Mr Speaker, Sir, before I submitted to your guillotine last Friday, I was at the point of leading my discussion towards one of the most important points laid down in the Presidential speech, and that is the question of leadership of the Government, in particular, the future leadership. I quoted the example of the hon. Member for Jalan Kayu. He was not in this House at that time. To be fair to him, perhaps I may repeat here. I have always looked upon the Member for Jalan Kayu with great respect in the past, so also in the present and in the future. I said that he spoke not in his first language, Sir, but in his second language, English. Despite that, the eloquence in his second language is something that we all, at least I myself, hope to emulate. In his speech there was a very clear display of his thinking, his philosophy, and of his background training in the Chinese stream. It is perhaps because of that that he son of stopped short at the stage when he mentioned new leaders. The weekend break, Sir, has been a blessing in disguise for me because if I were to go on discussing the subject, I might regret it today for I might be looked upon as being foolish. I have good reason to think in this way, Sir, because last Friday a few Members touched on the very same question of second generation leadership, and from no less appropriate, qualified, or competent a person than the Member for Bukit Merah. Even my neighbour, the Member for Leng Kee, spoke on this subject. It is very gratifying and consoling for many of us to know that the qualities, the requirements, and the capacity expected of the new leadership have been laid down. So there is no need for us to worry. In fact, I consider any further discussion in this House to be a contribution - if they regard their suggestions as contributions - that is absolutely irrelevant. The message has been made very clear. In fact, I do also remember the hon. Senior Minister of State for Finance touched on this subject in a speech outside this House. Therefore, I feel that any further deliberation on this subject from a person less competent would be a completely useless exercise. If we were to follow closely the Member for Jalan Kayu, with his bilingual ability, it invariably leads us to the question of how we train our future generation leaders. I would not start at a point when they become Members of Parliament. I start at a point when they begin their first year of formal education, in Primary 1. Now we have pre-primary. I do not know, but I think I ought to make an appeal to this House - that hon. Members should forthwith cease criticising the Ministry of Education. They would be causing more harm to themselves and their children than they realise. The more they criticise the Ministry of Education, the more hasty decisions and announcements will result. In the last one month, Sir, we have got a series of announcements of education changes; even today, we see the headline "Streamlining of the Ministry of Education". If I were a school teacher or a parent, I would ask big questions. They are not so sure themselves - administration required to be streamlined; syllabus required to be changed, and changing. Where do we go from here? This reminds me of what we used to talk about in the Army: "Reference to the last cancellation in the last order, please note that the cancellation is now cancelled." Unfortunately, Government Administration is a subject for study in the university. Assuming that Government Administration is a subject for the GCE "O" level examination, I would begin by giving the Ministry of Education 70 marks and above, i.e. P1. I have the grading system here and I got it only this morning from a school teacher. The Ministry started with 70 marks and above, P1. That is not too bad. Unfortunately, I have to deduct 25 marks from this grade when the Special Team of Government officers moved in. Something must be wrong. Deducting 25 marks from there, it will probably put the Ministry at P4 or P5. P5 is 50-54 marks. Now, when the task force moved in, I have to deduct another 20 marks. That will leave the Ministry at S8 with 35-39 marks. And with the implementation of all the so-called new policies in the last one month - Sir, I do not wish to go on because the Ministry might end up with a minus - I am afraid I have to announce that the Ministry of Education is not qualified to enter into the Pre-University. Having immersed themselves with problems for so many years - they either immerse or submerge - they have now emerged with what they believe are solutions. Let us see what happens to these solutions. I do not wish to be accused of being personal, but my son was completely flabbergasted. He came home one day and declared that he would lose his assistant monitor. Next, he said that for the first time he got the time-table on the second day of school, but now everything had changed because the immersion students were coming. What the school did was to put seven immersion students in one class. That means 47 students. So they had to remove seven students from that class in order to accommodate the seven immersion students. These seven students were relegated - a form of demotion - to the B class. And the B class had to take out 14, to put in another seven immersion students. These 14 had to go to C class, and the C class had to take out 21, to put in another seven immersion students; and it goes on. The time-table had to be changed, and the seating arrangement also had to be changed. This could have been done in December. But I do not know why it wasn't. Marks were available then. Perhaps all these things culminated in today's statement, "Administration to be streamlined". Then there was an announcement - not an announcement actually, but a briefing on the question of ECA. Now it is no longer counted as a Pre-University admission qualification. Then the Minister for Education had to make a speech to clarify that. A briefing is a briefing. A briefing is to explain policy in greater detail and yet they had to clarify the briefing. Those in charge of the briefing will have to attend an immersion course in English. I think there have been many important announcements. They affect all of us. And if they are that important, they ought to be discussed in detail; not in a day or two or a week or two. It must be over a period of months. If they are that important, and if sufficient thought was given to those announcements, they ought to be included in the Addendum. But I see none of them in the Addendum. Is it a last-minute change? Is it a last-minute addition? How much thought has been given to those announcements of the change in policy? There is one important question and it is this: have all these new policies been cleared with the task force? There is no mention of it. The task force may come up with something else, and they are going to change it again. Here we are going round the mulberry bush. Not only I myself am flabbergasted, but I think the whole of Singapore is going round in circles. In fact, I was advised by some hon. Members not to touch on Education because it is so confusing. They say I may go round in circles; I may not know what I am talking about. I said, "That is all right. If I do not know what I am talking about, it is all right. But do the Ministry of Education know what they are doing or talking about?" So on that count, we are at par. I may not know what I am talking about. I have a strong feeling that the Ministry of Education also do not know what they are talking about or what they are doing either. It must be the case, Sir. Sometime ago there was a policy decision - no automatic promotion. Well and good. Principals and teachers dutifully and diligently implemented the policy. Suddenly they found out that if they were to follow this policy, many of these students would have to be channelled into the Basic Course. There would not be enough places in the Basic Course. So telephone calls from the Ministry of Education, "Don't fail them "unnecessarily". Try to push them up." The net result was that students were given as much as 30 to 40 marks to get themselves promoted so that they would not jam up the Basic Course. The whole examination was a farce. Either the criterion for no automatic promotion was wrong or the other policy must be grievously wrong. You cannot give marks just to promote a student. In borderline cases it was quite easy for the teachers to give additional marks for Art. Art is a very subjective subject. One does not actually need to like a painting in order to give 100 marks, but for those who fail the English Language, although the total is well above the average, according to the existing policy, they will have to be retained. So the teachers have to add marks to them in what they call "the semestral assessment." If that is allowed to go on, it will throw the entire education system into complete confusion. I think I have spent enough time on Education. First, they moved in the experts. Next they moved in the task force, and none of the points raised in the Addendum is qualified by the statement that it has been cleared with the task force. Here the emphasis is on bilingualism, bilingual education. If one were to read through the entire Addendum on Education, you will invariably come to the conclusion that bilingualism means deficiency in the English language. So we have these immersion courses in the nine "super" schools. But it does not say that bilingualism means that one must be equally proficient or efficient in two languages. Why not CL2 in the English schools so that the students could be given the chance of taking immersion courses by being immersed in the Chinese language in a Chinese school? So how do you define proficiency in bilingualism? The Addendum states:- "Schemes to improve the English proficiency of pupils in non-English-stream secondary schools will be introduced in January 1979." Well and good. At this stage I think I need to state categorically that I support bilingual education, and I accept it painfully because of my educational background and I too, am addressing the House in my second language. The time will come when there should be one standard type of school with English as the principal language, in fact, the pivot language, with the other languages as the second language. I accept that. That must be the system. It must be that way. If we are to progress, we need English, there is no quarrel about that. But if one were to retain the frame of mind as the hon. Member for Jalan Kayu, then I think we will not produce any more such Members. I am sad to say, particularly for those hon. Members who are Chinese educated and the Chinese school teachers, that we have to accept that the Chinese language can only be saved in an English school or, in future, in that standard type school. The enrolment, as we all can see, is in favour of the English school. This trend is irreversible. We accept that too. Therefore, there are more Chinese boys and girls studying Chinese in English schools than Chinese boys and girls studying Chinese in Chinese schools. For the same reason, there are more Malay boys and girls studying Malay, their mother tongue, in English schools, which becomes the second language, than Malay students in Malay schools. I think we all accept that. But what has been done to ensure that they have a sufficient command of their own mother tongue to lead them back into their own culture, so as to give them what the Prime Minister repeatedly emphasised, the cultural ballast, an identity of their own, of Singapore? This system is not there. There is no immersion for these students. What we understand from the Addendum, bilingualism simply means that if you are not good in English, then you are not bilingual; if you are very good in English but you cannot speak Malay or Mandarin, you are not bilingual. This is a very queer situation which I find it difficult to understand. If one were to look at the Addendum, it states that the long-term objective is to have all the pre-university classes in junior colleges, and only one junior college is to be built by 1982. How long is that "long-term" Sir? Is it between now and 1982 or is it between now and next year? Will just one more junior college be sufficient to meet the long-term objective? We need an indication as to how long is "long-term". There is one matter which I have discussed with some of my colleagues quite frequently. I refer to the Addendum which states that those less academically inclined pupils will be channelled to vocational training under the Revised Secondary Education System. Why must we attach the stigma to these pupils? Why cannot we say that these pupils are more vocationally inclined, instead of saying that they are less academically inclined? When we started technical education, it was quite an effort to launch it because parents were quite naturally resistant to technical education. The same applies to vocational education. This is a clear case of a lack of understanding of the ground. Another of the paragraphs in the Addendum stated very clearly that this is to prevent early specialisation, so that streaming will be done in Secondary III instead of Secondary II. The streaming is postponed by one year because they do not want early specialisation. But in the primary school, pupils are being streamed in Primary III. How do we compromise? On the one hand, it was stated that there should be no early specialisation, but on the other hand, specialisation or streaming is being done at the primary school level. One very noticeable absence in the Addendum is the mention of the Ministry's effort to inculcate the so-called cultural values. Perhaps they stop the game of cancelling out, which I pointed out two years ago. It took them two years to realise that this is best left to the Ministry of Culture. But is that the policy? Should not the Ministry of Education at the same time inculcate the cultural values and the values of our own identity? There is completely no mention of this in the Addendum except that of Civics which applies to secondary schools. In primary schools, it is called Education for Living. Is it that the Ministry of Education suddenly realises their inadequacy and incompetence in handling the subject? Or is this aspect of education no longer important in our education system? There is no mention of it in the Addendum and I suppose the Ministry of Education will forthwith deal with the more pressing problems of first "settling down" themselves. Even today we find teachers receiving letters of transfer. Transfers were done in December. But up to this morning, teachers are still receiving letters of re-posting, with no prospect of that school getting a replacement. What has gone wrong? Is that the result of the streamlining? I cautioned hon. Members not to take on the Ministry of Education too severely. I am afraid I am guilty of acting against my own advice, but I am of the view that it ought to be brought up here in the hope that the Ministry will not come out with more last-minute rectification methods to correct the situation. How long will it go on to correct the situation? I asked this question two years ago: how long will this transition go? The Ministry of Culture has done exceedingly well over the last one year. I wish to single out the establishment of the Cultural Foundation, and I hope that with the establishment of this new set-up it should be able to cater for what the Ministry of Education has failed to do. So it is not a question of cancelling out. It is a question of complementing each other. There are many points which I wish to raise but since those hon. Members who were not prepared last week are now sufficiently prepared, I will relieve the House with just one last question. It seems that a Member of this House has been openly challenged by a Consumers' cooperative to explain his statement. This is a point which the new leaders must take note. They are liable to be challenged. This has nothing to do with the education problem. Perhaps we may hear a few words from the hon. Member for Whampoa to enlighten us as to how these brick-bats will affect the dignity of this House. He has been challenged to make the statement outside, implying that the Member may be indulging in falsehood in his statement in this House.