224 THEISLAND ACADIANS

Department did not amount to very much. French as a first language was only taught as a supplementary subject and was not compulsory. The curriculum in Acadian schools was thus heavier than in English schools. Moreover, the Department of Education did not take any steps to provide teachers in Acadian schools with appropriate training. It left the entire matter in the hands of the Acadians, without giving them the necessary tools and resources to carry out the task.

Other serious problems adversely affected the Acadian schools. Some schools, faced with a shortage of francophone teachers, were obliged to call upon the services of English-speaking teachers with little or no knowledge of the French language. In other situations, several school districts were mixed which meant that Acadian pupils were plunged into a school environment where English was the domin- ant language and French often not taught at all. It should be added that in Charlottetown and Summerside, where the Acadian population was growing continually due to increasing urbanization, there was no French education whatsoever available for Acadian schoolchildren.

Living in a milieu where the French language and culture were not highly regarded outside the home, many Acadians lost interest in a French education. In spite of their efforts, the leaders did not always receive the support required to correct this state of affairs.

World War II marked an important stage in the economic, social and political evolution of Canada in general and Prince Edward Island in particular. With peace restored, Canadian society progre a rapid pace. The development of technology and communications con- tributed to the total transformation of traditional life in Canada. Swept up by these extremely profound changes, the Acadian commun- ity found it harder and harder to protect itself against cultural assimi- lation.