Mr Speaker, Sir, I rise in support of the Motion of the Member for Ulu Pandan. The results of the Elections of 1976 showed that the Government received strong support from the working classes including those who were relatively less well-off, for example, those who lived in one-room flats in HDB premises. The Ministry of Labour report of the labour force survey. 1976, indicated that 27% of employed persons received under $200 a month, while 42% received between $200-$399, and this amounts to nearly 70% of the population of employed persons. And it could not have been but that the bulk of these people and their family connections voted for us. It should therefore be the Government's right aim to continue to devote as much of its resources as possible towards improving the lot of these people. During the last elections, some opposition candidates moved hither and thither chattering about building a caring society as though this Government did not care for the people. Included among the goodies many opposition candidates were trying to sell was the offer of subsidised living. Correctly, as the Member for Ulu Pandan has pointed out, the voters refused to buy this. It is not through sentimental concepts that the quality of life of our people is best improved but that our compassion for our people should be the basis of sound, careful, determined planning and execution of policy to bring about improvements for our people. Throughout the years since 1959 through a careful husbanding of our resources, spending has been made possible on improved provisions towards building a better society all round. Whatever the area of Government effort a Member of Parliament may find himself particularly interested in, he can assure himself of significant successes achieved in that particular area of Government activity. For example. I have been particularly interested in educational development and I have tried to make myself a little knowledgeable regarding Government's efforts in this area. There is no doubt that by any criteria. including those applied by foreign education experts. the Government's achievements in education have been impressive. The burden of the Education Ministry, in the addendum, is the qualitative improvement of our education provision, which can only be a consequence of the Government's past practical achievements, one of which most people think has been in overcoming the problem of numbers by giving a place to every child in primary school. Certainly this has been one attainment but, in my mind, one of the outstanding achievements has been in the breakthrough, number-wise as well as in terms of the diversification of provisions, in the area of secondary schooling. In 1959, the percentage of persons of the correct age enrolled in primary schools was 88%. In 1975, this percentage rose to over 98%. In 1959, the percentage of persons of correct age enrolled in secondary schools was 19% while in 1975 the number rose to about 50%. More significantly Secondary I enrolments increased from 11.5% in 1959 to nearly 55% in 1975. namely the enrolment in Secondary I rose from about 4.000 to over 30,000. While Primary I enrolment of those persons aged 6 increased by nearly 27% between 1959 and 1975, the enrolment in Secondary I of persons aged 12 increased by more than 7 1/2 times. As secondary education was closely related to better job opportunities, does this not show how practically and realistically the Government cared? In 1959, the then Finance Minister who is now Deputy Prime Minister showed with what dismay he viewed the problem of providing education for the increasing number of children having to attend school. The Minister said [Hansard, Vol. 11, col. 785, 25.11.59]: `The large number of babies born every year may be a welcome testimony to the virility of the population but it Sets in Store problems of nightmarish proportions for the Finance Minister.' Does this not display anxiety? Does this not show that the Government cared in such a way that the Government showed itself financewise firmly committed to educational development? From 1960 to the present year, allocations for education have shown continuous growth. In 1964, despite a fall in the GNP and also a fall in Government recurrent expenditure generally. educational recurrent expenditure went up 9.2% over the previous year's expenditure. Other MPs who are interested in other fields may well record the same sense of responsible concern in other areas. But apart from concern being expressed in policy action there are indications, throughout the various addenda of more specifically humane considerations - for example: the concern for industrial safety and health expressed in the very concrete steps that are being planned, including the establishment of an occupational safety and health institute; the thinking manifested in the intention of the Ministry of Health to lay greater emphasis on primary health care, preventive medicine and health education; the sympathy for the old expressed in the establishment of the home nursing foundation. Such measures illustrate a practical concern for people, not a sentimental indulgence in vague expressions of care. Indeed, Sir, going through the various addenda to the President's Address, one is struck by the very tangible, material, concrete, rational, hard-headed proposals outlined. Although the addenda relate to general policy declarations, we can read about percentage growth, extension of national service to women, National Wages Council, the expansion of the domestic telephone network, and so on, including even the trite (but still particular) intention of the Ministry of Science to launch a follow-up to the Science and Industry Quiz. However, when we stray to some areas covered by the addenda on the Education and Culture Ministries, we find that we have wandered into a rather misty, if not actually foggy environment, where the landscape has become diffused, and the configuration a little blurred. The Ministry of Culture is concerned with evolving a national cultural identity and will organise activities to promote a better appreciation of our cultural heritage, and in the process protect our young against the erosion of traditional norms and values. Later on, Sir, when we come to the debate in the Committee of Supply, I hope we will hear from the Minister concerned, the specifics of such action as his Ministry intends to take. I remember, Sir, a bitter complaint from an official of the People's Association about what a budget official once asked. It seems that at a meeting with budget officials, the People's Association representative stated that his agency was involved in efforts to build a sense of national identity, and inculcate the right values in our people. The Treasury official was very impressed and asked the PA official how many good Singaporeans the PA had produced. Perhaps the question was a heartless one, but it indicates the difficulty of a hard assessment of this thing called "values". Despite this difficulty, Sir, we find the addendum on the Ministry of Education declaring that great pains will be taken to ensure that pupils imbibe the tried, not simply tried and tested Asian cultural and moral values but the tried and tested Asian cultural and moral values. I shall ask the Ministry to tell me since they appear to have already identified the tried and tested virtues, what these virtues are and how they propose to teach these values. Mr Speaker, Sir, one of the pillars of development in our society has been the success in our family planning policy. With an appropriate reduction in the growth of our population we are now able to plan for measures more effectively, measures that it would have been difficult to envisage as possible even 10 years ago, because money that we will now be able to spend on these measures would otherwise have gone on the spending of less and less money on more and more people. Yet in some ways family planning would have gone against the traditional grain. Family planning is a modern idea in the sense it is administered today. Traditional agrarian cultures (whether east or west) would extol the virtues of a large family. To show that values may be difficult to determine. and undergo change, let us just observe what they are doing to Confucius in China today. They are calling him sage of the reactionary classes. Yesterday's Confucian stipulation of three cardinal guides, namely, that subject must be guided by sovereign, son must be guided by father, and wife must be guided by husband, has been described in Mao-thought as the authorities - political, clan and masculine authorities - that are the embodiment of the whole feudal system and ideology and the thick ropes binding the Chinese people, particularly the peasants. It is interesting to note how the Chinese today reject male chauvinism - a point that this all-male house might find worthy to note. In China again, today, the ideologues have attributed a highly sinister political motivation to the Confucian aim of Yu chiao wu /ui which was traditionally taken to mean giving education irrespective of class barriers. This has been described by Chinese communists as humbug, as they think that Confucian modes were designed to make the masses pliable instruments in the hands of the rulers. Even when you think of literature as containing lessons, in a spate of criticism of Water Margin in 1975, Chairman Mao was noted as having pointed out that the merit of the book Water Margin lay precisely in the portrayal of capitulation - meaning, of course, capitulation to the feudal principles; and Mao pointed out that Water Margin served as a teaching material by negative example to help all the people recognise capitulationism. Even Ge un suo neng, an lao fen p'ei will change if the communist millennium is attained. When we talk of values, therefore, let us talk of values - for what purposes, just like the Chinese in China today discuss their values in terms of the political aims and in terms of the practical condition of their society today. What is the kind of society we want to develop? Let us start with this idea that we want a society that is reasonably secure and properly educated with reasonable prospects for economic advancement. We therefore stress economic development, dissemination of modern techniques and rational attitudes with full exploitation of the mass media to disseminate those attitudes and to change traditional outlooks that stand in the path of development and in the path of modernisation. We realise the importance of industrialisation and urbanisation, the establishment of a management elite, bureaucratisation that is necessary, the espousal of analytic intelligent modes of social appraisal, the inculcation of a sense of common destiny and belonging and the inculcation of humane and loyal regard as between one citizen and another. I do not think that this is an unreasonable statement of social aim for Singapore. But whether people agree with me totally, or disagree with what I have said partially or even totally, there must be a social aim underlying the kind of values we want to give our people. This may be illustrated by the experience of Japan. When the Japanese experienced the emergence of a modern constitutional government and the build-up of their administrative system of a modern unified state, the education system underwent changes. There emerged a two-tier structure of education in which elementary education confined to basic literacy and numeracy attached importance to ethics, moral education to foster Japanese citizens who would acquire the ethics of the family system and pledge allegiance to the family and the community. At the apex, the educational system positively adopted the modern civilisation of the West, emphasised science, developed an elite to engage in the operation of modern technology and managerial organisation. Let me emphasise. Sir, that in their basic education, the Japanese emphasised the importance of fostering Japanese values. In our case instead of stressing Singapore references, as the Member for Ulu Pandan has recommended, we are thinking of Asian values. `I have very serious doubts as to whether such a thing as "Asian values" really exist... It may exist as an image but it has no reality. If it has any meaning at all it is merely a convenient way of describing the heterogeneous, conflicting and complex network of beliefs, prejudices and values developed in the countries which for geographical purposes have been grouped as being in Asia'. Sir, these are not my words, although I agree fully with them. These words constitute a quotation from a recent publication. Asian Values and Modernisation. page 95, and belong to our own Foreign Minister who goes on later to emphasise that. `there is much in traditional values (whether Asian, Western or African) which are far more modern and more likely to give impetus to modernisation than some contemporary values.' The point I am making is that we have to ponder and select, and the basis is what I have already referred to - relevance to Singapore's development and her people's harmonious living. However, a further point has to be made. It is not only the children in our schools who need to be educated to values that will contribute to Singapore's development and the harmonious living of our people. The adult citizens of our Republic have to be continually exposed to the play of influences that will result in further improvement to our society. The sooner we get rid of the idea that education is principally the responsibility of the Education Ministry, or that education takes place in a certain location, for example, schools, within a certain period in a day, viz, according to the class time-table, on certain days, that is those that are not school holidays - the sooner we get rid of this idea that education is confined to a certain place and time, the better. It is our people as a whole who need continuing education, not only those of school age. In Singapore those who are receiving education or who have recently received education are exposed to a whole weight of influence of those who have not been fortunate recipients of much schooling. A study of the Labour Ministry's report on the labour force survey, 1976, would show that of the total number of persons over 10 years of age, 23% have received secondary education and beyond. At the same time. 23% have never attended school. The higher the age group the higher the percentage of those with little schooling or none at all. I have learnt from the Social Welfare Department that they have estimated that for 1974, among the population over 50 years. 94% had less than secondary education while 83% had no qualifications attained whatsoever. Again, out of a total of over 910,000 economically active persons, of those under 30, 48% have received schooling up to secondary school and beyond, while only 3 1/2% have never attended school. This is our achievement. However, of those above 40, 1 5% have received schooling up to secondary level and beyond, while 45% have never attended school. In addition, of those above 40 in the economically active population, 40% have less than secondary education. This is in addition to the 45% who have never attended school. If we assume that one of our treasured Confucian values still prevails - that of the influence of the elders over younger persons - then we must reckon with the problem of the influence of the relatively unschooled over the relatively better schooled. I must make it clear that those with less formal schooling can and do certainly convey good values to our younger citizens. But the pace of change in Singapore makes it necessary for those in the older age groups to be continually exposed to such influences as will contribute to the harmonious growth of our society. And in my mind, the Education Ministry may well be the least qualified to perform this task. The Education Ministry does not even seem to be able to highlight effectively the work of its own Adult Education Board, judging by the "press" the AEB was given in the addendum on the Education Ministry. Indeed, other Ministries have seemed to understand better the importance of continuing education. The Ministry of Finance has contributed significantly to educational investment through its joint training schemes, and other programmes; and we see from its addendum that it will spend more on its training centres, and that it has a programme in view to induce owners or managers of small enterprises to learn to optimise use of personnel and equipment and improve marketing capacity. Then the Ministry of Labour has its Productivity Board which will help further in training of supervisors and junior and middle-management executives. The Ministry of Health has stated its objective of organising regular national health campaigns; I have no doubt that the Environment Ministry which as a training and education department has its own programmes of public instruction which I hope will include education in the area of anti-pollution measures. And, of course, the Ministry of Culture as we have seen has its own activities geared towards the cultural development of Singaporeans. The foregoing indicates that we have a very efficient infrastructure, spread throughout the Government network, for public education. I think that there is one theme that this network should go all out to stress, and that is, the Singaporean has to be given example in as many ways as possible, of how he has to balance his own self-interest against the interest of the other person, for this other person represents the interest of the community. This can be done in many tangible ways. For example, in the civil service and statutory bodies - I know they are working hard on this - efforts should be made constantly to temper action with humane consideration. It should be made clear to motorists prone to selfishness and irresponsibility that they will not get away, as they are doing in large numbers, with what we should consider unSingaporean behaviour. Those employers, managers and supervisors whose negligence or even lack of forethought has caused industrial accidents or ill-health should be given their own lessons on consideration and responsibility. At the level of organisation of neighbourhood groups in HDB and other areas, the emphasis should be on consideration and cooperation. Here the question of noise nuisance arises. Perhaps the Government could explore thoroughly the feasibility of stricter measures and legislation to combat noise pollution. Those who offend in other forms of pollution should be brought to book with despatch. In all these areas, Government agencies should set a special example. We must also remember that in national service everything must be done to instil in national servicemen a proper regard for one another. With the improved deployment of police national servicemen to fight crime, the quality of behaviour of people towards one another should improve with the added sense of security gained. And we should not forget our old people. Many of our very old people. because many of them were foreign-born, have no relatives or few people to depend on. The burden will not be great for the State to give greater assistance to such cases, although we should stress that the old should be taken care of by their children or nearest relatives, as far as possible. Finally, Sir,I refer to the expressed intention of Finance to introduce a new style budget. It is not clear what the details are, and I hope you are not thinking that I have made a startling jump from the question of inculcation of human values to the question of budget. Actually, Sir,I suspect that our new style budget will contain elements of what has been described as Programme, Planning, Budgeting System (PPBS). This system was at first enthusiastically adopted in the United States during the time of Lyndon Johnson who thought of this system as a modern management tool that would enable a finer life to be brought to every American at the least possible cost. The expectations were inflated. However, for whatever budget system we adopt, there will still remain the necessity for good interpersonal relations between Finance officials and officials from other ministries in order to make the system work. Here is another area where good example of Singaporeans working together may be given. 3.24 p.m.