The book is divided into six chapters. The first one explains his genuine intentions behind the writing of the book. The chapter is a rigorous analysis of the present ailments of Indian Society, namely, crime, indiscipline, national wastage, corruption, mismanagement, lack of civil responsibilities and the like. He believes that lack of moral and ethical education is at the root of the situation.

The second chapter explains the urgent need of reviving our ancient system of education, its basic emphasis on moral, ethical and cultural values we had in those days.
Chapter three is very significant in the sense it elaborates the author’s appeal to use ‘story-telling’ as the method of teaching at the early years of schooling. This small logical, philosophical thesis reminds us of the impact of Vishnu Sharma’s ‘ Panchatantra’, ‘Arabian Nights’, ‘Fables of Aesop’, stories of ‘Alibaba and forty thieves’, ‘Voyages of Sindbad’ and ‘Allauddin and his Magic Lamp’.

The next chapter reveals the futility of our education system by comparing the discipline, civic values, moral conduct of foreign counties (with appropriate examples) with the anarchy, mismanagement, crime and irresponsible behavior of our people. The author urges to establish honesty, discipline and civic values he found in European and gulf countries, through proper education system in India.

The fifth chapter, a short one, cites the examples of good educational practices from South Korea and Japan.

The sixth and the last chapter carries the message of the writer to all the stake-holders of education, especially to the teachers working in Indian educational institutions. The prevailing education system in India is often described by some critics as ‘labour without delivery’. This chapter offers some very useful solutions to rectify the situation.

A sense of improving our environmental eco-system and need of living in harmony with Nature dominates through out this book.