Three powerful influences helped to shape the young Canadian community and to give it some appearance of unity--education, religion, and politics. It now becomes necessary to examine these factors in Canadian existence in the years prior to, and immediately after, the visit of Durham to the colony. In religion and education, however, our analysis must concern Upper and British Canada rather than the French region. In the latter the existence and dominance of the Catholic church greatly simplified matters. Thanks to the eighteenth century agreements with the French, Roman Catholicism had been established on very favourable terms in Lower Canada, and dominated that region to the exclusion of practically all other forms of religious life. As has already been shown, the church controlled not only religion but education. If the women of the Lower Province were better educated than the men, it was because the convent schools provided adequately for female education. If higher education was furnished in superabundance, again the church was the prime agent, as it was also in the comparative neglect of the rank and file; and comment was made by Durham's commissioners on the fact that the priesthood resented anything which weakened {32} its control over the schools. This Catholic domination had a very notable influence in politics, for, after the first outbursts of nationality were over, the Catholic laity in politics proved themselves a steadily conservative force. La Fontaine, the first great French leader who knew how to co-operate with the British Canadians, was only by accident a progressive, and escaped from politics when the growth of Upper Canada radicalism began to draw him into dangerous religious questions.[30] But in the Upper Province, education and religion did not show this stationary and consistent character, and played no little part in preparing for and accentuating the political agitation. Education had a history rather of good intentions than of brilliant achievement. At different times in the earlier nineteenth century, schemes for district grammar schools and general common schools were prepared, and sums of money, unhappily not in increasing amounts, were voted for educational purposes. But, apart from the doubtful enthusiasm of the legislators, the education {33} of the British settlers was hampered by an absence of suitable teachers, and the difficulty of letting children, who were often the only farm assistants at hand, attend school for any length of time. According to good evidence, half of the true school population never saw the schools, and the other half could give only seven months in the year to their training.[31]