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Since the seventies, the Quebec Government has repeatedly expressed its determination to make community schools a reality. We argue that two major obstacles inhibit the realisation of this project on the Island of Montreal. Because of the existing school system division along religious lines, the average school catchment area is too large for all schools to become central places for their communities. Second, the formal participation offered to parents does not allow them any real involvement in school life. We propose a geographical method for a local population to contribute to the staging of local school life. For local values to penetrate the school, they must first be identified. We conducted analysis of the school landscape at geographical scales ranging from the neighborhood to the classroom, in order to show how this landscape expresses values which can be evaluated by a local community. For our purposes, we conceive of the landscape as a theater or a stage set. This approach could constitute a new avenue for re-situating the school in its community.

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This study will examine the types of Jewish supplementary schooling currently existing in Montreal, with particular emphasis on the programs connected with the P.S.B.G.M. (Protestant School Board of Greater Montreal) school system, namely, the P.E.L.O. (Programmes d'Enseignement des Langues d'Origine) and the P.L.E. (Programme des Langues Ethniques) programs. / The P.E.L.O. program is a national heritage language program offered in most Canadian schools as part of the multicultural global trend in education which became apparent in the second part of the twentieth century. The P.L.E. program is a uniquely Quebec educational program developed and implemented solely in Quebec. / This study will offer a general view of the programs, concentrating on the Hebrew studies units. It is divided into three chapters: the first chapter offers a view of traditional Jewish supplementary schooling in Montreal, which at present is part of the P.L.E.; the second chapter examines the P.E.L.O. program; and the last chapter suggests the possible impact the P.L.E. and P.E.L.O. programs may have on future Jewish supplementary schools in Montreal.

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