While it is common practice to talk about education being a teaching-learning process, over the years I have grown used to regarding it as a learning process. This is largely because I am inclined to think of the learning that takes place (or is supposed to take place) as a result of the teaching that takes place. Since there has to be some input for all worthwhile human activities, I have generally regarded teaching as the required input for the learning that takes place as a consequence of the teachers’ efforts. However, over the years, I have also begun to appreciate that the equation is not all that simple. There are several factors that queer the pitch. First of all, teaching is a very special ability that results in great outcomes at times, but fails to produce the desired effect at other times. On any given school day, children have four or five subjects to learn. The emphasis given to all the subjects either by the school or the Education authorities of the State is not the same. And yet we have no way of being sure that children appreciate or understand the reasons for certain subjects being given greater importance than others. For instance, English has always been given far greater importance in the school curriculum than all other subjects. But when one stops to think of the very small percentage of people who will be using English as much as their mother tongue in their life time, the importance given to the subject in Indian schools seems unduly excessive. After all, there are quite a few countries even in Europe that have English as a compulsory subject in their schools. They make sure that English is efficiently taught, even though they do not go in for replacing the language of the country with English. In India, we are permitting badly taught English to supplant the mother tongues of the school children due to some mistaken notion that even badly taught English is more important than the mother tongue. This is an attitude that has to be given up if we know what is good for our children and are not mindlessly obsessed with the language of our one-time rulers. I am likely to be corrected here by those who regard the teaching of English as being still very important for India, not because it was the language of our British rulers, but rather because it is the most important language of the world. If that is the reason for giving so much importance to English, we have every reason to teach it well, and none for the kind of mockery that goes on in most schools in the name of English teaching. The reason why about half-a-dozen European countries have made English a compulsory subject in their schools is that they realize that children would be better off if they knew English rather than knowing only one European language not so widely spoken. And they do an excellent job of teaching English in their schools.