Cornelia Connelly's Innovations in Female Education, 1846–1864: Revolutionizing the School Curriculum for Girls (review)

Much has been written about Cornelia Connelly in recent years, and Roseanne McDougall has drawn from this body of scholarship to highlight some of the most important aspects of both the person and her context. The result is a deeper study of Connelly's philosophy of education in the light of her own spiritual vision, and her struggles and successes in the ecclesial and social circles of her day. McDougall deserves the gratitude of all of those interested in education in general and Catholic education in particular, since the "innovations" in Connelly's philosophy have much to say in the discussion around this topic today.

In the excellent foreword Sharon Latchaw Hirsh notes that in the light of Connelly's legacy of a "solid education … the most important contribution of this study must be its placement of such an education—ahead of its time and still worthy of study today—in proper historical context" (p. xiv).

McDougall sets about providing this proper historical context, charting the chronological sequence of Connelly's life as a brilliant educator and a deeply spiritual woman. The complex story of this early-nineteenth-century Philadelphian—born Cornelia Peacock, wife of Pierce Connelly, mother of five children, adult convert to Roman Catholicism, and later founder of the Society of the Holy Child Jesus—is told with clarity of detail and great sensitivity. The result is a tapestry woven from the social, religious, educational, geographical, and personal threads of Connelly's life.

The work consists of an introduction and five chapters followed by a detailed list of the sources consulted and a selected bibliography. The introduction provides important tools necessary to gain a better understanding of Connelly's life and legacy. There is a good biographical synopsis, a discussion of the educational context, and a brief summary of her leadership in the field of education. A "review of literature" includes primary and secondary sources, educational studies, and bibliographies. There is literally nothing left undocumented.

As the chapters unfold it is clear that Connelly's passion for education in the context of her spiritual journey is front and center. The story begins in 1846 with her arrival in Derby where, as McDougall notes: "There was a need among England's old Catholics, Oxford Catholics, and Irish Catholic immigrants, for a resurgence in Catholic-sponsored education. Connelly's efforts were part of this renewal in education" (p. 29). Bridging worlds such as these continued to be one of the personal gifts that Connelly modeled in her life as teacher, founder, and spiritual guide. A good overview of Connelly's own education is provided as her distinctive methodology, early curricula, and schools' approach are explored in the light of developments in the history of English education.

It is striking that in educational circles today, the discussion of respect for the learner, the importance of education for children (and adults) from all socioeconomic backgrounds, collaborative learning, and the importance of recognizing the spiritual needs of the learner are all found in the legacy of Connelly. McDougall has contributed a fine piece for the continuing discussion.