After 50 years, is our comprehensive system still fit for purpose?
I have every sympathy for our schools. Staff and students are facing significant challenges – challenges aggravated by the demoralising effects of poverty punishing so many decent families. It is very much to the credit of our schools that they continue to have the positive support of parents and their local communities, conscious that they are trying their best in challenging circumstances.
Things were so different when I started teaching in 1969. Yes, there were undoubted challenges but there was a sense of excitement that positive changes were on their way.
In just a few short years, our old selective system with junior and senior high schools had changed to a national comprehensive system. New schools were being built; the school-leaving age was raised to 16 and a new system of examinations was introduced that was designed to offer national qualifications to students of all abilities.
In addition, corporal punishment was abolished and supportive Guidance systems introduced. For young probationer teachers there was a network of invaluable support. Each secondary school was staffed with a team of subject principal teachers who really were the backbone of the school. They were the subject experts familiar with the curriculum and the various exam requirements; they offered encouragement to the members of their departments and used their experience to support the effective running of the school.
The removal of these posts to save money was a serious mistake which has had a negative effect on academic results. In addition, the loss of these promoted posts has made teaching a less attractive career option for graduates.
So what needs to be done? It seems that there is an administrative mindset at all levels of government that we don't need to look elsewhere for answers to our challenges. It's almost as though Johnny foreigner can't teach us anything.
So for example, after over 50 years, is our comprehensive system still fit for purpose? Are there lessons to be learnt from different models of school organization?
Our two grandchildren both attend their local schools in Japan. As grandparents my wife and I are impressed with what we have learnt about Japanese education. One feature that we should seriously consider is the emphasis in Japan on team work rather than here, where we still cling to the notion of child-centered education. Interestingly your education feature commented very positively on education in Finland ('Why Finland's real innovation is putting students first', May 17)
Our son in Tokyo reports that there has been a recent visit from a team of Finnish educationalists to look specifically at the place of team work in Japanese schools. We really have to be honest rather than defensive when considering changes to our education system.
Eric Melvin, Edinburgh.
In defence of Sir Walter Scott
Robin Dow's letter regarding Sir Walter Scott ('Great Scott? No, not really', June 11) needs a response.
During the Covid period I decided to read all of Charles Dickens's novels. I thoroughly enjoyed this undertaking and revisited many well-loved characters.
I then decided to do the same with Walter Scott's works, which are naturally very different in subject and style to Dickens.
Having already read 10, I decided to go back to Waverley and to read the full opus in chronological order.
Unlike Mr Dow, who says he has read many, I have now read the vast majority of the 27 works (only two to go!) so I think I have the right to esteem Scott. Also – unlike him, but like Rosemary Goring – I find Scott page-turning stuff.
I find Mr Dow's comparison of other artistic figures somewhat unfortunate.
For a start, Milton and Spenser lived in different centuries; Constable and Turner painted in different genres; and Handel was first and foremost an opera composer. Bach wrote none.
Of course , personal taste along with some knowledge is the ultimate determinant.
Linda Hoskins, Houston.
Searching, sadly, sans success
May I award Jody Harrison a gold medal for his most alliterative heading – 'Summer solstice sees searches spike for Scottish standing stones' (June 12)?
I have, alas, failed in my search for a word beginning with 's' to replace Mr Harrison's 'for'.
Something to concentrate the mind over my cornflakes.
David Miller, Milngavie.
Fuelling a debate over winter payment
I have worked for the Department of Work and Pensions for 40 years, currently dealing with Pension Credit. I am paid the minimum wage of £12.21 per hour.
I find it hard to understand why so many think that Paul McCartney, Baron Sugar, and indeed Brian Wilson ('A universal truth: not all pensioners deserve the winter fuel allowance. But U-turn is welcome', June 12) should get £200 every year in the winter fuel payment.
Dougie Mac Nicol, Glasgow.
Musk has blown his credibility
Elon Musk has realised that he must be more careful with what he says, as his latest post admits: 'I regret some of my posts about President Donald Trump last week. They went too far.'
Many people have regrets; some acknowledge them and a few do something about it beyond a cursory apology.
The world's wealthiest man is attempting to restore his 'buddyship' with the world's most powerful man but it might be too late.
It seems be a case of checking your parachute after you have jumped off a cliff: it's a bit too late.
Musk has blown up his credibility and diminished his wealth while others are blowing up his Tesla vehicles.
Oh well, he has about a dozen children that will take care of him in his dotage.
Dennis Fitzgerald, Melbourne, Australia.
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I have every sympathy for our schools. Staff and students are facing significant challenges – challenges aggravated by the demoralising effects of poverty punishing so many decent families. It is very much to the credit of our schools that they continue to have the positive support of parents and their local communities, conscious that they are trying their best in challenging circumstances. Things were so different when I started teaching in 1969. Yes, there were undoubted challenges but there was a sense of excitement that positive changes were on their way. In just a few short years, our old selective system with junior and senior high schools had changed to a national comprehensive system. New schools were being built; the school-leaving age was raised to 16 and a new system of examinations was introduced that was designed to offer national qualifications to students of all abilities. In addition, corporal punishment was abolished and supportive Guidance systems introduced. For young probationer teachers there was a network of invaluable support. Each secondary school was staffed with a team of subject principal teachers who really were the backbone of the school. They were the subject experts familiar with the curriculum and the various exam requirements; they offered encouragement to the members of their departments and used their experience to support the effective running of the school. The removal of these posts to save money was a serious mistake which has had a negative effect on academic results. In addition, the loss of these promoted posts has made teaching a less attractive career option for graduates. So what needs to be done? It seems that there is an administrative mindset at all levels of government that we don't need to look elsewhere for answers to our challenges. It's almost as though Johnny foreigner can't teach us anything. So for example, after over 50 years, is our comprehensive system still fit for purpose? Are there lessons to be learnt from different models of school organization? Our two grandchildren both attend their local schools in Japan. As grandparents my wife and I are impressed with what we have learnt about Japanese education. One feature that we should seriously consider is the emphasis in Japan on team work rather than here, where we still cling to the notion of child-centered education. Interestingly your education feature commented very positively on education in Finland ('Why Finland's real innovation is putting students first', May 17) Our son in Tokyo reports that there has been a recent visit from a team of Finnish educationalists to look specifically at the place of team work in Japanese schools. We really have to be honest rather than defensive when considering changes to our education system. Eric Melvin, Edinburgh. In defence of Sir Walter Scott Robin Dow's letter regarding Sir Walter Scott ('Great Scott? No, not really', June 11) needs a response. During the Covid period I decided to read all of Charles Dickens's novels. I thoroughly enjoyed this undertaking and revisited many well-loved characters. I then decided to do the same with Walter Scott's works, which are naturally very different in subject and style to Dickens. Having already read 10, I decided to go back to Waverley and to read the full opus in chronological order. Unlike Mr Dow, who says he has read many, I have now read the vast majority of the 27 works (only two to go!) so I think I have the right to esteem Scott. Also – unlike him, but like Rosemary Goring – I find Scott page-turning stuff. I find Mr Dow's comparison of other artistic figures somewhat unfortunate. For a start, Milton and Spenser lived in different centuries; Constable and Turner painted in different genres; and Handel was first and foremost an opera composer. Bach wrote none. Of course , personal taste along with some knowledge is the ultimate determinant. Linda Hoskins, Houston. Searching, sadly, sans success May I award Jody Harrison a gold medal for his most alliterative heading – 'Summer solstice sees searches spike for Scottish standing stones' (June 12)? I have, alas, failed in my search for a word beginning with 's' to replace Mr Harrison's 'for'. Something to concentrate the mind over my cornflakes. David Miller, Milngavie. Fuelling a debate over winter payment I have worked for the Department of Work and Pensions for 40 years, currently dealing with Pension Credit. I am paid the minimum wage of £12.21 per hour. I find it hard to understand why so many think that Paul McCartney, Baron Sugar, and indeed Brian Wilson ('A universal truth: not all pensioners deserve the winter fuel allowance. But U-turn is welcome', June 12) should get £200 every year in the winter fuel payment. Dougie Mac Nicol, Glasgow. 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