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Three sets of documents which might be used to study District schools in the early twentieth century are examined: Schools and Teachers, the Inspection Summary Registers, and The Report of the Committee Appointed to Enquire into the Condition of the Schools Attended by French- Speaking Pupils (Merchant Report). Using data created from these for a sample area in the Nipissing District, some of the methodological difficulties with using each of these sources are shown, particularly the gap in information in Schools and Teachers between 1914 and 1926. That the boundaries between public and separate schools were permeable at this time and that both must be studied to view the impact of Regulation 17 on District schools is emphasized. Resume Pour mener notre etude sur les ecoles de district au vingtieme siecle, nous utilisons trois series de documents : la revue Schools and Teachers, les resumes des rapports annuels des inspecteurs d’ecoles et The Report of the Committee Appointed to Enquire into the Condition of the Schools Attended by French-Speaking Pupils (le rapport Merchant). A partir des donnees tirees de ces trois sources pour une region temoin du district de Nipissing, nous demontrons certaines difficultes methodologiques reliees a leur utilisation et plus particulierement a la pauvrete de l’information de la revue Schools and Teachers entre 1914 et 1926. Nous insistons sur le fait que durant cette periode la frontiere entre les ecoles publiques et les ecoles separees etait permeable et pour cette raison, il faut etudier les deux types d’ecoles pour comprendre les effets du Reglement 17 sur les ecoles de District.

The Impact of Regulation 17 on the Study of District Schools: Some Methodological Considerations