Those who are in the profession of teaching in any academic institution from elementary schools to colleges, the name, Th Ibopishak Singh is not a new name.

He has been in the limelight among the teachers' community for more than 30 years for his service towards the improvement of education in Manipur and more particularly for his contribution for the welfare of the teachers. He has received the State best teacher award 2006.

The writer got an opportunity to meet him in his residence at Naorem-thong Khullem Leikai on Friday last. After driving in the dusty road of Uripok-Kangchup road full of pot holes, I feel I have got a new lease of life on reaching his gate.

The cemented path leading to the Verandah is so smooth, neat and clean with well laid grass on both sides. The small trees standing in rows on either side of the path seem to welcome me for my visit.

Mr Singh greeted me in his drawing room. The soft radiance of the fluorescent tube with its silver light has added a luxurious atmosphere which helps to run our thoughts gracefully free of the trammels of precision. There we talk about our lives, about our society, about the system of education in Manipur.

About his life and career: Th Ibopishak was born on July 17, 1945. His father Thoudam Ibomcha was a businessman trading milk and mother, Ngangom Ningol Malika was a devoted house-wife. His first schooling began from Uripok boys LP School. He passed his matriculation examination from Uripok Tondonsana High School and graduated from Imphal College in 1966.

He joined the CC Hr Secondary School in 1967 as a graduate teacher. He completed MA in political science as a private candidate in 1987. He retired from his service as a lecturer from the same school on the 30th September 2006.

He was elected unopposed as general secretary of All Manipur Secondary School Teachers Association (AMSSTA) many times and had been in the post since 1975. He was also the founder general secretary of Federation of Elementary to College Teachers Association (FECTA).

He had attended International Educational Conference in Australia and Costa-Rica representing India. He did not fail to take part in many social activities whether it was in the local club, whether it was a state issue like demand for inclusion of Manipuri language in the Eight Schedule or it was a peace campaign march at Punjab way back in 1980.

His view on present education system in Manipur:

Education is free and compulsory. It is the Directive Principle of State Policy. But in our State the Government encourages the establishment of many Private School. They charge a huge amount of admission and tuition fees.

High and middle class parents are attracted towards Private School. Poor and daily wage earners send their children to Government schools and here a line of demarcation in the system of education is being made. It is unconstitutional.

The adverse effect is felt on the quality education specially on the Government schools. So the role and duty of teachers of Govt schools is becoming harder and have more responsibility on their shoulder now than before.

There was a time when all of us, teachers, parents, volunteers and NGOs looked the other way while the students were using unfair means in the examination hall. Now a change has come and use of unfair means has dropped significantly.

If students are not allowed to use unfair means in the examination, they have to read hard to pass the examination. Then teachers are the only person to whom they have to approach for their difficulties in their lessons and syllabus.

The response of the students in learning will be spontaneous and automatic. Curiosity of learning will be there. When there is curiosity of learning among the students then teachers are bound to teach and not to neglect their duties.

The teachers have to learn more and to teach more. The trend is very encouraging and the teachers now become serious in their profession.

About value education:

Value means usefulness, value education means system of education useful for all human being, education for humanity.

In Israel and Pakistan lessons on war is taught in schools. It is a plus factor for the present turmoil in the middle east. It is an education not based on value.

Instead of the lesson on war, the lesson on Universal Declaration of Human Rights is included in the syllabus then it will be a part of value education. If such type of lessons be the foundation of teaching then there will be value in education.

Scientific knowledge should be based on constructive principle and theory, to uplift the standard of living of man. This is the value based scientific achievement.

But on the contrary, by acquiring the knowledge of producing Nuclear weapons of Mass destruction and man boast of this achievement then that education gives man a wrong end through a wrong value in education.

While we teach history in the class, the text books magnify and glorify the character of Alexander by adding the word 'great' who killed thousands of men and women on his way to conquer the world. Allaudin Khilji's robbery in Somnath temple was recorded as his brave action.

If such actions are termed as bravery, then teaching history has no value, rather it will help to bring forth many Hitlers and many Bin-Ladens.

If Ashoka's lesson after Kalinga war, Mahatma Gandhi's Ahimsa, Lincoln's Fight against slavery are in the books then it will help in moulding the characters of young minds in good and right shape. It is what we call value education. It should be in the books of school children for the whole world.

The need of the hour is not only the quality in education but more also on value based quality education. Quality education can only be achieved through the sacrifice and devotion of teacher.

While employees in other departments are known as Govt servants, there is a word 'Guru' attached to the profession of a teacher.

So the difference between Guru and servant shows that teachers are always near the altar of God.