Thank you for the question.
I will briefly go back to what Mr. Landry told you about the importance of early childhood and education.
If we look at this as concentric circles, we can see how essential this is for the transmission and vitality of the language. As we know, French-language schools and early childhood play a crucial role. The number of these people in the communities is also important. Everyone counts. It is important to be able to identify each person who is likely to have the right to attend a French-language school and to participate in all the activities that take place in French in our communities. In some of them, the French-language school or school-community centre is where the vitality of the language emerges. In some villages, the school is practically the only place where you can organize activities and live in French.
In my opinion, the attractiveness of the school is important. The same is true for the ability to identify these people and then act on their desire to remain francophone, to live in French and to enrol their children in a French-language school. Lawyers express this in terms of rights, while we talk about community development and activities that can be implemented to ensure that French is present in the public arena and is seen as a worthwhile language. This is what attraction can do.
In terms of where these people are, it helps us to determine what clients we are actually addressing, where the people are that we are missing, and how we can reach them. Based on what we currently know, half of all rights holders do not send their children to a French-language school.
Is that true, or are there more? It seems to me that we should know this.