in the 1990 case Mahe v. Alberta. The Court declared that section 23 guaranteed a "sliding scale." In certain circumstances, the children whose parents could exercise the right might be so few that literally no minority language education may be provided by the government. With a greater number of children, some schools might be required to provide classrooms in which the children could receive minority language education. An even greater number would require the construction of new schools dedicated solely to minority language education. The Court also ruled that the right to "facilities" in section 23(3)(b) could include more than classrooms and schools. Namely, a large number of children could mandate that minority language schools have their own school boards. Somewhere between the right to a school and a right to a school board was a right for the minority language community to have some members on a larger school board. In the case Arsenault-Cameron v. Prince Edward Island (2000), the Court further defined sufficient numbers. As 49 French Canadian children were ready for minority language instruction in Summerside, Prince Edward Island, it was argued by the province that a number this low would only require school buses to transport them to a nearby French language school, rather than the construction of a separate school. The Court, however, ruled that if a new school were actually built, it could draw in more people than those whose families had previously expressed interest, and thus the number could be somewhat fewer than 100. While even a school this small might struggle with providing certain educational services, protecting the culture of the minority language community was considered too important and the number of students was ruled sufficient for the building of a new school. Manitoba The decision to allow for minority education rights along a sliding scale (according to legal decisions based on Article 23) had already been nascent in Manitoba and was foreshadowed by the Laurier-Greenway compromise of 1896. This compromise came in response to what was argued to be unconstitutional provincial school legislation (Public Schools Act of 1890) in relation to the constitutionally entrenched Manitoba Act, 1870. In Manitoba, where the Public Schools Act had been reformed along the lines of minority versus majority language rights and a changing proportion of English to French (where English speakers out-numbered French by the 1890s), the Laurier-Greenway compromise allowed for a school districts on