Dear Friends
During 1946–1947, Subrahmanyan Chandrasekhar traveled every week from Yerkes Observatory to the University of Chicago to teach a class of just two students. When asked why he made the effort, he simply said they were very good students. Those two students—Tsung-Dao Lee and Chen-Ning Yang—went on to win the 1957 Nobel Prize in Physics, whereas their teacher, Subrahmanyan Chandrasekhar, received the Nobel Prize in Physics in 1983.
This story presents a powerful reminder that great teachers invest in potential, not numbers.
Helen Keller was deaf and blind from early childhood. Her teacher, Anne Sullivan, repeatedly finger-spelled words into Helen's hand, but Helen initially did not understand that the movements represented objects. Then, on 5 April 1887, Sullivan placed Helen's hand under flowing water while spelling W-A-T-E-R into the other hand. Something clicked. Helen suddenly understood that the signs represented the world around her. That day, she learned roughly 30 new words. Helen Keller eventually became an author, lecturer, and internationally recognized advocate.
When Kalam was about 10 years old, his science teacher, Sivasubramanian Iyer, was teaching the class how birds fly. The blackboard explanation did not satisfy the students. Instead of blaming them for not understanding, Iyer took the entire class to the seashore in Rameswaram. He asked them to watch birds flap their wings, use their tails, and change direction. Kalam later described this as a life-changing lesson that helped ignite his fascination with flight and, eventually, with aerospace engineering.
In 1812, Michael Faraday, a 20-year-old bookbinder’s apprentice, compiled a 300-page notebook of Sir Humphry Davy’s chemistry lectures to apply for a job. Impressed by his dedication, Davy hired him as a lab assistant. With Davy's support, Faraday went on to discover electromagnetic induction, paving the way for the electric motor and modern power grids. Years later, when asked to name his greatest discovery, Davy replied: "Michael Faraday."
Some of these events crossed 100-plus years! Still, we remember and appreciate those students and teachers. As in 2026, how many of us could contribute to this scale of impact, either as a teacher or a student? A few! Do we have genuine justification? Absolutely No. Why? As teachers or students, we are losing that kind of mutual trust.
I am a 5th-generation teacher in my family. I see sea changes in the students' attitudes. Though I did not see my grandfather, some of his students told me he was a noble, scholarly, and most humble teacher. Along with the great teachers of those times, His photograph hung on the walls of the sacred mutt in my hometown.
I cannot generalize this, but today, the bond between students and teachers is diminishing. In those days, when the teacher passed by, at least on the face, we used to stand, keeping our hands folded, even though we didn’t always like it. Sometimes, it was customary, but many times, it was genuine. Today, the scene is different. Are we receiving such genuine salutations? Do teachers possess such wisdom?
In the 1900s, a teacher used to take Guru Dakshina, meaning students paid as they wished. In the 1950s, teachers began receiving part salary and part Dakshina. A teacher in the 2000s transitioned to a salary completely. Today, a teacher started contributing to profit and growth. Thanks to inflation and insecurity, genuine teachers are also forced to shift this way. On the other hand, even if an honest teacher wants to contribute to the cause and share knowledge for free, society is not trusting such knowledge and is more suspicious about why they are not taking money.
As the world is divided on many parameters, I am sure the golden days will return, as current execution models are proving unaffordable and unsustainable.
Wishing you a great teacher’s day coming week; Remembering great teachers!
Ravi Saripalle