THE CANAOI.W ICnrCAIlOX AI . S^■STF.^I. 555 



1 ui\ernnK'nt has not forcetl all the |)r()\incos into the same nionhl. 

 The principles previt)usly noted run throush all the educational 

 adniinistratitMis. hut it i.^ found that tlicre are reasons why. for 

 instance, equal languai^e rights cannot Ik- afforded to all sections 

 of the conmninity. An exani])lc occ-urs where, in ^onie of the 

 western provinces, ininiii^ration has heen much more rapid, and 

 in nnich lar^e^er national })roportions than could he at once as- 

 similated hy the estahlished body politic, there have arisen new 

 forms of lino^uistic difficulty. Certain lars^e communities, chiefly 

 from South-Eaftern Ein-ope, have been led to ask for the rifjht 

 of education in their own tong-ues, but this is not beins^ tjranted to 

 any g^reat extent, because it is felt that the new-comers, who 

 have escaped, in s(^me instances, from the most nnfavotirable 

 -(Kial and political conditions in their native lands to surround- 

 ing-s oi an entirel\- different nature. ma>- \erv reasonably be 

 expected to give up something for what is believed to be ifor 

 the n.ltimate and permanent good of the community as a whole, 

 fhe seeming discomfort and disabilitv of such a condition as 

 having to accept English as their educational language, it is held, 

 will be amply compensated for l)v the tact that the ])eo])le will 

 be able the more readily and achanta^eonslx- to l)ecnme a i)art 

 c;f a great homogeneous nation and people. That may he unsen- 

 timental and utilitarian, but it is i)rol)ablv politically sound, 

 th( ugh tem])(;rarily there may be some educational disadvantages. 

 The larger outlook and the long view lend a large measure of 

 ■support to the system under which the western provinces l)elieve 

 themselves to be justified in working. 



It remains to be seen how all these ])rinciples ha\e affected 

 the financial administratiiva of the different provinces in relation 

 to edtication. 



In the Dominion as a whole, (iovernment Cirants, coupled 

 with Local Assessments, may be said to be the basal principle of 

 educational finance. ])nt to these two sources of revenue we 

 find additions peculiar to individual provinces under the heads 

 'if Clergy Reserves, Debentures, and other titles. 



As between the amount of income from the (lOvernment 

 and local sources, the former does not, as a rule, stand in a 

 large proportion to the latter except in one instance, that of 

 Prince Edward Island, where nearly three-fourths of the cost 

 ■ )f edtication is borne directly by the Government. In Xova 

 .">cotia the proportion .for a given year is roughly 22.^ per cent. ; 

 in New Brunswick 19.8 per cent; in Quebec 21 per cent.; in 

 Ontario 5.3 per cent; in ?\lanitoba 5 per cent.; in Saskatchewan 

 9 per cent. ; in Alberta j.^ pt-v cent. ; and in British Columbia 

 40 p^r cent. In the instarices in which the grant is relatively 

 very low it will be found that there are sometimes other sources 

 of income than the simple local assessment. The separate pro- 

 vinces may now be examined in order. 



Prince Edward Lslaxd. — This island did not enter the 

 Union at its formation, although it had enjoyed responsible gov- 

 ernment since 1851. It was recei\ed in 1873, and four years 



