Authors

In my last article (TESS, August 29), I argued that one of the reasons for difficulties at school between teachers and pupils was the decline in the authority of education itself and a loss of any overall “philosophy” in the direction of school life.

In our more therapeutic, anti-authoritarian times, when “caring” schools are so concerned with teaching the “whole child” rather than simply “your subject”, we should have better teacher-pupil relationships and more harmonious schools than before.