021_report on barnes report on malay education and fenn-wu report on chinese education 1951

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FEDERATION OF MALAYA

CENTRAL ADVISORY COMMITTEE

ON EDUCATION

Report

on

TH.E BARNES REPORT ON

MALAY EDUCATION

and

THE FENN~WU REPORT ON

CHINESE EDUCATION

10TH SEPTEMBER, 1951



, "OF THE CENTRAL ADVISORYMEMHl'Jl~ , ~ TION AS ONCOMMITTEE ON 1',DUCA J:

10TH SEPTEMBER, 1951.

REPORT OF THE CENTRAL ADVISORY COMMITTEE

ON EDUCATION ON THE BARNES REPORT ON

MALAY EDUCATION AND THE FENN-WU REPORT

ON CHINESE EDUCATION.

I.-PRE LnIINARY.

1.The , \et illg Din'dor o r Educalioll (:'II It.

(Chairman).

1..The Cent r.i! . \d \i so ry Committee Oil Education held three meetings to

consider and report on the ]:lamp,; Ill'port Oil Malay EduClltioll and tileFennWu He[lort on Chinese Educarion.

:2. Thc

3. The

4. Bro.

",'enet.a)',\ (.:-lll .. J. E. ['I·;I'I'I-:It).Deputy l"illnuel;!l "

. D1 t «(,irIs) (i'll lSS :'1.Assi:italll Diredor of ,',( Ilea Inll •

I S·hools IHl':V Bnu.Visitor, Christi"lI Hrot leI'S ,I . \ .

:2 . At 0111' rirst meeting on tlu- :.Wrtl and 24th July, Prof. Mason,

U n iversit v of \[,1Iaya, Rev. 131'0. Hnrnitus, Bro. Visitor of the Christian

Brothers'Schools, and Mr. E. Buckl.-v, A<.:ting Principal of the Technical

College, Kuala Lumpur, were unable to be present.

;). At out' second meeting all the UHh and 14th August, Prof. Mason,

University of i'lIulay,}, 'I'uun Syed Shuidali , and Mr. O. M. Lee, Principal

of tl:e Collegt; of Agriculture, were uuahle to be present.

4. At our third meeting on lOth September, Prof. Mason, University

of Malaya, HllIl :\JI'. Peppel ', Deputy Financial Secretary. were una ble to be

l'n~sellt.7.

1 ·X I(lo;\"u, :\lILE.HO:\'DU; Mus CllE.\1l ix:

Mn . CllO:W I-i .H 'W:O<Lix.

ilIR. G~ 1'. DAR'l'FORll.

1t i I S"crehr\" MethodistEe L1ca 10lHI ' c "" •

( l:tF.v. It. KE;;S~;LIUXG).

Mission

e

Schools

6.

8.H.-THE BARNES REPORT ON MALAY EDUCATION,

w. '1'L\:\ SlED Sll.IIIl\Ll, ~1.1:r: .. I·: II

5. Early in our deliber.rtions we accepted and endorsed t he be liefs

e xpressed in PUI agn l l' h :2 of the Foreword to the Barnes Itcport :

.. \\"e llt'lie\'t; that l\Ialay education ought

(II) to foster the growth of individuals tow.u-ds the best ill

kl\owlc (lge. skill and charader which t he v !tnv!' it ill them

to a ttain;

( / 1 ) 1<> "( lCOur age and (·Il'lld,· the i'lIah.\· eonu uunit y to oc cupy

tt~ r -ig it tr ul p ln e: ... · ill re:(-ltiott to otll€'l' «onuuunu! gro\lp~

ill lite mixed soc -ie t v of .\Ld"y,,:

((') If I ;h..:,i~t t h e I o r r u a t i o n (J t ;1 u n i f i e d c i t i z e n ( J u d y . Ill' n u t i o n ,

composed of all sur-h grdllps"

a nd de cided lilitt tlus« h.rsi« purpOses ill'" not peculiar to :\talay educatioll

bu t should abo be tile eS;"lltial IJllrpOSeS of all education ill Malavu.

\\'e look forward to the time when cverv Government and Government

Aide d primary cl"S.-; in Malaya will lJt~ ;nulti-raeial und will receive (til

education of a n..t ure designed to achieve these purposes and of a quant ity

wlri« h will mu l«. their achieverneut n pract ic»] possibility.

9.

11.

Mu. LEE :-h:\ In.

Ho:\·B[.E xt«. LUi:\G CllEt::\" 1.1:\';

\(I.

1:1.

l'It<Wl.:"S()(t F. '\,l.\-;o:\.

HO:\·HI.E 1)1:. \1{'sT.\I'\ [:l:\ (),;\l\:\

1:2.

14. i\[ IL K. \1YlS .\(,.\:\.\"I.

lG.

'\,[11 I'. F. PI·:IIEIf:\. \I.I~.E.

\. \'n'li.-\t!tm.' l:-lR I) .\[ LEE).

The l'ril lcil'a l. Colle ge ' U

. 1 I' II (\lll E. BUCKLEY).The Prinei pa l, T"dullLl I ",f) I'ge' .

17.

:20, ClIE z.u~:\1. .\I;fDI\" B1:\ .\Ll, h P

(i. Primary Education.-\\"e couunonrl the e duc ut ion.rl princ iple

I'l·ferre(l to ill ('ilapter 1\', paragraph tG, of tile BartH''; n~p(Jl·t lIl1ll ill

C ll iL pt l'l ' \" 1, I Ja I"agra[ lh :2 of the F8Iltl·\\'U l1el'ort that >l ebi ld' ;; e arl ie st

l,dILCHti')!L sh,)\ll,l I.e ' in its m ot ho r tOJlglll' a nrl c ons.dor t lmt it education,,1

I 'ri llLipl l' s uu. I t'dllcatiollHI pr inciple-, only are to determine th- curriculum

'111 our pr irua rv d"SSl'~ thut curriculutu should presi-ribe , during the tirst

two \"l'ars of tltl' pru uury course, iust ru.-t.ion in n nd t.hrough till' mediumof the mother tolle,:lll' and inst ruct iou ill 110more than ou.- ot h.r language.

\\'e Hl'c' di\'itl,,<1 Oil whu t the other lall;;tlage should be , a largt· majorit ,

of the Co u unit tl'l' (·nllsidering that it shoul d be English Ior ,til pupils and



4

,t Ininority t.hat it shoul.] 1)(' E nglisll in tile case or Malay pupi!s ,m el M aL lY

in tho case of ot lu-r pupil». :-;till considering a curriculum based sojel~-

on or l ncu tiou»] prilll:il'les We ,Hl' agreed tll"t 110 f ;eriol lS har ll l would b edone to s ur-h principles by r(,'luiriug all Chinese and Indian pupils to learntheir mother tongue and 1\L1lay alHlEnglish from the beginning or their

third year,

7, \Ve recognise, however, that ill the present day circumstances andconditions in Malaya it may be ne(;('ssnry to take into consideration otherfactors in addition to educational principles when fr'lming a curriculum forprimary classes. In that event we t"('COllllll<'I}([that the curriculuin should

direct that all pupils should 1(,;11"Il ' IIala.' alHI English t .hroughou t the sixyears of their primary coursr- [lilt! t h.u , iu H(!clition, provision should bemade in all primM}" classes fol' Cllinese ilnd Indian pupils to receiveinstruction in Kuo Yu and Tamil rcspcctivel,'. \\-e believe that durinsthe first two years this instruction should t,~ke the form of one perioddaily of approximately half-an-hour spent in conversation lessons basedon events and circumstances of particular and immediate interest to youngChinese and Indian pupils and that adclitional instruction ill the writtenforms of Chinese and Tamil should be introduced gradually hom the thirdyear of the primary course. \Ve arc agreed that in a primary school workingto such a curriculum the medium of instruction should be Malay or Englishor, perhaps, in the later years, both these languages and that experiencewould show which medium 01' media of instruction would most help eachschool to achieve th o objects set out ill pam graph 5 above.

8, We are perturbed that the Barnes Iioport should have been sointerpreted as to huve caused two widespread fears in different sections ofthe community. The first of these is the fear that all Governmentassistance to vernacular schools will be withdrawn in the near future; thesecond, a corollary of the first, that m,llIY teachers in vernacular collegesand classes would he thrown out of employment. \Ve recommend thatc,-ery means and opportunity should be t.akeu to assure those who entertainthese fears tha t there is no intention of \\'ithdl'i1wing Government assistauceto vernacular schools until there are sufficient acceptable National ~choolsto take their place, .. a cceptable" lJfjng imc rprct.ed to lllean schools whichprovide instruction in :\[alny ami English "lid for instruction ill Chineseand Tamil as in paragml'h I above; abo, t liu r the process of re-organisationwill be so carried nut that no one's ··l·ict; I.ow! will be broke n " and no

teachers in vernacular schools, training ,'olk;jPS or classes will be thrown

out of employment. \\'" HI"" t','.COtllllll':ld that the authorities in charceof Aided Seh;ols should be assure,! that it is the intention of paragraph 6 ,C1H\pter IV, of the Barnes Hqlort t.lmt the primury department» of theexisting English schools should becomc' primary National Schools and notthat the accommodation which they occupy should be taken over for the

use of post primary classes.

9. We doubt the feasib ilit v of th. infon ual selection of the "uJlJlP'l"twenty per cent. of the illt~lligeilce rang,' at the age of ~) plus

contemplated in pnrngraphs ill and :::j "f Chapter IV of the Barnes Reportbut recognise that this must be (rie,! il: the circumstances envisaged inparagraph 19 of Chapter XI \\"e ell,!"rs,' tlie rvcommcndat iou in the last

sentence of paragraph :)3, Chapter 1\C.

10 , Muslim pupils should receive ~kil! l'd instruet .ion i ll the elementaryprinciples of their Iait.h as all illtl"gral l"ll't Ilf t.lu.ir prim,,!,)" schooling andwe point out that it wil! he lleeessar.'" to obtain from the. authorities incharge of Mission Schools pE'l'lIli"sioll Iur such instruction to be given ontheir premises if such prcmisrs HIT II-;"d for primary .'\atiollal Schools,

5

\Ve consider that character ll"tlillillg should lw an important part of theprimary course and direct particular .rtte ntiou to paragmphs 36 to ,'18,

Chapter IV.

11, Post-Primary Education.-\Ye nrc in general ngl'eemcnt withChapter V of the Barnes Report and wish to stress the importnncc of theflexibility of t.rnusfer between vocational and acadcmic courses referred toin paragraphs :3 am1 5 of t.his Chapter.

12. We rocomrncnd that all pupils in the academic stream shouldbe n-q uirc.l to continue thei: st n dv of \1 fllay or of their mother tongue.

13. \\"() ask that consideration should be gi"en by Government toaccepting suitahle L.C.C. Exnrninat.i..n C·ertifieates in commercial subjectsas a qualification for appointment to certain types of clerical posts as all

alternat ive to thl~ School Cert ificate,

14. Girls' Education.-\Ve I\":tl'lu!y endorse Chapter \,1 of the BurnesItoport and particularly agree with the sentiment expressed in paragraph (j

that, speaking generally, women make the best primary teachers.

15, The Training of Teachers,-\Ve wish to stress tbat ,HI adequatesupply of well trained teachers is the first requirement for any improvementin or extension of primary education. "'c therefore acclaim the proposalsin Chapter VII of the Barnes Hep.nt., part.icularly those relating to ThePermanent Training Scheme, and urgp that the very highest priority

should be gi"('11 to pl'o\'iding residential training colleges. We agree thatthose admitted to such colleges should have done a one year post-School

Cert ificate GUlIl'Se and should han) obt ained a qualification in Malay in the

School Certificate Exununation and recommend that applicants for admission

who have obtuiued a similar qualification in Chinese or Tamil in addition

to Malay should be eSIH'cially \\"t'\c(lllled. \\' e should like to see allteachers truine.l in such colleges d irectahle for service in anv part of theFederation ",ti ' .J.-c:;1 to the agrt"'Illt"lIt uf the ~tf\tes and Settlementsconcerned.

16. We Iwlit"IP that t\1('S(' rpsidf,ltlial training colleges should be opento both me n unrl worru-n nIHI that t bert" should be women memb ers on theteaching statts (o f a] l slidl c()lleges. \Vt, I'"cognise the importance: of periodicshort refresher (:Ourses ovu'S('as for llwlllbcrd of the staff" of these colleges

and look f<JI'II"arcl tl) tile t iuu- \\·hell the colleges can be completely staffedby locally (,ducatcd men and women who have received further training an.]teaching expel·,it:nc".O\·PI·seas. In the meantime we recommend the earlyt'ecru~tment of st.aff so that they may have an opportunity to becomeIarniliar WIth the work and the problems of our schools before the trainingcolleges open.

17. The Inspectorate.- \V l' accept whole-heartedly the recommenda-tions in Chal'tt'r VIrl and 'lch'i~e that «uquiries should be made tit once tosee if it would be possible to obtain the services of ;I team of H.:\1.Inspectors on se-condmeut irom t lu Uuiti-d Kingdom for fl period of at leastSIX months to assess the present s tuu.lard of teaching in Malflyan schools,md to wake i"f'(:ommendatiolls for improving it.

Hl. Local Responstbiltty.i--W« ,l('('ept the principle of Localv uthor it. ies hil t (' (Ollsidcl" \ IIl,t t hi-, quvst iou should rel'l'i\"e ('/Ireful nne!expert oons.dr-ru tion . \\'e believe tllilt any system of local rcsponsihilitv

should pruvi.l« , ,<!e(luHlt' s<lfeguHrds tor tlte interests of t i , , , eh i ld r eu antithe teacbers alld should not inu'rfl'r,' «itl: the trausferahil it v "f t h« lat.ter.



6

19. Community

re sponsible a ss is tance

illiteraey.

Development.-\Ve would weleOlpe all gellllin,'

ill th« wor]: o r cclilcaliull a nr] in tbe \I·ij,in:.; ')III ,..I'

: 20 . Re-organisation.-\\'c consider that when "'ation,,1 Schools II'ln'

l.ecn establislled each child should , in the ordinary WHY, l..e adruit tcrl til

the National Scllool uc.uvst his Ilome irrospcc t ive of whet.h er it IS a

Governmen t or an Aided School. One obvious .-xce pt iou lo this g"llenll

principle would be the "aSl' of a pHrent who wishe.I his ehild to (,lItel· his

o ld school.

IlL-THE FENN-WU REPORT ON CHINESE EDUCATION.

: 21 . Vernacular Schools.-Tltc lust ra,·i,dly segregate\! Vernacula r

pruuary school in Malaya will cease to exist when the parents of the

childun attending it believe that a local Kntiona] Schoo! would provide a

uiore acceptable education. The Fcun- \\'\1 Hel'or t, Chapter III, paragraph

: 23 , suggests that day muv never come. \V e bel ie v« it will cou.e. \Vu

also believe its advent Iliay be hastened by persullsion and inducement Lut

delayed by dicta tion HI](1 «ompulsiou. IL is nn e vcn! of the undated futuro

so that in contemplating the problems of Vernacular schools in their present

form it would he unwise to regard them only as short-term issues. Anv

satisfactory solution of those problems sllUllld" help so to modulate existing

Vernacular schools that their eventual trausrnur at.ion into acceptable

National 8chools will be nu t urul and voluntary alld welcomed h~· the IH!l'elits

of those who attend til,, ,".

22. \Ve wish to mak« i t qui te clear that \ 1 - " ,-,onside!' that Goverruu.-ntaid to Vernaeular pri m.u. s\:llOols should cout iuu« so iona as there arc, not

enough acceptable :\Miut;al S<.:hools to take their place. o\\'hile recognising

lhis responsibility of (;O\·"rlltlLcnt to Vernntul.u. sr-hoo!s we ,0;111attention

to an d endorse th e Iilst sentell1:l' of l"lragml'll -I uti page I;' 9f the fl.tntes

H"l'ort.

:2:~. \Ye furt her I'l'l·ollltllelid that ,'n'll \\!tl'll ,I suffu-ieut n u m lu-r of

acc eptable :\a tiona l Sl'Il<,,,I~ ;11'\' «\-"ilal/I,' :\bl,,\i\llS of auv r.icc shoul«! he

permitted to operate ;t.S [,Il\·,I[,' iu-itir.ut iou , '<11,··11 S(·!t')ols ·ilS they ct.>llsidCl

lo Ill' act ua llv tlc<.:de.J ,Iud as t he v l',\ll ltlainLtil1 at a stalHLtrcl or \\ltiell

the\ can be 'proud alld \I Itil·lt is· ill'l'w\·ed by (;OH'rtltlll'llt_ \r" 1ll'li"\·l·

t h a t tlte nu mbei- of su.h l>l·i\atl' s,'holtis \\·til I", SIlI,II!.

: 24 . Malaya and a Malayan Culture.---\\'" lksirc to direct attcut ion to

t lic first sentence of [l<llilgnqlh :1 'lIlt! to l'ar'lgl·"I''' 14 of Chupt«r II of

the, Fcun- \Vu Report .uu! to porut out that the suggestions they contain

fit in well with the n'c ()llltJIl'lIdations II-e hav« iuade in the earlier part of

this report concerning tit" nu t ur.- of 'lC'C"I'['ll,J" :\'Itinnal Schools and the

curriculum to be folk,\\·",l til ilu-m .

2;,. Malayan Education and Chinese Schools.-- \\'hik recocuisin. l It,tt

there is some truth ill l"I'·,\graJ>lt~ 4 ,llid :Jl of Chapter II I in ; n I.ir

a~ they refer to VenliH_·\!lrtr ~cll()(J!~ \\"(' c:,)t1sidt,1' that English ~ ch()tll~ (in

which the classes are tttttiti-r,lc·i,d) II,l\·" 1",,"1\ au.l a.re being, on the whole,

successful in proruot iiu; " .\falayan out look 'Iltd we believe that acceptable

:\alional Schools sur-I: ilS \1,' h'l\p ,til'""dl 1'l""Jnllllended will extell,l alld

aCl'elemt.e thi s proc ess.

26_ \r" accept th' IIl·cd fur l'ust-pI·illl'U·,\ courses in whic.h the

emphasis is on vocar iuuul ralill'!' t huu o n Hl"a,_l(~1l1ie \\·ork a nd ad\'i~8 that

experiments should I,.. tll,ldl' by illtrudllcilt!.! ill ,,'!ttl' English schools elassl's

7

or '·streams" with ;\ vocatiollal bias which woulrl be parallel to alit! of

equal standing' with llw aca demio classes anti "stl'e'\llls". Our recom-

mendation in pHrngraplt 11 above would apply to the,e parallel' ' stre.uns ".

, 2~_ It is not our. esperiet:c:e that there has been any prohibitive

finaucinl control, as IS implied 11 1 paragl'nph R, Chapter III, of students

\nShlllg to. proceed overseas for higher educn tion , We note with pleasure

t!lat .the Universitv of :\[alaya IS about to Iorru a Dcpmtmcu t of Chinese

Studies and hope that Chinese st ud cuts will there fine! adequate

upportunities for higher education.

:28_ The effediH'lH'ss of new methods and t cchuiq ues and of audio-visual aids de ponds large'l} upon there being teachers available who ar~

trained nnrl who arc willin« to use SUlit aids to the best 'vl\ 'Iflt'l"e_ 0 (., (b'

Considerable progress lias been Illeltle ill X l alavau schools in recent years

in the use of audio-visual aids.

_ _2\1. We note t luu thc first incre.e«, of 100 pl'r «cnt.. ill t h« Gr ilnt -

in-aid recommended in paragraph 80, Chupt or IlI, has already been uiven

some six months ahe.ul of thc elate suggested and that fllrth~r assistance

h,ils been gl ve n by tlte payment of the salaries of teachers of ?tIalilY and

English III Chinese schools. We are not opposed to the further increase

of I?O per cent. l'eeOlnmentied in the Ferm-Wu Report but we advise that

cons~deration should be givr-n in 195:2 to the payrnenf of t.his additional

subsidy from January, 1953, in the light of the use which has been made

towards the upening of :\ntiollnl Schools.

:30

Clt'lpter

tlte verv nl't.'ut pral-! 1(;;' I Iiitlicultios

are fuli;ll~d_

\ \- e accept tit" coud itious

III <\5 n '; tsI ll la l>ic for t lie

gll'811 ill l"\I'agraph :12 (1), (2) and (8),

pnvrru-n! of nrilllt -iu-a id hut recu<,t li~c

i ll 'ens lI l· il l.g tha t condi tions (:2) anJ (H)

31. \Ve contllit'lld the counsel offered ill l'ill'ilgl'Hphs ItJ to 40 ,

C!tapter He but SUggl'st that it woul.] Iii' bdter first to orgatllsP a

('ornmittee for lltt' Iiuproveuu-nt of Cllille.se Schools in each Stilte and

St' tt l en u-nt ilnd t h.rr a Pau- F"del'1ltiolt ('olllllliLtee might Intel' .Icvclopf ro tl l thos« .

;12.. Text-Books.-·-.\ftt'l' muc-h ('oll:-.idt'rOltiOIl of tIlt, recolfllllell<LI1"inn:--i

(·"tll·l't'tilltg text-books llHlde in both t.lu- Barlles alld t he FennW» Hcports

"·t' .u:c agl:eer! t!l<lt till' \dwle question (If hooks for lise ill the l-lassrCJOln:

'W(~. ~tl lI' il l' te s .o r ,t il , t :\),es of _M~lilyan schools is of such illlportance',

maolllt~l(le and corupu.xuv t!tat It SHould be sel'Hl'atdy st udu-d nil.! reported

Oll. \\ e accept t he principle that the basic content of te\;t-books for all

typl'S ~f schools shl)uld he th e same but warn that transhit ion of test-

books from _one language to another is not sufficient. Ski Ifill m!aptation,

1lmollllting tll ru.uiv L"ISl'S uhnost to re-wiitiug, rut he r titan translatioll isnvcessarv.

. :I:l \\-" c onuucn.] Ill" ~l I:;gl'~ti olt ill ('!tapt<.-l' 1\', pi\r"~lal,!t ::. lhat

,"(;tal. dh",,,1 uu.l ul"nd YHille, should b" lallgill. ill se!tools llilt c,,"silll'r

t!I~lt vthical and lillll'a,l \·alllt's can b~~ better tallgilt by t'xiHnplc and pn\ctie('

ttl'll~ tlttou~lt tl'xt.-b()'IJ::~. ,\ se nes ,of re adcrs deal ing wit]: socia! "usl,.)tI1s , U l l . !(:II Ie duttps \\ oul.l b" lit , ;r l' il t use 1lI all typP, of -chools.

. .. ,:,:.~. Tea:her Tr~ining.-\Yt' hu v« ,C:·ln'!t '<III' vir-w-, "II titi, suhl,.'cl in

1"'I'\ ol'\f,its I" iiI"! 1(, "1",,·,, 11I1t: would Iter" "del t hat ,,-,' I'l'''ill'd t il" a l.ilih'

to read aud lltlrll't'St'\lld En:.;lish as indi,p"lh,tble if a tpilch('~' is til keep II·'to date 1I1 tei\dllll~ ttll'lllOcis. . r



8

:15. \\'e do lIot; (;()lls[r[p;· th;lL tlie proposed Chinese Training Colleg<,at the post-seeondary If ' \"(~l is nee{'sslU".'" ;tnd believe that the proposed

Normal Schools, one of which io now under construction. will be able tomake a considerable contr ibution towards providing better qualified teachers

for Chinese schools.

80. \Ve acknowledge the defects of the present three-year week-ell<l

Teacher Training scheme IlIlt cannot regitrd as practicable in th« presentcircumstances of Chim'-;e schools the t hrr-r-tnonth Training lnst itutesrecommended in par<lgrapll n, Chap tor V. The holiday Refresher Inst.itut:-s

suggested in paragraph 1"2 are, h owevi-r, prae!icable and should be .encouraged.

:37. We agree that the approach tu the problem of improving teachingstandards in Chinese schools should be qualitative rather than quantitative.Itmight well be based 011 a team of experts holding intensive week-endcourses and spending the res I of their time suporvising, guiding anrl

demonstrating in Chinese schools.

.38. Conditions of Service of Teachers.-\\'<" recogni,_;e (It" Illost

unsatisfactory condit ions under which \·el"Y many teachers in Chinese

schools work and acknowledge gratefully the good work which maIlY ofthem have done ill these adverse conditions. Satisfactory conditions ofservice for teachers in Chinese schools wOllld, we believe, do much toimprove the tone of these schools. We recoin mend that the Committeesfor the Improvement of Chinese Schools wggested in paragraph 31 aboveshould, as soon as thev art' formed, address themselves to the task offormulating draft SCliel;l('S of Service for teachers in Chinese schools andthat these should then hI, ~llbmitt,,(l to (:O\·enlll1('llt fOI' examination in the

light of paragraph 49, Chapter V.

,39. The Language Bridge.-In vi•.-w of our reconuueuda tions tor the

ourric ulum in acceptable ~tttional Schools we feel that comment on thisChapter is uuuccessurv. \\" e emph,lsise. however. the importance of takingad vantage of everv rn,)d «rn method of [llu;.',llag-" kttChing wh ieh has proved

successful in any part of the world.

L I) \\'HITFIEW,

Ch air man ,('('Il{I'(tI .ldvl.-;nl'!1 ('0111 m it i e« 01/ /','dllcatiult.

loth S c p t c l l l i , C I " , UI.j 1.

f~{)\'('['nrnent Press. Ktwla Lumpur.

021_report on barnes report on malay education and fenn-wu report on chinese education 1951

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