By Jairaj Chhetry
Every 5th of September, classrooms across India put on a festive face. Children dress up as their teachers, bouquets of flowers change hands, and stages ring with speeches of gratitude.
It is Teachers’ Day-the birthday of Dr. Sarvepalli Radhakrishnan, philosopher, statesman, and above all, a teacher.
When his students in 1962 wished to celebrate his birthday, Radhakrishnan gently declined personal honour and suggested that the day be observed instead as a tribute to all teachers.
His humility transformed a private occasion into a national tradition, honouring not just one man but an entire fraternity of silent nation-builders.
Yet, more than sixty years later, we must ask: do we remember teachers in spirit, or merely in ceremony?
Radhakrishnan: Teacher First, Philosopher Always:
Dr. Radhakrishnan (1888-1975) was more than an academic mind. He was a bridge between civilizations, introducing Indian philosophy to the wider world through works such as The Hindu View of Life (1927) and An Idealist View of Life (1932). He served as Vice-Chancellor of Andhra University and Banaras Hindu University, as India’s first Vice-President, and later as the nation’s second President.
Yet, despite these offices, he always described himself first as a teacher. For him, education was not information but transformation.
He insisted: “The true teachers are those who help us to think for ourselves.” His birthday as Teachers’ Day, therefore, symbolises a larger philosophy: that the vocation of teaching remains higher than even the highest political office.
State Recognition: Symbols and Shortfalls:
Since 1962, 5th September has been formally marked as Teachers’ Day. On this occasion, the Government of India confers the National Awards to Teachers, honouring innovation and dedication in classrooms across the country. This year Dr. Heipor Uni Bang, Principal and founder of K.B. Memorial Secondary School, Wapung ,East Jaintia Hills, Meghalaya is being honoured with National Teachers’ Award by honourable President of India Droupadi Murmur at a ceremony .
The National Education Policy (NEP) 2020 too affirms the teacher’s centrality, describing them as “the most respected and essential members of our society.”
But recognition often remains on paper. Thousands of posts lie vacant, training opportunities are scarce, and teachers are saddled with clerical work unrelated to teaching.
As educationist Krishna Kumar has observed, “We do not lack in words of praise for teachers; what we lack is sustained investment in their dignity.”
Society’s Paradox: Revered Yet Neglected:
Culturally, India has long revered its teachers. The ancient maxim “Acharya Devo Bhava”-the teacher is divine-still echoes in memory. Children on this day prepare cards, gifts, or simple gestures of respect.
Yet, outside the ceremonial stage, the profession struggles. In many rural schools, teachers work in overcrowded classrooms, often without adequate facilities. In low-fee private schools, they are grossly underpaid.
Unlike Japan or Finland, where teaching is among the most respected professions, in India it is too often seen as a fallback option.
This contradiction is striking: a society that worships the “guru” in rhetoric frequently neglects the teacher in reality.
The Gurukul Legacy: A Living Lesson:
India’s own past offers lessons. In the ancient Gurukul system, students lived with their teacher, learning not only scriptures but also discipline, humility, and the art of living. The bond between guru and shishya was sacred-rooted not in transaction but in trust.
Radhakrishnan himself often invoked this legacy, reminding us that a teacher must not merely instruct but inspire.
Modern schools cannot return to the Gurukul in form, but they can reclaim its essence-mentorship, value-based learning, and the shaping of character alongside knowledge.
Teachers’ Day: Between Ritual and Reality:
Colourful programmes mark the day, but they risk being reduced to ritual. Once the speeches fade, the routine of neglect often resumes.
The reality is sobering:
:More than 10% of sanctioned teaching posts remain vacant nationwide.
: Rural schools frequently lack libraries, laboratories, or even proper classrooms.
:Teachers spend hours on administrative tasks, from census surveys to election duty.
: In private schools, especially in small towns, teachers are paid less than semi-skilled workers.
This gulf between ceremonial reverence and daily neglect is perhaps the greatest betrayal of Radhakrishnan’s vision
A Critical Verdict:
To celebrate Teachers’ Day is to celebrate a noble tradition. But to stop at flowers and garlands is to mock its meaning. Radhakrishnan’s legacy demands substance, not spectacle.
:If the day is to matter, India must:
:Strengthen teacher education and ensure continuous professional development.
: Offer fair pay and restore dignity to the profession.
:Free teachers from bureaucratic burdens so they can focus on teaching.
:Reintroduce mentorship and value-oriented education, echoing the Gurukul spirit.
:Ensure that respect for teachers becomes part of daily culture, not an annual ritual.
Conclusion: Flowers or Foundations ?:
Dr. Radhakrishnan once wrote: “The end-product of education should be a free, creative man, who can battle against historical circumstances and adversities of nature.” Such an end cannot be achieved without strong and inspired teachers.
Teachers’ Day is, at its best, a reminder of this truth. But unless policy, society, and practice align, the celebration risks becoming a pleasant performance-rich in flowers, but poor in foundation.
To honour Radhakrishnan is not to garland his portrait once a year, but to place the teacher firmly at the centre of national life.
For nations are not built by machines or markets alone-they are built by the quiet architects of the human spirit: teachers.