Around the world and throughout history, religion has been seen as the basis of a

The Recollets were also involved in the establishment of an educational system in New France. They were one of the first groups to open schools for French and native children in the upper country.10 This was a group of missionaries, whose persistence in educating all residents of New France alike, further boosted the educational role of the church. They opened a charity home in Montreal in 1692, which two years later was transformed into a school for orphans. This school would teach reading, writing and arithmetic to its French and Native students. In 1699, as the founder of the Charron Brothers, Jean-François Charron, was given new letters of patent permitting him to establish arts and trades workshops, by grant of the King. Around 1718, the Charron Brothers were authorized to train teachers destined for rural schools. Throughout the 1720s, the Charron Brothers were thus found at various places where they looked after the teaching of boys and the training of schoolmasters. 11

The education of young girls was not ignored in New France. It was designed to provide young women with an elementary education; emphasis being given to domestic skills, especially the ones related to marriage and motherhood. “The Ursulines were the members of the oldest and most important teaching order for women in the church” (Jaenen 19). They arrived in 1639 and offered primary and finishing school education for the daughters of the elite.12 The Sisters Hospitallers of a church in France, also arrived in New France at the same time as the Ursulines and began to teach young women in the colony. The most important and lasting education work done among girls was undertaken by the secular community. Education was not only restricted to the elite. The Church later tried to educate all of their followers. In 1658, Marguerite Bourgeoys opened a school for girls in Montreal and the following year she organized women to provide primary instruction to the children of the poor and rural areas.13 The quality of instruction was not better than the mediocre standards of similar schools in France, thus it is unlikely that many girls continued their education in those schools, even though

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