PART VI CONCLUSIONS
139
Comment
519. This situation is clearly a symptom of the general criticism that there is a declining morality in Hong Kong and the growth of these establishments in ratio with the growth of affluence is clearly a strong temptation to young people and needs to be countered by healthier interests.
(iii) Education
520. In recent years education has come to play an increasingly conspicuous part in relation to riots the world over and is generally found to be instilled into the riot picture either (a) through college and university students who feel impelled to express their convictions about certain civic problems by organizing or participating in public demonstrations, or (b) through youths whose poor educa- tion, whether due to lack of ability or of opportunity, leads them to express their dissatisfaction with their lot in a similar manner.
521. In the evidence given before us there were indications of a healthy interest by university students in the Colony's economic problems which were being given public prominence during the demonstrations, but, apart from one or two minor references-e.g. the well-mannered group in Prince Edward Road on the night of April 6/7th-there was no evidence before us to suggest that the student élite took any significant part in the disturbances.
522. On the other hand, there was ample evidence that many of the demonstra- tors who appeared before us had received little or no education beyond the primary school stage. Even so they gave us no reason to believe that this was one of the reasons why they demonstrated; it may however have been a contributory cause to a general attitude of discontent with their lot in Hong Kong. This view was supported by witnesses who laid stress on the inadequacies in our educational system. The S.C.A. drew our attention to the tendency to connect youthful unrest with a failure of education and, because of Government's large responsibility for education in the Colony, to blame Government for any educational deficiencies believed to exist.
523. The criticisms of our educational system most frequently mentioned were: lack of universal primary education; shortage of school places at all levels; the burden of school fees preventing deserving students from continuing their studies; excessive preoccupation with examinations resulting in a feeling of failure amongst dropouts and the ignoring of other educational aims; the lack of voca- tional education; and the lack of moral education.
524. Commentators agreed that all sections of the population in Hong Kong place great importance on education and this is evidenced by the hardship which parents endure in order to give their children the best possible preparation for the struggle of life. It is possibly a result of this concern and of the importance