diversity and inclusivity

– Trusting, forgiving and respectful of others and oneself

– Challenging of themselves to be the best they can be

– Self-disciplined and willing to take personal responsibility

– Humble, Truthful, Curious, Daring, Resilient and Joyful

– Generous in service to the school community and society

– Persevering and courageous in the face of challenges

– Engaged with the joy of learning and the quest for knowledge

– Creative in using the gifts they have been given

‘God regards what you desire sincerely to become, rather than what you are’

Timeline for the Foundation of Schools in the European Province

1846

First school established in Derby, 13th October.

1848

Derby community and three boarding pupils arrived in two groups at All Souls Convent, St Leonards-on-Sea.

1851

First London community arrived in Gate Street, Holborn, to run the parish elementary school for girls, 29th February.

1853

First SHCJ arrived in Preston to teach at St Ignatius’ Parish School

1856

SHCJ first arrived in Blackpool. The community and school occupied several properties before Layton Hill was built, and they settled there permanently in 1870. This school became St Mary’s Catholic Academy in 1977.

1863

Site of Mayfield Old Palace obtained and a few weeks a fter, SHCJ arrived. A small group of children making up St Dunstan’s Parish School arrived for lessons amongst the ruins.

1868

An orphanage, under the patronage of the Duchess of Leeds was established in Mark Cross.

1870

SHCJ School first established at Toul, France, but was immediately closed because of the Franco-Prussian war. A more permanent school was established in Neuilly-sur-Seine in 1877.

1872

Boarding School began at Mayfield.

1875

The London school moved to 13 Nottingham Place.

1881

The first Holy Child run School in Birmingham was established at Hagley Road.

1890

The London school moved from 13 Nottingham Place to 11 Cavendish Square.

1896

A Holy Child school began at Clarence Drive in Harrogate, moving to Hookstone Drive in 1904.

1902

SHCJ first moved to St Clements, Oxford and took on Parish Schools

1925

Marks Cross School moved to Combe Bank which was run by the SHCJ sisters as a boarding and day school until it was re-founded in 1973 as an independent girls’ day school.

1933

St Gabriel’s Harborne, Birmingham, was established.

1936

The Priory School was founded at Sir Harry’s Road, Edgbaston

1947

Holy Child School Killiney was founded.

1953

Seniors of St Leonards went to Mayfield, the juniors went there in 1975.

1846

First school established in Derby, 13th October.

1959

SHCJ took on Parish School in Créteil, France.

1848

1959

Derby community and three boarding pupils arrived in two groups at All Souls Convent, St Leonards-on-Sea.

SHCJ set up a convent and primary school in Newtown, Wales.

1851

1970

First London community arrived in Gate Street, Holborn, to run the parish elementary school for girls, 29th February.

The Cavendish School moved to Camden Town and became a charitable trust.

1853

1972

First SHCJ arrived in Preston to teach at St Ignatius’ Parish School

The Holy Child Community School Sallynoggin started with 250 pupils, officially opened at a ceremony in 1973.

1856

2009

The Holy Child Community School Sallynoggin joined the Le Chéile Schools Trust

2014

1863

Holy Child Killiney joined the Le Chéile Schools Trust

Site of Mayfield Old Palace obtained and a few weeks a

Some words from Cornelia

‘What one is called to do she is called to do with all her might’

‘Be full of joy’

‘We never know what we can do until we try’

‘Sit in silence before our Lord, and be ready to listen more than talk’

‘Humility is truth’

‘Take care not to lose the interior spirit by the pressure of activity’

‘Courage, Confidence, and Silence’ ‘Difficulties exist only to be overcome’

‘Remember that it is not sufficient to have begun well; you must also persevere with courage and finish with resolution’

‘You will never work really well with anyone unless you think it possible for others to know much better than yourself’

‘Generosity, generosity, generosity must be the beginning and ending of our life’

‘Let us not want to fly by ourselves lest we leave our pupils behind to be lost in a mist’

Glossary

Episcopalian belonging to the Church which represents the Anglican communion in the USA.

Retreat spending a period of time in silence to pray, often with the guidance of a priest or spiritual director.

Incarnational in the Christian tradition this is the belief that God became man when Jesus was born and Jesus’ life on Earth is a key part of incarnational spirituality.

Ignatian a spirituality founded on the experiences of St Ignatius of Loyola who founded the Jesuits.

Le Chéile the Le Chéile Schools Trust is comprised of the schools of fifteen religious congregations in Ireland. The aim of the Trust is to carry on the legal, financial and inspirational role of trusteeship that has, up to now, been done by individual congregations. It carries out the legal and inspirational role of trusteeship.