This study analyzes the costs of instructing new Canadians -- those students identified as learning English as a second or special language on a regular basis -- as of January 12, 1968. All teachers involved with teaching new Canadians were asked to give their salary levels and to list all their students by name, birthdate, mother tongue, estimate of English language skill, and the number of hours of instruction received per week according to group. The data is presented under (1) demographic analysis -- hours of instruction received by pupils, (2) cost analysis procedures -- teachers' salaries and costs of special English instruction, and (3) observations and conclusions -- citywide average hours and costs of instruction. The study found that a total of 77 public schools and 18 secondary schools had made special provisions of some kind for their new Canadian population. The author observes that even in schools where extensive provisions were being made there was some informal expression of a wish that more English could be taught to more children; and he suggests that these feelings may reflect the frustrating urgency of teaching a new culture and language to an increasing influx of new Canadians. (Author/JF)