Published online by Cambridge University Press: 24 February 2017
In speaking of the settlement of America, Lawrence Cremin observed that “it is [the] fact of empire that holds the key to the dynamics of early American education.” This was as true of French colonial efforts in the New World as it was for those of the English, though French colonial motivation was tempered by the vague notion of “for the glory of the King,” which revolved around defensive military needs while giving lesser consideration to economic imperialism. And with the French, as for the English, education played a significant and necessary role in colonial policy which attempted to achieve social and cultural dominance. Within a scant decade of the establishment of New Orleans as a permanent settlement in the Louisiana Territory in 1718, provisions were made for the education of the females of the area—white and minority. While meager efforts had been made to provide education for the male youth, those efforts were not well received by the small local population and ultimately were short lived. Consequently, the first lasting element of institutionalized education in French colonial Louisiana, the Ursuline school and convent, put a unique emphasis on female and minority education. How this unusual development merged with, and reflected, colonial political goals is the central concern of this essay.
1 Cremin, Lawrence A., Traditions of American Education (New York, 1977), 4.Google Scholar
2 Cremin, Lawrence A., American Education: The Colonial Experience, 1607–1783 (New York, 1970), 13, 22. Of utmost importance in the struggle for dominance was the number of households in the English colonies by 1689. For example, Massachusetts had approximately eight thousand households, and Virginia over seven thousand. See ibid., 238–41.Google Scholar
3 Certain characteristics of the period render extant source material somewhat confusing. Intense and interrelated personal, political, and religious rivalries in the Louisiana colony resulted in a mass of correspondence crossing the Atlantic detailing charges and countercharges of competing factions or individuals against each other. According to one twentieth-century scholar of French Louisiana, these letters and mémoires to the home government “were not only written by [colonial] officials, but by anybody who could hold a pen.” In the bitter struggle for power in the colony, “all arms were fair: detraction, defamation, calumny, nothing was thought too ugly to satisfy one's spite against a personal enemy, or if by so doing there was the slightest chance of securing one's own advancement.” Delanglez, Jean, The French Jesuits in Lower Louisiana, 1700–1763 (Washington, D.C., 1935), 213.Google Scholar
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5 Register, Marriage, 1720–30, St. Louis Cathedral Archives, New Orleans, Louisiana. See also, Father Raphael de Luxembourg to Gilles Bernard, Abbé Raguet, 15 Sep. 1725, p. 409, vol. 8, ser. B, General Correspondence, Louisiana, Ministry of the Marine, French National Archives, Paris.Google Scholar
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10 Moore, Diane M., Their Adventurous Will: Profiles of Memorable Louisiana Women Lafayette, La., 1984), 84. See also Marguerite Aron, The Ursulines , trans. Angela Griffin, M., O.S.U. New York, 1947 for a general history of the Order.Google Scholar
11 Traité de la Compagnie des Indes avec Les Ursulines, 13 Sep. 1726, and “Louis XV Brevet en Faveur des Ursulines de la Louisanne,” 18 Sep. 1726, Archival Records, Ursuline Convent, New Orleans; Rev. Mother Marie Tranchepain, Journal of the Voyage of the First Ursulines to New Orleans, 1727, trans. Blanchard, Olivia (New Orleans, 1940). See also Hachard, Marie to her father, 27 Oct. 1727, Account of the Ursulines' Voyage from L'Orient to New Orleans , translation in Semple, Henry, The Ursulines in New Orleans and Our Lady of Prompt Succor: A Record of Two Centuries, 1727–1925 (New York, 1925), 201–19. For the names of the nuns embarking for Louisiana, see the letter of Mother Superior Tranchepain to the Directors of the Company, 24 Dec. 1726, p. 69, vol. 10, ser. B, Ministry of the Marine.Google Scholar
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14 Hachard, , Account of the Ursulines' Voyage. Not only had some entire families returned to France for the education of their daughters (an action not conducive to the permanence of the colony), but on occasion provisions were made for sending only the daughter back for formal education. See, for example, the Judicial Records of the French Superior Council, 8 May 1726, Louisiana State Museum, New Orleans, for arrangements to send the minor daughter of M. Des Fontaines to Brittany for that reason.Google Scholar
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33 French males form the group noticeably missing here. The reasons for this are 1) that they were already Catholic, even if some practiced the faith badly; and 2) that the belief was that “civilization depends more upon the training and education of the feminine sex than the masculine.” To the extent that some practiced the faith poorly, French males were to be “helped” by the presence of morally strong, religiously faithful women-to-be-wives who, by their very influence, would set the men back on the “right” path. For evidence of this belief in the civilizing role of women, see Theresa, Mary Carroll, Austin, The Ursulines in Louisiana, 1727–1824 (New Orleans, 1886), 4; Baker, Vaughan, “Les Louisianaises: A Reconnaissance,” and Allain, Mathe, “Manon Lescaut et ses Consoeurs: Women in the Early French Period, 1700–1731,” Proceedings of the Fifth Meeting of the French Colonial Historical Society, 1979, ed. Cooke, James (Lanham, Md., 1980), 6–15 and 18–26, respectively; and, Allain, , Not Worth a Straw, 83–87.Google Scholar
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39 Raphael, to Raguet, , 15 May 1725, p. 402, vol. 8, and Périer to the Company of the hides, 2 Nov. 1727, p. 108, Heloise Cruzat, vol. 10, sub-ser. 13A, ser. C, Colonial Archives: “The Ursulines of Louisiana,” Louisiana Historical Quarterly 2 (Jan. 1919): 5–24.Google Scholar
40 Mention should be made here of changing European attitudes toward women, and especially young girls, which had some effect on the educational situation in colonial Louisiana. Philippe Aries chronicles a changing conception of childhood such that in the first half of the seventeenth century, there was a growing concern for the education of young girls. Whereas before they had stayed at home with the women of the house or else in a convent receiving only religious instruction, girls now received a broader (relatively speaking) education from religious orders, such as the Ursulines. As already noted, the education of young girls was the purpose of the Ursuline Order, and the Ursulines had gone to New France in 1639 for that reason. Increasingly then, according to Aries, in the sixteenth and seventeenth centuries the “great event” in this respect was the revival of an interest in education essentially for children. The traditional apprenticeship for children (especially males) was replaced by the school. And largely, this education was for sociability and civility. See Aries, Philippe, Centuries of Childhood: A Social History of Family Life, trans. Baldick, Robert (New York, 1962), esp. 298, 383–86, 403–13. I suggest that this changing conception of childhood was, of course, mitigated by the realities of the Louisiana frontier context and resulted in a necessary reemphasis on apprenticeship for boys, while formal education for girls remained. This would account for the noticeable lack of local support for the Capuchin school for boys and the noticeable local enthusiasm for the Ursuline school for girls. On the use of apprenticeship for boys, see Holtman, Robert B. and Conrad, Glenn R., eds., French Louisiana: A Commemoration of the French Revolution Bicentennial (Lafayette, La., 1989), 122.Google Scholar
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43 Black Code, art. 2, in Publications of the Louisiana Historical Society, vol. 4 (New Orleans, 1908), n.p. This requirement was a reflection of an added stipulation in the original charter for the Company of the West that all foreign immigrants must be of the Catholic religion.Google Scholar
44 Black Code, arts. 3–40; Allain, , Not Worth a Straw, 83.Google Scholar
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46 Louis François Duplessis de Mornay to Raguet, 3 June 1727, pp. 31–34, vol. 10, sub-ser. 13A, ser. C, Colonial Archives. In November 1727, shortly after the arrival of the Ursulines, Governor Périer wrote to Raguet: “The arrival of the Ursulines here, has almost caused a division in the Church. Father de Beaubois claimed to be their Superior in the quality of vicar-general and wished to direct them which was contrary to the conditions of his agreement with the Company…. Father Raphael, on his side, although very good and prudent, would not tolerate that Father de Beaubois should perform the functions of the office of Superior without being stirred by it.” See Périer to Raguet, 2 Nov. 1727, p. 191, ibid.Google Scholar
47 Périer to Directors, Company of the Indes, 14 Aug. 1728, p. 9, and Tranchepain to Directors, Company of the Indes, 28 Apr. 1728, p. 277, vol. 11, ser. B, Ministry of the Marine. See also Périer to Raguet, [early 1728?], p. 6, vol. 12, sub-ser. 13A, ser. C, Colonial Archives. Tranchepain to Raguet, 5 Jan. 1728, p. 272, vol. 11, ser. B, Ministry of the Marine.Google Scholar
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49 Tranchepain, to Raguet, , 9 Mar. 1729, p. 283, vol. 12, ser. B, Ministry of the Marine. The dispute over Beaubois and the Ursulines, and the pertinent correspondence, between 12 Aug. and 15 Nov. 1728, is chronicled in pp. 236–82, vol. 11, ser. B, Ministry of the Marine. Vols. 8–12, ser. B, Ministry of the Marine, covering 1725–29, contain additional letters which pertain to the longstanding jurisdictional dispute between the Jesuits and Capuchins.Google Scholar
50 Judicial Records of the French Superior Council, 15 Feb.–4 Sep. 1728; Périer and Edmé-Gatien Salmon to the King, 8 Dec. 1731, p. 571, vol. 14, sub-ser. 13A, ser. C, Colonial Archives.Google Scholar
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