Mr Speaker, Sir, hon. Members will recall that when the Report of the All-Party Committee on Chinese Education was tabled at the February sitting of this Assembly, I promised that Government would be issuing a White Paper based on that Report. This Paper on the education policy is now in your hands. I must emphasise, however, at the very outset that the first part of the Paper, from paragraphs 1 to 7, furnishes only the background to the whole problem and if one might disagree here and there on questions of assessment or opinion, it is really not worth while to go over old ground again. The Report has had favourable Press notices and a few adverse reactions have been confined to those who have, I am afraid, not quite studied the implications or, having studied them, they have not risen above sectional consideration to higher motives of national interest. In order to have the basic structure for retention of all the four major languages in Singapore equally respected and permitted to be used in debate in our Councils, both local government and central government, we must encourage, to the greatest possible extent, the study of these four languages. By insisting on bilingualism in the primary schools and providing for trilingualism in the post-primary stages of education, the secondary school, Technical School and the Polytechnic, we will have very soon people conversant in at least two of those languages and the problem of finding a common language will, it is confidently hoped, be satisfactorily solved. More important than that, the main objective of such bilingual and trilingual education is the over-riding consideration to build up a Singapore-centred consciousness and a common Malayan loyalty in our schools. As school pupils grow up in watertight compartments, only being taught in the medium of one language, there will not be that sufficient diffusion of the best teaching talent, that breakdown of communal barriers, and that sympathetic understanding and respect of other people's cultures and languages which are necessary factors in building up a common loyalty. The All-Party Committee Report expressed the dangers of the two streams of education proceeding without a common objective and with no provision for intermingling, thus producing youths unsympathetic towards each other and even on occasions antagonistic in their attitudes on matters on which there should be no grounds actually for conflict. The Report has sufficiently stressed the grounds, whether real or fancied, why the Chinese stream feels that past neglect and indifference has contributed towards evoking a sense of discrimination in that stream. The White Paper seeks to implement immediately those sections of the All-Party Committee Report which advocate equal treatment being given to all schools under exactly equal conditions and hon. Members will agree, I am sure, that speedy implementation of those proposals specifically mentioned in paragraph 25 of the Paper will dispel the suspicion and distrust which have hitherto existed on that score. On the question of grant-in-aid for Chinese schools, it is unfortunately not possible, if the general education policy is to be carried out as laid down by the Government, for some schools to receive partial aid and others full aid. Since the main aim of Government is, through its education policy, to build a Malayan nation, it should not support any schools which lack the emphasis on a common Malayan loyalty. Communal schools as such, whilst retaining the content and attributes of the basic cultures, must therefore give way to and become as speedily as possible national schools in the sense of using similar Malayan-centred syllabuses, with textbooks specially written in the various languages for this purpose, providing bilingual tuition in those syllabuses. It is hoped, therefore, that sectional and communal interests will see that this is of vital importance and that they will speedily accept the full aid with the conditions attached thereto. There may be misgivings on the part of certain teachers in vernacular schools, that the new deal will affect them adversely. Let me give a categorical assurance, once and for all, that the recommendations it is proposed to implement will not result in the retrenchment of any teacher. Teachers, in fact, will be needed in ever increasing numbers and there are more vacancies even at present than there are existing teachers to fill them. No teacher will suffer by the proposals put forward. It is quite likely that many chosen teachers of vernacular languages in English schools or of English in vernacular schools will get slightly enhanced rates of pay once qualifications and experience have been properly assessed; and let me assure teachers even on this score, that the assessment will be done with the greatest possible latitude, especially in the case of those with very many years of experience. We can ill afford to lose such teachers in the face of our expanded programmes. Another point which I might stress strongly is the security which teachers in vernacular schools will now enjoy. They will get permanency of tenure, regular increments and an adequate scale of salary and allowances. If a teacher wishes to undergo further professional training, he will be enabled to do so without any cost to himself and he can then attain higher skill or be promoted to a grade more important or carrying better allowances than his former one. I intend to see that bursaries, departmental scholarships and all other educational opportunities be henceforth the same for Government schools or aided schools, including vernacular schools. No more teachers will be forced to supplement their income with other uncongenial part-time occupations. They will not be at the whim of an impecunious management committee where the school is actually a small one and depending on fees alone supplemented by uncertain contributions to pay the salaries of the teachers. If all the Chinese schools accept the full aid offered, there will be immediately an improvement in the staffing position and an easing of the burden of those parents with several children in school at the same time, as fees will be remitted if they are all of the proper ages for the classes they attend. With regard to paragraph 17 of the Paper, it is definitely not intended to prune language syllabuses in such a way as to touch their cultural content. It was stressed in the All-Party Committee Report that nothing would be done to hurt the culture of the Chinese and that includes the Chinese language. Any pruning will be done after full consideration and consultation with the school authorities concerned and after their objections have been carefully weighed, there will be no steam-rollering over these objections. As stated in the All-Party Committee Report, audio-visual aids will be used extensively to make up for deficiencies in language teaching and there will be no shortening of courses at the sacrifice of standards. I wish to remedy an inadvertent reference, in paragraph 37 of the Paper, to the Chinese schools which might give the impression that only these schools are to have a Disciplinary Sub-Committee. It is, of course, Government's intention to treat aided schools and mission schools exactly alike. It is for consideration, therefore, to see what practical measures may be adopted to provide better accommodation and profit by the capital grants under the full aid system for schools in rural areas or in overcrowded urban areas. Generally, the system of such aid will be ap- plied in a sympathetic manner and aid will be more readily given in the case of those schools with poor resources without insisting too much on compliance with too many conditions all at once. As regards the last sentence in paragraph 16, the rate of progress depending on recruitment and retention of high quality staff, my attention is drawn to the possible implication that this might be taken to mean that there will be delay in Malayanisation because of this. I have therefore to correct such a misapprehension. Malayanisation will be carried out as quickly as possible and in the spirit of the Commission's Report if agreed by Government. Lastly, may I stress, in the strongest possible terms, that it is not the Government's intention to do anything to endanger any one culture. Henceforth, not only will the culture of each racial group be respected but positive steps will be taken to associate the various groups in such a way as to enable them to understand and appreciate each other's cultures. Whatever my officials and I can do in the Ministry of Education in close consultation with other Ministries to bring about this cultural enrichment to wider contacts and positive encouragement, hon. Members may rest assured that we will do our utmost. With all these essential drastic reorientations of thought in preparation and in objective, there must be sections and individuals who do not agree with the recommendations made. I can only appeal to these groups of persons to rally round and to forget, in the interest of the nation that is now being built, their own individual preferences. If Singapore is going to emerge as a free living country to be worth living in, it must also be worth sacrificing for. Parents, teachers, community leaders, Government officials and voluntary workers must all work together to make our education policy a success. I may inform the House that the Singapore Chinese Schools Committee Teacher Association had an interview with me the day before on questions touching on the White Paper and the All-Party Committee Report. They touched on several points, one of which is the age limit proposed by the White Paper, and I have given the assurance that evening classes and more adult classes will be provided to give facilities of education to those who are not allowed to go into either the primary or the secondary schools. There is also a fear that the powers of the school management committees, if they come into the full aid scheme, will be wrested from them and vested in Government. I give them my categorical assurance that that is not the intention. They will still have their powers and they will still continue to exercise them, although there are safeguards on the principle that teachers and principals must be protected from impecunious management committees who either dismiss principals or teachers at their whims and fancies. There is also that fear that their qualifications and teaching experience will not be recognised, as only recently, the Ministry of Education announced recognition of only eight Chinese University degrees. I can assure the House that the Ministry is still considering recognising other Universities and when the process of sifting the various University degrees is finalised, I will announce the Universities which will be recognised by my Ministry. Sir, I beg to move the motion that stands in my name, That this House approves the adoption of the Education Policy outlined in the White Paper on Education Policy as contained in Sessional Paper No. Cmd. 15 of 1956.