First thing first, then. Why should one choose to be a teacher in the first place? Here we are not talking of the poorly paid school teachers alone. We are also, and definitely, talking of those too who teach in colleges and universities, who are paid well under the new University Grants Commission pay proposals and the concomitant new regime, and who are never tired of showcasing their intellectualism on every occasion. We are also definitely talking of those who are never tired of filling up their bank account balances by virtue of them knuckling down at their best to evolve into wonderful private tutors, earning money that is not taxable. And, of course, we are also talking of those who, in their common rooms, are never tired of dwelling on as to whether the government should now not think of enhancing their pension emoluments so that they can survive at greater ease after their retirement just because they feel, in their closed worldviews, that they deserve a better deal just because they had enjoyed the classic privilege of them being called teachers (gurus?) despite them not giving a hoot at all to the ethics of teaching. Well, one is not, and cannot be, a teacher in the first place if he is a teacher not by choice but because he is a misfit elsewhere and has chosen the profound profession of teaching due to professiol handicaps. Sounds harsh, but any sort of reality is harsh. We have a multitude of teachers right from primary schools to universities to research centres where one is a teacher just because he has some university qualifications that, practically speaking, have nothing to do with the methodology of education in most of the cases. These are teachers who merely pretend to teach and not educate anyone on earth. Such teachers are definitely not a boon to anyone on earth. Exceptions apart (and we salute such teachers who form the exceptiol community), most of those in the business of teaching do not even know what teaching essentially entails, how to motivate and inspire their learners, how to enthuse them with creativity, how to guide them after having understood their intellectual proclivities, and of course how to show them the right path that they would love to trudge at their spontaneous best.