viee to achieeinq the full realization of this ri.ght on the basis ot egual oPportunily, they shalI in parlicular: .(a) Make pr j.mary education free and conpulsory as early as possible, t'(b) Encourage the development of dif,f,eEent forms of secondary educalion systems, both general and vocabional. to nake then available and accessible to a1l children, and take such measures as the introduction of free education and of f er j,ng tinancial assistance in case of need, " (c) Make higher education equally accessible to all on the basis of capacity by every appropriate nean6. " standards prolecling ethnic. reliqious and linguj.stic ninorities I0. International conmitrnents t'o protecc the riqhcs of $j.norities date back to the f i.rst half ot the nineteenth century, Then' follorling the First ttorld war, persons belonging to racial, religious or linguistic ninoriti.es were Placed under the guarant.ee of the League of Nations !o oversee a system that bound tbe various States ,.rith ninority populations to assume futl and conplete protection of life and liberty for these people. 6,/ 11. The period of the Leaque of Natj.ons also provided a cleax perspective regarding a major concept that has underpinned the rights of minorities ever since. Tbus, tbe 1935 Advisory Opinion of the Pernanent Court of International Justice on ninority schools in Albania specified that the then existing minorities sYstem "was prirnarily designed to attain teo objectives: f,irst, conplete equality beteeen nationala of the State belonging to racial, religious or linguistic ninorities and.other nationals (related to lhe majoritY) ano, secondly' rto ensure for the ninority elements suitable means for the preservation of tbeir raciaL peculiarities, their tradit j.ons and their natiohal characteristicat".7/ L2. The Court stated Ehat these two objectiees rrere closelY interconnected since there coul.d be no true equality betlreen a najority and a mlnority i.f tbe latter
**Analysis**
The text appears to focus on the importance of education and the protection of minority rights. It mentions the provision of free and compulsory primary education, the development of different forms of secondary education, and the equal accessibility of higher education to all. The text also discusses the historical context of minority rights, referencing the League of Nations and the Permanent Court of International Justice. This suggests that the text is primarily concerned with education and minority rights, rather than economic or environmental issues.

**Category**
Education