The recent main article commenting on the “poor use of English” was a recollection of my early teaching experiences. Coaching students for ‘O’ and ‘A’ level examinations in English meant a duty to find ways and means of raising their standard of English.

I encouraged students to read one book a week. I suggested books of not more than 100 pages, possibly with large print and explanatory pictures.

To check on their reading, I collected a summary of the book in not more than 100 words. In addition, they had to check the meaning of 10 words they found difficult.

Thus they made use of a dictionary as well.

On meeting students later on in life, they often bragged that they had become avid readers. They realised that instruction and education were for life.

The second recollection concerned teachers who often turned their profession into a mission. They really changed forms of instruction into an education.

Their methods of correction were exemplary. Certainly not general corrections: not teachers’ version for all class to copy.

It saved time but lacked substance. Any form of correction was best handled by teachers personally and individually.

They did not merely underline in red but wrote the full version. They corrected not only tenses and spelling mistakes but where necessary they wrote the whole sentence.

Not only did they point out better expressions and improved style but also inserted the better choice of words. Repeatedly they emphasised that punctuation measured the speed and intonation in reading. They often ended their corrections by writing short sentences of advice and improvement.

Above all they instilled in mind neat and legible handwriting. The constant repetitions drummed these basic rules into receptive minds.