Mr Speaker, Sir, last Friday, I said that the brightest feature in the speech of His Excellency the Yang di-Pertuan Negara was the admission that there had been mistakes and shortcomings, and that also the promise was made that in future there would be more patience and that zeal would be tempered with understanding. Sir, it seems to be a very good beginning, to undo those mistakes that have been made, and in the light of that promise, I would like to bring to the attention of the Government certain things which have brought about a great deal of unhappiness to many parents, teachers and students. Sir, the most important cause of much unhappiness amongst these people is the six-day week. The parents have said that they have noticed that their children show signs of undue strain. On Saturdays, they seem to have no relish for school work and, of course, homework must be given. As usual, on Sundays, they have to do their homework and on Monday the round begins again. So these perpetual rounds give no real break to students and those engaged in the teaching profession. Sir, it may be said that in the past the Chinese-medium schools had a six-day working week, but actually they had 5.5 days, as it was pointed out by the Minister for Education. That half a day was usually devoted to recreational activities. Now in England I have been told that two half days are devoted to recreational activities so that actually they too have five full days of school work. Sir, if it is important that extra languages must be taught, I suggest that it could be done by the substitution of an extra language period for a period that can be done away with. Or let the school start, say, half an hour earlier each day, but let there be a five-day week or a compulsory five-day week with half a day optional for most schools in Singapore. There was a meeting, Sir, in Kuala Lumpur on 6th June, 1960, and there was a report in the Free Press of 7th June, 1960, which stated that at the first session of the Asian regional conference of the World Confederation of Organisations of the Teaching Profession, the delegates came to the conclusion and recommended that the teaching period "should be fitted into a five-day week, for it is essential that children get a real break from school work each week. Where home conditions are so poor that it is desirable for children to spend more time in school, this time should not be used for more teaching but for recreation and hobbies." Sir, that is the opinion of professional people at a world conference. Let us not forget, Sir, that by having a six-day week, poor parents must spend about 20 per cent more on their children's expenses in school. Let us not forget also that we are working here under climatic conditions that are different from those existing in temperate regions. I am sure some of the Members on the Government side, Sir, will remember that whereas in London, one can walk for miles and miles and for hours without feeling tired, we cannot do the same in the heat of a tropical country like Singapore. Sir, therefore, if the Government wishes to restore the morale of teachers, students and parents, we earnestly request them to consider the restoration of a five-day week or a five-day week plus a half day on Saturday for recreational activities. Sir, another sore point among teachers today is the new kind of formula which seems to go against all arithmetical principles. We used to learn that if we want more work to be done, we have to get more men. Today the formula seems to be: More activities, more work but less manpower. Of course, economy is very important, but you can go to such lengths that economy defeats the very purpose of introducing economic measures, when we have demoralising effects and when the standard of efficiency goes down. We have had cases where a teacher in, say, the Malay medium or the Chinese medium was called upon to substitute for a teacher in the English medium, to carry on a regular lesson in the English medium or vice versa, just because there was a shortage of teachers in a school. We all agree, Sir, that the principle of equal treatment is a principle we want to adopt, but in the measures adopted to implement this principle of equal treatment, let us make sure that equal treatment does not become equal Maltreatment. We all agree that there must be equal treatment. Sir, we hope that these things will be looked into carefully and rectification be made. There is one point to be clarified under "University", Sir. In column 20 of Hansard dated 20th July, 1960 (Yang di-Pertuan Negara's speech), it is stated: "...the two Universities, Nanyang University and the Singapore Division of the University of Malaya, are geared to serve the needs of the State.' Sir, we hope by that it does not mean that the one to manipulate the gears is only the Government, but that before the gears are changed there will be consultation and that the views of the University authorities will be properly appreciated so that over there also there will not be this feeling that equal treatment means equal treatment on a lower level. We all want equal treatment on the higher level so that it becomes equally good treatment. Sir, we all desire to improve conditions and standards in education, but the improvements should not be such that the levels go down. I believe, Sir, that we can maintain the high standards of education in our country. On a five-day week we have produced brilliant scholars like our Prime Minister. Only three years ago we sent a local student to the London University and I have just received a report, Sir, that in the Engineering College (University of London), he topped the list of first-class honours last week. That, Sir, was on a five day week. Sir, I now come to the amendment standing in my name. I move, "at end, to add - `but urges the Government to consider restoring to its employees the cut in variable allowances which was made last year'." Mr Speaker, Sir, I may be wrongly accused again for having brought this up in order to revive an old sore. Sir, let us consider again the facts of the case when the cut in the variable allowances of Government servants was introduced. About a year ago, when the Minister for Finance introduced the cut, Sir, the main reason given was that the Government faced a threatened deficit of $14 million. I pointed out then, Sir, that it was only a threatened deficit and that, judging from what had been done by previous Financial Secretaries, an expected financial deficit usually turned out to be a surplus. But the Minister for Finance insisted that the ship was sinking, and that unless steps were taken it might be too late. Sir, in the speech of the Yang di-Pertuan Negara, we read in column 6 of Hansard dated 20th July, 1960: `The State ended the year's budget with a small surplus of $9 million.' Sir, if there had been an expected deficit of $14 million and the year ended with a surplus of $9 million, then the Government has been able to make good by something like $23 million. I am not sure whether the financial year ended in November or December 1959 - I would normally expect it to be so - but if that were so, then in half a year they have made good the deficit and there was also a surplus of $9 million. Sir, the principle I would say is this: if we want to get rid of the deficit, the first thing should be to economise, not to cut the pay of our employees. As an example of a model employer, to resort to pay cuts should be the last thing, and not the first. If the surplus is money which has been obtained through the cut in the variable allowances, and since the speech of the Yang di-Pertuan Negara states that the country is economically stable, the time seems to be favourable to rectify this mistake. We do not say that the mistake was intentional - we all make mistakes. But it is understood, Sir, that once errors are made and found out, it is only right that we should rectify them, otherwise they will remain errors and a running sore throughout. Sir, the Prime Minister was reported in the Straits Times of Friday, 3rd June, 1960, to have said the following: `There were some mistakes, and there were hard feelings. True, the cut in allowances of Government servants was painful. True, school teachers were pushed too far in the extra half session. Rectifications had to be made. Half sessions have been dropped. Professional allowances were paid to certain categories of officers in the Government service.' I am glad that the Prime Minister himself has admitted the principle that once errors are discovered, rectifications are necessary. However the rectifications have not been fully made. It may not be realised by many, Sir, that half sessions have not been completely withdrawn. The teachers were told that if they had not volunteered for the half sessions, their turn would come once in three years. So, actually the half sessions have not been completely dropped, and very likely the Prime Minister was misinformed. Sir, some people may say that I am going to benefit by this if Government should become generous. Let me say here, and I give you my word, Sir, that if anything comes out of it I do not wish to benefit from it. There may be others also who do not wish to benefit from it, and would be glad that if anything should come to some of us, that money be given to the unemployed. There are those who feel that the cut was very painful because they had committed themselves in advance to housing loans, education of their children, and I know of certain cases where the children have to be pulled back from universities because their parents could not afford to lose their allowances. Sir, this is a question not only of principle, but of sincerity, a test of sincerity. Just a last word, Sir. At the big rally at the Happy World Stadium of teachers in Singapore, the Prime Minister noticed the look of unhappiness among the many faces and, being a person who knows human nature well, suddenly introduced something in his speech. He promised the teachers that if things improved, although he was not the Finance Minister, he would recommend restoration of the pay cuts, if not all, at least part of it.