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17-year-old Seema Sheikh is currently pursuing a nursing degree and wants to work in anaesthesiology. 17-year-old Seema Sheikh, a former Young Instructor Leader (YIL), is currently in the first year of a bachelor’s degree in nursing from PES Medical College in Kuppam, Andhra Pradesh. She wants to work in the anaesthesia department of a hospital after completing her courses. “Anaesthesia means loss of sensation in the body. I want to work in that field, as it has a lot of growth and demand,” she explained excitedly. “People want to make every medical procedure free of pain.” Seema is the oldest of three children, and her mother runs a snacks and kebab shop from the veranda of their house in the village of Thumsi, Andhra Pradesh. Her exposure to Agastya began at a young age. Even though she was only in the third standard at Mandal Parishad Prathamik Pathshala in Thumsi when she first visited campus, she had already heard about it from her seniors. “We used to fight with our teachers to take us to the Agastya campus as well,” she explained. Her first visit to the campus was a memorable one. She first visited Guru Gruha — Agastya’s astronomy lab, which has a large free-hanging model of the solar system suspended from the ceiling — and watched several videos about the solar system. “I knew about the sun, moon and stars, but it was the first time I saw the entire solar system with its other planets,” she recalled. “We also saw the paths and speeds of different planets as they orbited the sun. I was so happy seeing it.” The Gurugruha Astronomy Center on Agastya’s Campus Creativity Lab near Kuppam, Andhra Pradesh. In the second half of the day, she and her classmates met several instructors in the auditorium. Each student had to stand on the stage and introduce themselves one by one. For the young Seema, it was nerve-racking. But over successive visits to the Campus Creativity Lab, her confidence soared. “At that time, we were all scared to stand in front of others and talk,” she said. Today, standing on the stage and talking to people is my favourite activity.” She enjoyed visiting the campus and interacting with the Agastya instructors, so much so that “if [she was] told that we are going to the Agastya campus, [she] would not get sleep due to [her] excitement.” Her enthusiasm and aptitude for science only grew with every passing visit to the campus. In the seventh standard, she learnt several science concepts like acids and bases, phases of the moon, natural colour extraction from flowers and turmeric, and many more, with the help of models and materials. Her love for Agastya was so strong that she began to miss the campus sessions while on lockdown due to the Covid-19 pandemic. “I used to ask [an Agastya instructor] when he would next call us to the campus,” she recalled. The unique YIL experience Seema’s limitless potential was identified early on and she became a Young Instructor Leader (YIL) when she was in the eighth standard at AP Model School in Santipuram, Andhra Pradesh, one of just nine YIL’s from her class of 80 students. “I did not know what a YIL was, other than what our seniors said, which was that it was like a badge for being a good student,” she recalled. “I was very happy but a few of my classmates and friends were upset. I told them not to feel bad, and that whatever we learnt, we would share with them.” Although Seema had been to most of the labs on the Agastya campus, there was a special lab only for YIL students, so it was a completely new experience for her. She and her fellow YILs began every session with meditation, followed by watching a motivational video. Then, they used to either study different topics in a practical way or engage in activities like group discussions or poster making. “We never memorised any formulae while learning math in the YIL lab but learnt using mathematic models,” Seema explained. “Later, each one of us would share our learning with the rest of the class. I loved the way the friendly Agastya instructors interacted with us. They taught us even difficult topics in a very easy way.” For Seema, peer-to-peer teaching was her favourite part of Agastya sessions. When she first entered the YIL programme, she was afraid of sharing her ideas, but she quickly became more confident and assertive. “Before, I was so scared to talk to people in case they laughed at me,” she said. “But after YIL sessions and practicing speaking in front of the class, my communication and confidence both improved.” The Ramanujan Math Park on Agastya’s campus in Kuppam. The park was named after Srinivasa Ramanujan, the legendary mathematician whose concept Seema had to explain during Agastya’s Math Day celebrations. Her newfound public speaking and teaching abilities came in handy when she partook in Agastya’s Math Day celebrations, which took place in the auditorium over the course of three days with several students from other schools and foreign visitors in attendance. “I was a group leader and explained the concept of Ramanujan’s number and how he arrived at it,” she said. “I felt like a fellow teacher and was very happy. I think peer-to-peer learning is my most valuable takeaway from Agastya, as I continue to use it even in college.” Her confidence and love for giving back have aided her at university so far. She is among the very few students in her class in college who do not hesitate to walk up to the blackboard and explain a topic. She credits this largely to her experience with Agastya. “As a YIL, I was trained to share my learnings with others,” she explained. “I would love to always keep this connection with Agastya.”

Shrivishnu S., now 25, has worked with Agastya for the last 12 years, despite his busy schedule as a soldier in the Indian Army. 25-year-old Shrivishnu, strongly believes that education and knowledge are different, and is greatly satisfied that he got both from Agastya International Foundation. “Education is what you learn from school, but knowledge is something you gain by understanding people, interacting with individuals, learning their language, culture, traditions, food habits, etc.,” he explained. He hails from the small town of Challakere, Karnataka, about 180 kilometers northwest of Bengaluru. Vishnu’s father is a farmer and TV technician, and his mother manages their home. Vishnu was introduced to Agastya in the eighth standard at Infant Jesus High School in Challakere, when a Mobile Science Lab, driven by a pair of Agastya instructors, arrived in his village. “Agastya’s programmes [cater primarily to government schools], so coming across Agastya was complete providence,” he recalled. “When I was 13 years old, a colourful van with vibrant pictures came to my village. Two instructors warmly greeted me and said I was most welcome to try and conduct science experiments by myself, and that they would support me.” Since young Vishnu was keenly interested in science, this idea interested him. He immediately bought into Agastya’s innovative methods, realising that to him, practical training was more effective than learning theory for remembering course material. “If you hear a story, you will forget it, but if you see and hear a movie, you remember much more,” he said. “Theory and visualisation are very different. If you practically do projects, they remain in your memory. Performing chemical experiments, seeing, and smelling the reactions with your senses makes learning a memorable and enjoyable activity. If you do it yourself, you will enjoy it. When you enjoy it, you understand, and it will be with you forever.” Children chase after a Mobile Science Lab. Vishnu’s first exposure to Agastya occurred when he was 13 years old, when a MSL arrived in his village. His memorable exposure to Agastya was just the first of many, as he would continue learning with the organization over the course of the past 12 years, allowing him to develop confidence, independence, and skills. His experience with Agastya was so effective that he was able to take up a part-time job in a lab and start earning money while in the eleventh and twelfth standards. “The first thing I got from Agastya is education, second is self confidence, and third, I learnt to overcome my fear, besides learning science in Agastya[‘s] method, which developed my analytical skills,” Vishnu explained. Years later, he still looks fondly upon his time with Agastya. “I used to travel in one of the mobile labs and would perform ‘Pavada Rahasya Bayalu’ or the tricks behind superstitions in front of people,” he recalled. “I used to demonstrate experiments, do projects and build models that would inspire students from other schools to come and visit Agastya centres.” But it wasn’t just students who Vishnu was able to inspire. In 2012, hundreds of visitors attended the Mega Science Fair at Palace Grounds in Bengaluru, where Vishnu led a group of students in a presentation. He, along with his team, built a working telecommunication model to demonstrate how communications systems transmit and receive data. They built a four-foot tower with bamboo sticks and created a circuit to showcase the system. “As a student who could not even speak in front of his class, I was able to present and demonstrate a model in front of hundreds of people,” Vishnu said with a hint of pride. “I truly owe this personal development to the education, knowledge, and exposure gained from Agastya.” Vishnu’s appreciation for Agastya extends to the faculty, who always provided opportunities for Vishnu and his friends to learn extra material and never said no when he asked for guidance. “The instructors would always put in 200% of their effort when it came to guiding and encouraging students,” he said. “I can tell with hindsight that every teacher who joins Agastya has a student mindset — they were constant learners themselves, and they would teach everything they learned.” Over the last dozen years, Vishnu has grown and changed, joining the Army six years ago. As he has matured from boy to man, he has recognized continual growth in the organization that has been so foundational in shaping him. “Today, I see Agastya has many knowledgeable and resourceful people,” he said. “It has developed in leaps and bounds. Students are getting even better exposure and opportunities. Now, they are even able to build their robots.” Children build their own robots at the Robotics Lab at Agastya’s Campus Creativity Lab in Kuppam, Andhra Pradesh. The lab is an example of how Vishnu perceives the organization has grown since he first was exposed to it 12 years ago. As Agastya continues to grow, Vishnu hopes that its programmes will become even more widely available. “Education should be free and available to all. Education is not for sale, it is for students to earn. Agastya never formally came to my school or taught my class. I went myself and they welcomed me, and this continues even today,” he said. “I am extremely grateful to Agastya International Foundation, which is like my second home, and I will be with Agastya forever. The major difference between school and Agastya was practically experiencing theoretical concepts, which completely transformed me. Students go for tuition, but I strongly suggest that they visit Agastya learning centres to improve in leaps and bounds.”

Jhansi Rani, a former Young Instructor Leader (YIL), is an Assistant Professor of Plant Pathology at Dr. Y.S.R. Horticultural University. Jhansi Rani N, a former Young Instructor Leader (YIL), is a 26-year-old who was recently named an Assistant Professor of Plant Pathology at Dr. Y.S.R. Horticultural University in Venkataramannagudem, Andhra Pradesh. Her incredible accomplishments came from humble beginnings; her father is a farmer, and her mother is an anganwadi teacher. She has a younger brother who is studying for his M. Sc. in Hotel Management. Her exposure to Agastya began when she was in the fifth standard, when a Mobile Science Lab (MSL) came to her school. As she had previously seen only pictures in books, the practical experiments and demonstrations attracted young Rani. This experience sparked her curiosity for science — especially botany and anatomy — and, in the long run, inspired her to pursue research in the subject. Throughout her academic career, Agastya scholarships have supported her higher studies, sustaining her interest and passion for research. Walking with Science Life changed for Rani in the sixth standard at ZPHS in Gutharlapalli, when she visited Agastya’s Campus Creativity Lab. In the labs, she was able to see life in all its colourful splendour. “Science is omnipresent,” she said, recalling her first impression of the campus. “My first visit to campus felt like walking alongside science. The campus flora and fauna enthralled me.” Some of the beautiful flora on Agastya’s Campus Creativity Lab near Kuppam, Andhra Pradesh. The 172 acres of campus were a barren wasteland when they were first purchased by founder Ramji Raghavan in 1999; today, they are an ecological paradise. Her first visit to campus marked the beginning of Rani’s passion for nature and science. Over subsequent years, she returned several more times. She always enjoyed her visits to the Campus Creativity Lab and remembered them fondly and enthusiastically. Every visit, she recalled, she learned something new. “New knowledge about science and experiential learning is waiting to be added to my treasury of facts and figures,” she said. Eventually, she was chosen to be a Young Instructor Leader, entering a program in which talented, curious students with mentorship potential are selected for peer-to-peer teaching. During her two years as a YIL, she taught students who visited campus during the summer camps. Agastya instructors also encouraged her to participate in the Intel IRIS National Science Fair, representing Agastya on a national podium at Kolkata. Along with her friend Roja, she accepted the opportunity, demonstrating “The Cooling Effect of Leaves”. Throughout the process, Agastya instructors unwaveringly supported the pair, meeting with them to help them make their idea better and more meaningful. One of her school teachers also played a major role in making sure that they could attend the science fair without any glitches. The effort and dedication paid off, as they earned an honorable mention designation. “We did not win first prize, but the jury rewarded our efforts!” she said. “They selected our work out of five projects for a special award.” To Rani, the IRIS National Science Fair was a truly transformative experience. Her achievement made the local newspaper, and a few of the local leaders congratulated the pair as well. Plus, in addition to helping her make a name for herself, the fair increased her confidence. A photo from the 2016 IRIS National Science Fair in Kolkata, in which Rani and Roja competed, presenting their demonstration, “The Cooling Effect of Leaves”. Source: IRIS National Fair. “As a YIL, I learnt how to talk to others, and this built my confidence,” she said. “My experience in the National Science Fair motivated me to study more and be at par with students from urban backgrounds. During the Alumni meets, I met so many students and people from different backgrounds and heard their stories, which inspired me to continue my studies.” She also benefited from the peer-to-peer teaching aspect of the YIL program, which she claims made her life fruitful. “I was playing a part in making creators, thinkers, and innovators by sparking curiosity in each of my friends in my neighbourhood,” she recalled. She also applauded Agastya’s experiential learning methodology as a whole, emphasising the importance of pictorial representation and experimentation to improve understanding and retention, as well as enhancing academic performances. Even today, she remembers many of the experiments she performed in Agastya’s labs. Still, none of her achievements would have been possible without Agastya instructors’ care. Her instructors, she recalled, always encouraged her to ask questions freely and without hesitation, and they would not get impatient even if she repeated them many times. This experience instilled in her an urge to learn more, which inspired her to pursue a doctorate in Plant Pathology. Eventually, after completing her studies at the College of Horticulture in Bengaluru, this led to her impressive current position. “Without Agastya, I would have concluded my education with a bachelor’s degree in science and would not have learnt to communicate as I am doing now,” she said. “My experience in Agastya continues to give me the courage to do what I can do. It changed how I look at myself. Agastya taught me that I have talent and I can improve myself.” youtube link Rani observed that the opportunities and the motivation she gained from Agastya helped her pursue her dreams with confidence. They also created a desire to help build a better future for the vulnerable in society. “Even though I cannot measure my achievements, I feel like the richest amongst the rich,” she said. “The confidence and the unwavering backing helped me to be an achiever.”

In a year that brimmed with boundless aspirations and ignited curiosity, Agastya International Foundation embarked on a journey of innovation and impact. As the pages of time turned, our unwavering commitment to reimagining learning took shape through remarkable collaborations, transformative events, and pioneering initiatives. At the prestigious Clinton Global Initiative, we made a commitment to the Agastya 2.0 movement — to impact 37 million underserved children in 5 years, employing a fusion of physical and digital outreach. The ripples of this commitment echo even further as we aspire to impact 100 million young learners across India within the next decade. Solidifying partnerships We solidified groundbreaking agreements with the Bodoland Territorial Region and Government of Haryana, marking a significant stride towards bringing innovative learning experiences to these regions. Our programs, including Mobile Science Labs, Acharya Initiative — Teacher Training, and Lab-on-a-Bike, will empower students and teachers across these states. New Initiatives and Innovations We inaugurated the Chemagicaa Chemistry Discovery Lab at the Campus Creativity Lab in Gudivanka. This state-of-the-art laboratory promises to infuse the joy of chemistry into young learners, sparking a lifelong passion for scientific exploration. Media education at Agastya aims to foster creativity and create a platform to bring it to the fore. This year, we launched a mobile version of the program, Dhwani , which enabled us to take photography, filmmaking and storytelling to children across the country. In a world propelled by technology, Agastya embraced innovation by creating new digital content modules that transcend traditional boundaries of education. The launch of Agastya Virtual School marked a pivotal moment as we ventured into the realm of digital learning, reimagining education for the modern age. Our stride towards evolution continued with the introduction of over 70 phygital (physical+digital) programs that captivated young minds. Technology was also at the forefront of improved internal processes. Spreading the sprit of Agastya Our founder and chairperson, Ramji Raghavan, took the stage at the ASCENT Conclave by Marico Innovation Foundation, sharing insights that kindled discussions on innovation and learning. Our Chief of Operations, Sai Chandrasekhar, delivered a compelling TEDx talk at Navarachana University, Gujarat, emphasizing nurturing and sustaining curiosity among children. The echoes of inspiration resounded through our Sarga Samvad dialogue series, hosting esteemed guests like AS Kiran Kumar, Kris Gopalakrishnan, and Suma Sudhindra. Their narratives of triumph and perseverance continue to ignite hope and determination. We honored another great mind, the celebrated mathematician Srinivasa Ramanujan, with a bust at the Massachusetts Institute of Technology, Boston. As we look back, each achievement, partnership, and step taken by Agastya echoes with a resounding commitment to learning and empowerment. With these vibrant achievements as our fuel, we set our sights on the uncharted possibilities of tomorrow, eagerly embracing the challenges and triumphs that lie ahead. We extend our heartfelt gratitude to all who have been part of this journey, and together, we strive to continue illuminating the path of Aah! Aha! and Ha-ha!

21-year-old C Sushmita is currently working in Infosys as Systems Engineer. She completed her integrate course of Intermediate and a bachelor’s degree in technology in Electronics and Communication from Indian the Institute of Information Technology (IT) - Rajiv Gandhi University of Knowledge Technologies, Basar: Telangana in 2023. Sushmitha believes she was a lucky child as she got the opportunity to explore Agastya’s Campus Creativity Lab from the young age of nine. She took part in campus activities with her cousin brother informally, until her seventh standard. Her zeal was so strong that whenever possible, after school, she would jump into Agastya’s vans, meant for other students for government school. She confessed, “ Agastya people do not stop me or anyone from coming to the Campus as they encourage students who are curious to visit Agastya Campus and learn.” Recalling her first visit, she felt some aspects of the Campus were a bit peculiar but in a good way. It was the first time she saw buildings that were different from those in her town. She kept thinking, “Why are the designs on the entrance like this? And why are there so many labs here?” After touring the extensive centres and grounds, the models in the biology lab attracted her the most. Sushmitha found the Agastya environment to be calming and relaxing. The advantages of a government school Sushmitha was ecstatic when she joined the nearby government run Andhra Pradesh Model School in Gudipalli, following which she formally joined Agastya. She recollected, “My school teachers were a bit rigid, and we were scared of them. The kind hearted and co operative instructors at Agastya would invite us to come forward and ask questions and also explain topics we know to others. Thus, our curiosity was satisfied an more importantly, our confidence built!” Sushmitha revealed, “Since, I was not getting any practical teaching in our school I utilised this opportunity well.” She remembered once she was given a model of the internal organs of the human body in pieces numbered from 1 to 15. After matching the numbers on the pieces with the numbers on the body frame, she was able to make a model of the human body. She went home and explained the functioning of the internal organs to her brother and sister, and in the process, felt like she had learnt something huge at a very young age. Sushmitha became a Young Instructor Leader (YIL) when she started her ninth standard. “I have always liked sessions at Agastya, so becoming a YIL made me literally fly with joy!” she says. Her YIL journey at Agastya was full of opportunities and initiatives like cleaning the surroundings of their school and planting trees. Sushmitha once observed that the bus stop near her school did not have the bus schedules mentioned properly. The Agastya instructor, Mahesh, duly considered her observations and spoke to the government faculty in charge of the bus depot. After noting down the timings, Sushmitha and her fellow YILs painted the bus schedule on the wall. When Agastya organised a session for parents, Sushmitha’s mother who is a homemaker and her father a sanitary department inspector in the Dravidian University along with siblings also too part. Sushmitha with her other YILs, showed them how to distinguish between real and fake condiments. For instance, they displayed brick powder along with fake chilli powder and real red chilli powder. By then, Susmitha became very bold in taking initiatives. The confidence to approach the Chief Minister Among other challenges, APM School did not have proper basic facilities like running water. Opportunity knocked when the Chief Minister, Chandra Babu Naidu visited Kuppam and was scheduled to pass by her school. Sushmitha prepared a list of problems that the students faced in discussion with her principal and gave the grievance list to the Chief Minister after boldly talking to him when his entourage stopped. The bold and fearless Sushmitha, credits Agastya for building confidence in her. The regional newspaper even published this particular event. The Governor of Uttar Pradesh, Anandiben Patel gave Sushmitha and her classmate a silver medal for a project they submitted for IRIS (Initiative for Research and Innovation in STEM), a national level science competition. With the guidance of Mahadev sir from Agastya, they actually prepared dishwashing soap with Naaru Akku, a Telugu word for plain palm. Sushmitha’s college gave her a study laptop but she did not know how to operate it. As she struggled to get instruction from others, she did not want her juniors to face the same. So, she along with five of her classmates, approached the principal for permission to teach juniors the basics of computer operations, which would solve the problem. She credits Agastya International Foundation for nurturing in her the ability to take initiative, thoughtfulness, to lead with confidence and to speak in public. She said, “After going through the YIL programme and doing activities with teachers, anyone can get confidence and vision to take the initiative.”

It’s amazing how a simple question can light up a moment and leave a lasting impression. One quiet evening, in a village tucked away in South India, I found myself surrounded by a group of curious children. Hoping to spark a conversation, I asked them: “Who, or what, do you admire the most?” I expected answers that pointed to familiar figures—politicians, business leaders, teachers, or perhaps a family member. Before the children could respond, my colleague, an elderly education consultant from the city, cautioned me, suggesting the question might be too advanced for these young minds. Undeterred, I waited for their answers. After a brief pause, a girl confidently raised her hand. Her response? “The sun.” Her answer caught me off guard. Intrigued, I asked, “Why the sun?” Her reply was simple yet profound: “Because the sun is so awesome and powerful that no human or animal can look straight at it for long.” In that moment, I saw something extraordinary—a young mind seeing beyond the ordinary to admire a force that sustains life itself. It left me in awe, and I recounted her words to friends and colleagues in the days that followed. Months later, at a lunch meeting with a former Maharaja, the memory resurfaced. As he handed me his card, I noticed the emblem of the sun on it. Curious, I asked him, “Why the sun?” With pride, he explained that his royal lineage traced back to Surya, the Sun God. When I shared the story of the village girl’s admiration for the sun, his face lit up with approval. This wasn’t the only time a child’s answer had left me speechless. On another occasion, I posed the same question to a 13-year-old girl in a school for orphans. Her answer was equally unexpected: “Potti Sriramulu.” For those unfamiliar, Potti Sriramulu was an Indian freedom fighter whose relentless hunger strike led to the creation of Andhra Pradesh. When I asked her why she chose him, her reply was filled with emotion: “Because he died for his cause.” The conviction in her voice, the way her body seemed to tremble as she spoke, moved me deeply. Her words made me wonder: What kind of courage and conviction must Sriramulu have had to give his life for what he believed in?  And perhaps more strikingly, how did a young girl, removed from that era, connect so deeply with his sacrifice? These moments left an indelible mark on me. They were a testament to the boundless curiosity, depth, and wisdom of young minds. Their answers were not just reflections of admiration—they were windows into how children see the world, often with a clarity and insight that we, as adults, overlook. Sometimes, all it takes is a simple question to kindle a fire of inspiration. And sometimes, the most unexpected answers can spark a light that stays with you forever.

Agastya’s children, along with the art and science instructors, recently constructed a colourful and artistic mural depicting the various layers of the earth’s soil. It adorns the steps built into the small hillock that lies between the astronomy center, the art center and the discovery center that houses life-size science exhibits. The hillock itself is dotted with trees, plants, herbs and flowers. Today, when any child or teacher walks up the steps, they find that the mural has rendered the earth beneath the hillock almost transparent – they’re able to see the many layers of the soil. They see clearly, perhaps for the first time, the earth beneath our feet, around us, and an earth that is most certainly a part of us. At a time when these children are not even “in-class” and therefore not “forced-to-learn”, the experience catches them unawares. And that deeply felt, almost involuntary and unconscious learning borders on the magical.  That mural is quintessentially Agastya. So is the caricaturized depiction of the water cycle that the children will see when they walk between the Center for Creative Teaching and the Model-Making workshop. The 170 acre campus houses over a dozen science learning hubs in addition to open-air classrooms, a teacher training center and art and media labs where over 500 children and their teachers visit from surrounding government rural schools. These hubs serve as a place where human knowledge is deconstructed and taught to children in lively, interactive parcels. But the learning is special because of the fluidity with which learning continues between and across labs without boundaries. With the learning of knowledge and the unlearning of boundaries are born new and exciting modes of creative expression - like the small gazebos made of waste plastic bottles; or the mural in front of the kitchen – made of waste kitchen utensils.  In effecting a synergy between various labs, Agastya has taken inspiration from its own conservation efforts to restore the once-barren land to its natural, green state. The appreciation for the interrelatedness and dependence of all species that continues to drive its regeneration efforts in ecology is now feeding into Agastya’s innovative efforts in learning. Just as the birds, animals, trees and insects exist in harmony with each other, the learning labs and people exist as a balanced community of innovation centers. It is this sensibility that inspires the Center for Creative Teaching – where teachers learn and practice new methods not in isolation of their students but in the presence of their eager and hungry minds. And the harmony enables a spark of curiosity from anyone’s mind – a child, teacher or staff can instantly spread and ignite the entire system. For e.g. at the model-making-workshop where life can be breathed into anyone’s idea for a teaching aid by fabricating it in the shop on the bottom floor and testing it out with the class of children on the upper floor.   A healthy ecosystem, it is said must be capable of expanding and reproducing. With over 70 mobile labs spread across 10 states, Agastya’s innovations are part of a thriving knowledge ecosystem. And Agastya’s Young Instructor Leaders, a group of innately curious 12 – 15 year olds that being nurtured for leadership, confidence and creativity are already taking root like a banyan tree. Tucked away in rural hinterland, the campus is right in between the cultures of 3 southern states. In the center of the campus stands the statue of the great Sage Agastya who is said to have crossed the Vindhyas from North India to Southern India, unified the two lands, created the Siddha school of herbal medicine and authored a grammar for Tamil Language (an ancient language that flourishes till date). Perhaps as an ode to the Sage, Agastya is creating a new grammar for innovations in learning.

At a gathering of school leaders at the Agastya campus, a participant remarked on the exceptional architecture of the campus buildings “I am curious,” he said, “Why are the buildings curved?” An interesting question, I thought, and explained that many buildings on campus were inspired by nature, for example, the art and innovation lab was built in the shape of a lizard, the auditorium was made in the shape of a dung beetle, and the biodiscovery center was inspired by the termite hill. The gentleman responded with a smile indicating his satisfaction, perhaps even unexpected pleasure, with my answer. I was about to move on to the next question from the audience when I was hit by a thought. “The curves might represent the fact that life is not a straight line,” I said. The gentleman beamed, and there was general applause. I went on to say that I have learned one important thing in my experience of leading and building the Agastya Foundation - that life is oblique and rarely straight. This is an important lesson for anyone who feels frustrated that things might not be happening as fast or as predictably as they would like in their personal or professional life: While we have goals and desires, and hope to reach them in as short a time as possible, reality intervenes in unexpected ways, presenting curves, bends and dead ends that one must constantly and tirelessly navigate. What might seem to be an unnecessary or frustrating detour, a maddening delay, problem or failure can sometimes turn out to be a blessing, one that preempts a greater obstacle, or throws up an unexpected opportunity. And so back to my key learning: learn to be fluid and flexible, embrace life’s twists, turns, and bends and, like water, find ways around them, see them as opportunities to build critical abilities like adaptability, anticipation, and patience. View twists turns, and bends as an inevitable part of your journey that, in time, will reveal unexplored, exciting, and surprisingly more fulfilling paths to achieve your goals.

On a sunlit afternoon in Jodhpur in February, 2017 on the road from the airport to my hotel, I asked the driver rather whimsically if there was a government school on the way that I might see. Ten minutes later he pulled over at a handsome building made of Jodhpur stone. Quite impressive, for a government school, I thought (I learned later that the building had been funded by a Dubai based NRI). I walked into the principal’s office and introduced myself. Taken aback by my uninvited presence, the principal warmed up to me after hearing about Agastya’s work and suggested that I should meet the children. Most of them, he said, were children of laborers, stonecutters and security guards. I was introduced to a boy, Himanshu, thirteen years old and the son of a laborer, who the principal proudly announced as “the smartest kid in the class.” Himanshu was writing notes on a page on English grammar. Never one to be impressed by a traditional school principal’s definition of “a smart kid” I asked Himanshu, “Where do you see science?” “Science is here,” he said pointing to a creaking ceiling fan, “and here,” he pointed to a small piece of chalk and “here” he said pointing to his body. He turned his head toward the trees and plants outside in the yard and beyond and said, “There is science there.” Startled by his insightful response, I asked him what he wanted to be. “Army officer,” he replied. “Great. I am sure you will become a general,” I said to spontaneous giggles and laughter. I told the children about a study in the US that had measured the performance of children who had learned to play a musical instrument. Neither innate talent, nor hours of practice seemed to explain the marked difference in performance between children in the A group who performed the best from those in the B and C groups. “What was the missing factor?” I asked the class. Silence. And then, Himanshu spoke. “It’s inner confidence.” "Aah!” I exclaimed, “Almost right. It was confidence that came from an ignited personal vision leading to a long-term commitment to be a musician.” The children in the A group aspired to be musicians. The children in the B group said they would play the instrument through secondary school, while those in the C group said they would play it through primary school. Quite a remarkable boy, Himanshu,I thought to myself; a perfect candidate for Agastya’s Young Instructor Leader program, where Agastya teaches children to teach children to grow their curiosity, confidence and leadership skills. If only Agastya had a program in Jodhpur, hundreds of kids like Himanshu might find expression for their precocity. Ten months later, on a refreshingly cool morning on December 5, 2017 His Highness the Maharaja of Jodhpur Gaj Singh ji inaugurated Agastya’s mobile science lab at the Government Girls School in BJS Colony, Jodhpur. The children and staff were visibly excited to have their esteemed “Baapji” visit their school. Under a white  pandal  in the schoolyard Baapji looked curiously at the dynamic and colorful hands-on models and experiments on display. Young girls freely asked him questions before they confidently explained the science behind the experiments. Baapji bent his head and peered down the infinity well. A girl in pigtails asked him, “How many images can you see?” “Quite a few,” Baapji replied to smiles and laughter. In my speech to the children, teachers and government officials who had gathered I recalled my inspirational meeting with Himanshu and Mr. Vyas, his principal. I said that Himanshu truly had fired up Agastya to come to Jodhpur. Sporting a tuft on a full head of coal black hair, Himanshu – a special guest and the only boy present at the BJS School - walked up to the dais and shyly acknowledged the cheers of the girls and teachers. I announced Agastya’s readiness to sponsor up to one hundred children from Jodhpur to visit Agastya’s campus creativity lab in Kuppam, AP. “Raise your hands if you would like to visit the Agastya campus,” I said. A sea of hands went up, followed by cheering. As he graciously welcomed Agastya to Jodhpur Baapji lauded Himanshu and remarked that there were many more Himanshus assuredly in Jodhpur. The deputy principal of the school said that she hoped more Himanshus and Himanshis would have an opportunity to express their precocity through their exposure to and engagement with the hands-on experiments of the Agastya mobile lab. A village leader in a striking turban requested that the mobile science lab visit his village. The newspapers mentioned Himanshu’s catalytic role in bringing the mobile science lab to Jodhpur. The mobile science lab will reach 3500 children every year. It was a magical day; a day, that I trust is only the beginning of something big and wonderful, as wonderful as Jodhpur one day becoming a hub for creative learning in India.

An extended lull between one’s intent and action sometimes leads to an unexpected positive outcome. I first read about the self-taught mathematical genius Srinivasa Ramanujan in Jawaharlal Nehru’s Discovery of India. Writing from a British jail, Nehru described Ramanujan’s brief life and death as ‘symbolic of conditions in India. Of our millions how few get any education at all.”  Nearly a decade elapsed before Ramanujan invaded my consciousness through an article in the New York Times titled “An isolated genius is given his due” (1987). As an Indian I felt proud; like many others, I was intrigued by Ramanujan’s tragic and compelling life story. In a pensive moment, I reflected on how his life and achievements, captured so splendidly later by Robert Kanigel in The man who knew infinity, might be memorialized. I was a banker living in New York then and had no idea about how I might pay tribute to a genius. Then PBS (NOVA) featured an absorbing and fascinating documentary entitled “The man who loved numbers”. Through interviews with Cambridge dons and Mrs. Janaki Ramanujan in India, the film explored Ramanujan’s short and remarkable life and extraordinary contributions to mathematics. It ended on a wistful note – while Ramanujan’s collaborator G.H. Hardy would be remembered through a plaque at Trinity College, there was no plaque or bust of Ramanujan at Trinity.   I mentioned the PBS film to my uncle on a visit to Madras in 1989/1990. To my surprise, he offered to arrange for me to meet Mrs. Ramanujan. The same evening I was led into Mrs. Ramanujan’s modest home in Triplicane. A frail woman in her nineties, hard of hearing with bright liquid eyes and a sweet smile welcomed me. The small, nondescript room where we sat and talked for less than an hour was made exceptional only by an arresting bust of Ramanujan, made by Paul Granlund, and gifted by a group of international mathematicians. Ramanujan’s presence shone through the bust and dominated the room. I was impressed with the sculptor’s skill in capturing Ramanujan’s deep and penetrating gaze into the beyond; almost suggesting he was privy to a secret knowledge not within the reach of mere mortals. Yearningly and, almost surreally, Mrs. Ramanujan in Tamil spoke about her husband as if he had just died. For him, she said with tears in her eyes, “the only thing that mattered was numbers, numbers and numbers.” Looking forlorn, she said that her husband was forgotten - a math teacher from England of Indian origin and I had been her only visitors in a long time. As our meeting drew to a close, I offered Mrs. Ramanujan a customary gift, a sari and some fruit. I leaned towards her, gently held her slender hand, and told her that she was exceptionally fortunate for having had the opportunity to love and care for her husband, who had found a lasting place among India’s greatest heroes. A smile lit up her face. As I walked out of her home I was led by her foster son  to a street where I was shown several fine-looking water color paintings of Ramanujan. I purchased a few of them - R as a boy in traditional dhoti, his mother braiding his pigtail, a picture of the goddess Namagiri in the background; a young R and an innocent, almost playful, Janaki facing the sacred fire, reciting vedic mantras at their wedding; R wearing a U shaped caste mark, reading a math book; R in a cap and gown receiving a certificate from an English university. In my mind’s eye that night I saw a young man dying, with pen and notebook in hand, working passionately on rarefied mathematical formulae.  My wish to memorialize Ramanujan became reality almost a decade later, when as the head of the Agastya International Foundation I felt it would be inspirational for village children and teachers to have a bust of Ramanujan in the Agastya campus in Kuppam, Andhra Pradesh. After a brief search, we appointed Mr. Jayaprakash Shirgaonkar, the well known Mumbai-based sculptor to make the bust. Among Mr. Shirgaonkar’s works using the lost wax process are the equestrian statue of Emperor Shivaji (Sahar International Airport, Mumbai) and busts of Mahatma Gandhi (Hull City, England), Sardar Patel (India House, London) and Julius Nyerere (Tanzanian parliament).   Working from two of four extant pictures, Mr. Shirgaonkar initially produced a clay model of Ramanujan. Agastya Managing Trustee, Mahavir and I compared the model with Ramanujan’s pictures, one of which appeared on the 1962 commemorative Indian stamp. We watched in fascination as Mr. Shirgaonkar honed and sculpted the bust to capture Ramanujan’s distinctive features and intense look. Fully satisfied with the progress, we left him to complete the job. A few months later a youthful looking bronze bust, thirty three inches high and weighing fifty kilos arrived on campus, where it was unveiled by 2006 Ramanujan Prize winner Ms. Sujatha Ramdorai and members of the Prime Minister’s National Knowledge Commission, in early 2008.   More than a year later my father K.V. Raghavan, a founder trustee of Agastya, suggested that Agastya should gift a bust of Ramanujan to Cambridge University, his alma mater. I thought this was an excellent idea and requested Sujatha to speak to John Coates, our common friend at Cambridge. Sujatha called back to say that John and his colleagues at the Centre for Mathematical Sciences would be delighted to display Ramanujan’s bust at the Centre. In keeping with Agastya’s mission to inspire and spark creativity among young Indians, Agastya decided to gift Ramanujan’s bust to two premier Indian educational institutions. At Sujatha’s suggestion, Agastya gifted a bust to the TIFR’s Centre for Applicable Mathematics, Bangalore, where it was unveiled in the library on December 22, 2009, Ramanujan’s one hundred and twenty third birth anniversary by Prof. K. Ramachandra, publisher of the Hardy-Ramanujan Journal. Speakers on the occasion included Prof. Srikanth, Centre Director and Dr. V.K. Aatre, former adviser to the Minister of Defence, Government of India.  Agastya gifted a second bust to the Indian Institute of Technology – Madras, where it was installed in the foyer of the main Humanities and Sciences Block, and unveiled by the world famous agricultural scientist Dr. M.S. Swaminathan in the presence of IIT-M Director, Dr. M.S. Ananth on March 31, 2010. A cash award was promised to students who produced the most innovative math and science models for dissemination in rural schools. The speakers at both events quoted Ramanujan’s inspiring example to communicate the uplifting message, to students, faculty and staff, that originality, intuition, passion, faith and profound commitment can rise over any obstacle and elevate one to the highest peaks of human achievement.  In May, 2010 my family and I had the pleasure of joining John Coates, Martin Hyland, Tadashi Tokieda and Sally Lowe for lunch at John’s office in Emmanuel College, Cambridge. Lunch was followed by a visit to the Centre for Mathematical Sciences, where we looked admiringly at Srinivasa Ramanujan’s magnificent bust. Ramanujan’s eyes, commented Martin, were gazing at some faraway realm. The bust as promised was installed at a prominent location, where, in John’s words, “literally hundreds of students will pass it each morning...and (the bust) will be a constant reminder to our large student body in mathematics, who comes from all over the world, of the greatness of Indian mathematical thought."  In 2017, Sujatha Ramdorai, now a professor of mathematics and Canada Research Chair at the University of British Columbia and her husband, Ram, very kindly offered to donate money to create the Ramanujan Math Park, or RMP as it has come to be known, on the Agastya campus. Designed by Sujatha and VSS Sastry, a math communicator supported by Mahavir and Thiagarajan from Agastya, the RMP, occupying 5000 square meters and supported by a grant from the State Bank of India Mutual Funds and the HT Parekh Foundation was inaugurated on December 22, 2017, Ramanujan’s 130th birth anniversary and India’s National Mathematics Day.  The RMP’s name began to spread across the globe. In 2018, Sujatha and Tadashi Tokieda of Stanford University showed a film on the RMP at the International Conference of Mathematicians in Rio de Janiero. In 2020, with support from Ravi Kailas, Chairman of Mytrah Energy a bust of Ramanujan was sent to MIT in Boston, where it is displayed in the Department of Mathematics. The same year the RMP’s platonic exhibits were ranked among the best mathematics exhibits from the top 15 math museums of the world, a small and perhaps fitting tribute to Ramanujan. PAUSE  Thousands of children and schoolteachers visit the RMP every year to experience the excitement and joy of learning mathematics hands-on. They get to see math in real life and in nature. Someday perhaps one of them might shine like a brilliant star, as Ramanujan once did, and continues to do so. When I do visit the RMP and stop to stare momentarily at Ramanujan’s bust, I can’t help but remember my meeting with Mrs. Ramanujan on that warm night so many years ago in Madras, now Chennai, and wonder what she might have said, had she known that a math museum named after her husband in a remote rural area in India would one day find a place among the great math museums of the world.

Two US-based founders of Children’s Hope of India (CHI), Ms. Lavina Melwani and Ms. Dina Pahlajani, approached me a few weeks ago, asking me to explore the possibility of Agastya Foundation supporting the education of children who had fled religious persecution in Pakistan and resettled in Jodhpur, India. Messrs. Ravi Kanth of CHI and Hindu Singh of UJAS took me to a village school. The school had 300 children and two teachers, one of whom was a Sanskrit teacher and the other taught all other subjects. The children were from the tribal Bheel community, which had fought alongside Maharana Pratap centuries ago.  Four girls eagerly stood up and sang a beautiful shloka in Sanskrit. The children complained about the poor quality of education, particularly in science and math. They had no science lab. The little knowledge they got was purely from the textbook. I gave each child a sheet of paper and guided them as they performed the “hole in the hand” experiment. They seemed puzzled and surprised. A boy’s eyes widened in disbelief when he “saw” a hole in his hand. There was laughter. “Science does not exist only in expensive labs,” I said, but can be learned as well through simple materials and experiences that produce surprising results. “Learn to question and observe nature, perhaps the best lab, for which you don’t need money.” Impressed by the children’s keenness to learn, I offered to bring Agastya’s sole mobile science lab in Jodhpur to their school, to show them how science could be engaging and fun. The children were like sponges. Their hunger to learn was clear on their faces (how I wished we had money to run more mobile labs, and spark creative learning among all of Jodhpur’s underserved children!). Impulsively, I invited fifteen children to come and stay for a week at the Agastya campus creativity lab near Bengaluru. They were thrilled.  I asked a girl in another class what she would like to be when she grows up. “A doctor,” she replied. A usual reply, I thought to myself. I asked her why, expecting a shy smile in response. She explained with some emotion, “I have two siblings, one is mute and the other is paralyzed from the waist down. I want to cure people.” A boy stood up and said he wanted to be a policeman. “So, you can wield the stick!?” I suggested, to general laughter. Looking thoughtful, the boy said that he wanted to be a policeman so he could punish the corrupt. The teacher whispered to me that the boy’s father had been a victim of corruption.  In a dusty village that afternoon a girl mourned her bad luck in being called ‘a Pakistani’ in India. “I love India. I wish we were accepted as Indians like everyone else,” she said. We talked about the importance of self-belief, having an optimistic outlook on life and taking responsibility for one’s future. There’s no water, electricity or paved roads, they complained. I was at a loss to suggest a solution to age old problems. The girl, a member of the tribal Kolhi community [1]  and a sports buff, lightened the mood with a marvelous demonstration of martial art. The following day a few girls arrived to take part in an Agastya science fair at a government schooI led by a dynamic principal. The girls smiled as they cut a ribbon to start the fair to applause. They showed delight and enthusiasm, as they engaged in various experiments, experiencing the magic of Aah! (curiosity) Aha! (creative learning) and Ha-Ha! (joy and confidence). My colleagues and I look forward to hosting them at the Agastya campus. [1]  The Kolhis fought valiantly in Sindh in 1857, during India’s First War of Independence. Their heroic leader, Rooplo Kolhi, had been tortured, his hands bound in cotton, soaked in oil and burnt, and hanged.

“Be the change you want to see”, said Gandhi. The former President of India, Dr. APJ Abdul Kalam inspired millions of children and teachers, including those served by the Agastya Foundation, through his thoughts and deeds. I vividly remember my first meeting with Dr. Kalam, arranged by K Ramchand, his former defense research colleague, in Rashtrapathi Bhavan in 2003. Dr. Kalam emphasized 'curiosity, skills, and confidence' as the keys to transforming India. Lamenting the propensity among educated Indians to seek security in a desk job, Dr. Kalam said, "You have left a thriving career in the West to educate young Indians. If you want to make a difference, do not get comfortable behind a desk, go and work in rural India.” Agastya staff and children fondly remember Dr. Kalam's visit to our Mobile Lab in Bangalore in 2006. As he got into his car to leave he turned to me and said, “If you bring your mobile lab to the backward areas of the North and North East I will help you.” True enough, a few years later as I was boarding a flight to Mumbai he called me to say that he had won the Rs.1 crore, SR Jindal Prize for Exemplary Service to mankind. Delighted, I interrupted him and said, “Congratulations Sir. The prize is well deserved.” He surprised me by saying that he had decided to give a fourth of his prize money to Agastya to buy two mobile science labs “to serve the poorest children in the most remote areas in Bihar.” The rest of the prize money was going to support the projects of three worthy NGOs. I was overwhelmed by Dr. Kalam’s generosity, which catalyzed a vibrant hands-on science education program reaching over 100,000 children, 700 schools, and 2100 teachers in Darbhanga district, Bihar.  Dr. Kalam’s inspiring speech at the Agastya Creativity Conclave at NIAS, Bangalore in 2010 and his visit to Agastya’s Kuppam campus in 2012 charged and motivated the staff and children of Agastya. I was asked to meet Dr. Kalam at the Raj Bhavan in Bangalore, at midnight, the night before he visited the Agastya campus. At 80, looking remarkably fresh at the late hour, he listened to my detailed update on the Bihar mobile lab program, enquired about the following day's schedule, and expressed his eagerness to help Agastya in any way he could. Dr. Kalam’s connection with children was indeed remarkable. His talk and electric presence at the Agastya campus left a lasting impact on many underprivileged children, motivating them to create prize-winning science projects and do remarkable work in their communities. On Diwali night I walked into his Rajaji Marg home office in Delhi with a young artist, a schoolgirl. Visibly energized by the young girl’s presence, Dr. Kalam asked her, “What is your passion?” “Painting” she replied. “How wonderful” he beamed and followed up with his next question, “What is the first thought that comes into your mind when you paint?” The girl thought for a moment and said, “Colour.” “Aha!” he said with delight as if she had solved a puzzle. The girl offered a calendar of Lord Ganesha, the overcomer of obstacles, that she had painted as a gift to Dr. Kalam. Accepting it with a smile Dr. Kalam recounted a story on Ganesha. As he walked us out, he asked an assistant to fetch a book, and softly read out a poem to the girl under the lamplight. He pointed to the dark silhouette of a large tree in his garden. “That tree is called Arjuna. It is five hundred years old.” As I reached my hotel, I thought about this remarkable man who, against challenging odds, rose to the highest office of the land. Dr. Kalam showed me why he is so deeply loved and admired by people all over the world. For a few precious minutes, this famous son of a boatman had made a young girl feel as if she was the most special person on earth. I couldn't help but admire Dr. Kalam’s passion and energy then, and again when he made his way through the mist on a cold winter's day in distant Darbhanga to inaugurate the Agastya mega science fair. I asked him to tell me the secret of his almost limitless energy. He replied, "When you give selflessly you gain energy." Dr. Kalam was a great son of India, an Indian hero. We shall miss him.