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This document is a commentary on a report by the Quebec Ministry of Education on the problem of educating the disadvantaged. One basic criticism of the report is that it is not enough to decry the failure of the schools and propose a strategy of compensatory education to solve the problem of disadvantagement. It is necessary to realize that the problem can only be solved by transforming the social structure. The need for social measures is mentioned in the original report, but the nature, content, and import of these measures are not specified. The target population is defined as people living in poor "zones." While such a population will be fairly homogeneous and easy to reach, some disadvantaged families may live in areas not declared to be poor, while other families living in disadvantaged areas may not themselves be disadvantaged. Schools in disadvantaged areas should be sensitive to the community environment. The community must become involved in educational decision-making at the local level. The school must become a community school, both by creating a closer contact between the resources of the community and the school and by changing the goals, programs and even the practices of the school. The attitudes of the teachers are important if such changes are to be effected. (MC)

The problem of language in Quebec today is not unique. All over the world, the problem of language comes up as a result of the organization of life in society. It is useful, therefore, to examine the role language has played in the evolution of societies from tribes to nations. In this way, the similarities and differences between the situation in Quebec and the situation in other societies can be better understood. In addition, the solutions proposed will not be purely arbitrary, and a language policy for the schools will be formulated which takes into consideration the context in which the question of language is considered to be part of the question of nationhood. (MC)

Humans, not things, are of primary importance when talking of development. All over the world, two separate, contradictory types of development may be seen: the first, centered on man, the second, on wealth. One of the ways in which man can gain control over his own future is through the school. It is essential to find out which type of institutions the community should create for itself in order to trasmit its values and at the same time work toward social change. At present, in the "Moyen-Nord" of Canada, instead of the school being a place where Indians are taught their own cultural values, it is a place where they are dispossessed of their language. It is essential for Indians to be taught in their own language for at least the first three years of elementary school. There is the problem of who is going to teach in that language since qualified Indian teachers have not received adequate instruction in their own values and origins. It is important that this problem be resolved, so that through education the system can be changed to reflect human values. (MC)

This report addresses the question of whether Canada is really a bilingual, multicultural nation, or a bilingual, monocultural nation, or a bilingual, bicultural nation. The history of Quebec is outlined and a comparison is made between the ethnic and linguistic composition of Quebec and the rest of Canada, showing that the percentage of people of French origin and language is higher in Quebec than the percentage of people of British origin and English language in the rest of Canada. In light of these facts, the general problem of the acceptance of French in Quebec is examined from the viewpoint of the bias of policies on language of instruction and the teaching of languages. The problem of ethnic minorities, in particular Amerindians, is then discussed, in terms of the similarities with the problem of the French-speaking people of Quebec. The relationship between economic exploitation of Quebec and the culture, language, and education of the French-speaking people of Quebec is examined. Finally, some comparisons of ethnic and linguistic composition of French-speakers are made between Quebec and the rest of Canada. (MC)