serious problems. The issue called for further consideration. E/CN.4/Sub.2/1990/SR.8 page 6 23. Concerning the use of the mother tongue of minorities in education, it was his view that, while the mother tongue should be used at the primary level, education at the secondary level should be in the State language. It should be possible to stipulate quantitative standards for the composition of classes. 24. Mrs. Attah took the Chair. 25. Mr. EIDE said that he would like to clarify one point in paragraph 21 of his study to which Mr. Sachar had referred. He was not arguing that all minorities should have all the rights set out in that paragraph. However, for the purposes of analysis only, it might be possible to envisage an ascending level of rights in cases where different circumstances might call for different kinds of solutions. In very special cases, control of natural resources would be appropriate but only in very special circumstances. The main purpose of paragraph 21 was simply to point out, for analytical purposes only, that, as there were so many variations in minority situations, pragmatic solutions must be found. In some cases that might involve control over land resources. ; 26. Mrs. KSENTINI, supported by Mr. ALFONSO MARTINEZ, pointed out that it was not possible for them to take the floor as the documents were not available in all working languages. The same was true of the documentation under agenda item 5 (b). Could the secretariat inform the Sub-Commission when the documentation would be available in all working languages? 27. Mr. CISSE (Secretary of the Sub-Commission) replied that, of the documents for agenda item 18, documents E/CN.4/Sub.2/1990/41 and E/CN.4/Sub.2/1989/43 were available in French. Document E/CN.4/Sub.2/1990/46 would be available in French the following morning. The situation with regard 
**Analysis**
This text appears to be a discussion from a United Nations Sub-Commission meeting, focusing on the rights of minorities, particularly in the context of education and natural resources. The language used suggests a concern for inclusivity and the need for pragmatic solutions to address the diverse situations of minorities.

**Category**
Education, Humanitarian aid and relief