WASTE NOT WANT NOT: WORLD THRIFT DAY

The First International Thrift Congress was held in Milan, Italy from 26 to 31 October 1924.  It was attended by over 300 delegates from 27 countries, who shared a vision: to promote savings as a key to financial security and independence. This was a period following the First World War which was marked by financial instability, and loss of confidence in banks. Banks were adopting a variety of measures and incentives to encourage people to deposit savings in banks in order to secure some stability for future uncertainties. In fact the word savings itself originates from the early 14th century, symbolizing ‘salvat’ a way to protect oneself from life’s uncertainties.  

On the last day of the conference one of the organizers Professor Filippo Ravizza proposed that there should be an annual International Savings Day or Thrift Day, as a reminder of the importance of saving, and to foster the habit of saving. It was unanimously agreed that this should be marked on 31 October. The informal symbol chosen to represent World Savings Day was the piggy bank.

Over a hundred years later, World Thrift Day continues to remind about the value of saving. Taken in a broader context, the word ‘thrift’ implies more than just accumulating coins in a piggy bank, or money accrued in savings accounts and deposits in banks. It refers to the prudent management of one’s resources. It is the opposite of extravagance and waste. It encompasses the philosophy and practice of moderation, conserving, and economizing.

Perhaps there is no better example of a life led by these principles than Mahatma Gandhi. For Gandhiji thrift was not just a habit of saving money; it was an ethical and philosophical principle which guided every aspect of his life. For him, the most direct application of this was in the frugal use of resources in one’s daily life. While his own lifestyle reflected this in every moment of his daily routine, he also expected that the people who lived in his ashram do the same.

There are several anecdotes recalled by his colleagues and ashram inmates that illustrate this.

Kishorelal Mashruwala started working with Gandhiji from the time that Gandhiji returned to India from South Africa, and continued to be closely associated with him for the rest of his life. He recounted some incidents.

‘One of my young nephews lived with me at Sabarmati. He once tore his clothing during play and then went straight to Bapu’s room. Bapu saw the torn condition of the cloth, and when he saw my wife later he showed his displeasure at it. He said: “One need not be ashamed of clothes repaired with sewing or patches. Poverty in itself is not a matter for shame. But there is no excuse for a person to put on unmended or dirty clothes. A cloth must be repaired as soon as it is torn, and washed if it has become dirty”.

It is well known that Gandhiji never threw away a used envelope or telegraph form that was blank on the reverse. He would collect these and convert them into scribbling pads, to be used on the day of his silence, or to write drafts of his articles and important letters, or, sometimes, to write notes to be left for others, or sent to them. Mashruwala recalled this: ‘I may also mention a habit which I developed under his influence. It is that of preserving and using bits of paper written on one side, wrappers on book-post packets etc., and used envelopes. Perhaps the instinct of thrift was inherent in me, and it got encouragement by his example.’ 

Kamlaben Patel came to stay in Sabarmati Ashram with her father when she was a young girl. Every inmate was expected to participate in all tasks from cleaning, washing, cooking, and spinning; and every resource was to be used with respect and frugality. She recalled one incident.

‘One day Bapu was passing by the store when the goods were being unloaded. He stopped and enquired how much soap had come. The soap that we all used was round and white but hard as stone, and the cheapest one that was available. The next day after the women’s prayer Bapu enquired about how much soap was used by each family. From their replies it was calculated that the cost of soap for each person was from 75 paise to one rupee. Bapu proposed that the use of soap be reduced. The women frankly told Bapu that any reduction in use was not possible as the soap was used to wash thick white khadi clothes, sheets, pillow covers, and mattress covers. Bapu said that “you all know that the Ashram runs on the donations of people. We claim to be servants of the people. Three hundred people live in the Ashram, and if each one used one rupee worth of soap, what will our donors feel about 300 rupees being spent on soap every month? Even in the days when there was no soap, our clothes were clean were they not? You must consider reduction in soap use.” After a lot of discussion the women agreed to use 50 paise worth of soap each month. Bapu proposed 37 paise. The women said they would respond after more thought. The prayer meeting dispersed. The women reconvened and after considering all options, unanimously decided to inform Bapu that it was not possible to do with less than 50 paise worth of soap per person, and remain firm on this decision. After the prayer Bapu jokingly said that the women’s ultimatum was like the Viceroy’s ultimatum. He would go to Bardoli to provide an answer to the latter, but he bowed to the women’s ultimatum, and accepted their 50 paise demand.’ 

These insistencies may seem as if Gandhiji was bothering over trifles, but for him such thrift was not simply a habit of saving money, but a practice of core principles connected to self-sufficiency, non-violence and social justice.

He believed that self-sufficiency through Swadeshi was not just an economic protest against foreign goods but a practical lesson in self-reliance and dignity of labour.  He emphasized the respect for resources (material and human) that went into creating any product. He believed that wasting or careless use of any product was to disrespect the person who made it.

These were some of the pillars of Gandhiji’s concept of ‘trusteeship’, a principle that suggested that rich individuals should not see their wealth as their own to squander but as a trust held for the benefit of society, especially the poor. He believed that wealth beyond one’s basic needs should be used for the public good. 

Gandhiji believed that genuine happiness lay in contentment, not in endless satisfaction of demands. He encouraged individuals to voluntarily reduce their wants, arguing that this would lead to a more satisfying life and a more peaceful society.

These ideas are best summed up in Gandhihji’s maxim that ‘The world has enough for everyone’s need, but not for everyone’s greed’. He believed that the world naturally produces enough to satisfy the needs of every person, but insatiable wants lead to exploitation and environmental ruin.

World Thrift Day is a thus not simply a reminder of saving for a rainy day, but a promotion of a way of life that values and respects all resources and their wise use.

–Mamata

The Tale of Two Gentlemen

An uncommon name. But two people of this name, had a profound impact on India.

The first was Abel Joshua Higginbotham, who established the famous Higginbothams Bookshop in 1844–an institution which stands even today. The other was Samuel Evans Higginbottom who founded the Allahabad Agricultural Institute in 1904.

Abel Higginbotham was certainly an interesting character. He boarded a ship from England in the mid-1800s without a ticket or papers. The captain of the ship threw him out at Chennai when he was discovered. The stowaway was a trained librarian, and so could land a job at the city’s Wesleyan Book Shop run by Protestant missionaries. But the store suffered heavy losses and the missionaries who ran the business had to sell their shop at a low price. The enterprising Higginbotham bought the business, set up his own store in the year 1844 and called it “Higginbothams”—making it India’s first general bookstore. It gained a reputation for quality. The Guidebook to the Presidencies of Madras and Bombay by John Murray, which came out in 1859, describes Higginbothams as the “premier bookshop of Madras”. Higginbotham’s were appointed as the “official bookseller to His Royal Highness, the Prince of Wales” during the royal visit to India in 1875. The shop started stocking stationery too, and subsequently started printing its own books.

The second Higginbothams store came up in Bangalore in 1905 on MG Road making it the oldest bookstore in the city. In the 19th century, this was the largest chain of bookstores in the county. Even today, there are over 40 stores across the country.

To add to his achievements, during 1888 and 1889, Higginbotham served as the Sheriff of Madras!

Our book-signing at Higginbothams, Bangalore

The other gentleman, Samuel Higginbottom was a missionary and agricultural reformer who arrived in India as part of the North India Mission of the Presbyterian Church, and landed up in Allahabad. He started as a teacher of economics but was deeply disturbed by the deep poverty of the farmers in the villages and districts around. The land here was not of the best, and agriculture was of very low productivity. He realized that modernization of agriculture was critical for the prosperity of the region, and returned to the United States and studied agriculture at Ohio State University for three years. He came back to Allahabad, to teach scientific methods of farming. But he was convinced that he had to take these efforts to the next level, and set about raising funds for an institution. His educational programs grew into the founding of Allahabad Agricultural Institute in 1919. Higginbotham developed close friendships with Mahatma Gandhi and Jawaharlal Nehru during the course of his work.The institute has done pioneering work for the advancement of agriculture, including introducing pest-resistant high yielding-seeds, improved farm implements and extension programs for farmers. In 2009, this was rechristened as Sam Higginbottom University of Agriculture, Technology and Sciences (SHUATS) in honour of the founder. He left India in 1945.

Sam Higginbottom wrote two books: a book about his work published in 1921 and an autobiography published in 1949.

As the sharp reader would have noticed, the name is spelt differently in the two cases. The two gentlemen were not related. Abel Higginbotham was Irish-born British, while Sam Higginbottam was American.  The similarity in names is purely coincidental — different families, different geographies, different spellings, different national origins.

But we owe thanks in equal measure to both of them for their pioneering services!

–Meena

Operation Cat Drop: Borneo to Cyprus

As an environmental educator there was a popular story that we used to illustrate how everything is connected, and how one step can sometimes have a chain of unanticipated consequences that disturb the delicate balance of nature. The story goes thus:

In the early 1950s, there was a severe outbreak of malaria amongst the Dayak people in Borneo. The World Health Organization tried to solve the problem. They sprayed large amounts of a chemical called DDT to kill the mosquitoes that carried the malaria. The mosquitoes died and there was less malaria. That was good. However, there were side effects. One of the first effects was that the roofs of people’s houses began to fall down on their heads. It turned out that the DDT was also killing a parasitic wasp that ate thatch-eating caterpillars. Without the wasps to eat them, there were more and more thatch-eating caterpillars. Worse than that, the insects that died from being poisoned by DDT were eaten by gecko lizards, which were then eaten by cats. The cats started to die, the rats flourished, and the people were threatened by outbreaks of two new serious diseases carried by the rats, sylvatic plague and typhus. To cope with these problems, which it had itself created, the World Health Organization had to parachute live cats into Borneo. Operation Cat Drop as it was called, air dropped a number of cats (numbers range from 20 to 1400!) into the region. This step was visualized as the initiation of a reverse cycle that could restore the chain of predator-prey, wherein the cats would feed on the rats which were posing the public health challenge.  The story did not continue to describe the new consequences of this step.

I remembered this story when I read a recent report where the problem and not the solution has started with cats!

This is on the small island nation of Cyprus in the eastern corner of the Mediterranean where currently cats outnumber the local human population!

Cyprus has a long history associated with cats. It is believed that cats were first domesticated in Ancient Egypt. But archaeological discoveries of cat remains close to human burial sites in sites in Cyprus dating back around 9500 years ago indicate that the interactions between humans and cats may have started here much earlier. It is speculated that cats must have been introduced to the island from the mainland, and there are several stories about this. One legend states that in AD 328 Saint Helena, a Roman Empress began construction on a monastery on the island. At that time a terrible drought afflicted the area, people fled and snakes proliferated. Helena got boatloads of cats shipped over from Egypt and established them in the area to destroy the snakes. The monastery was built, but also destroyed later and subsequently rebuilt several times. But the cats remained and thrived, and established themselves as an unofficial sub-breed known as the Cyprus Cat.

There is still a monastery, St. Nicholas of the Cats, that is believed to have been founded by St. Helena and where there are some cats which are purported to be the descendants of the original cats! The monastery has a tradition of taking in any stray cat brought to them in honour of the centuries of service of the felines. Cyprus itself is an island of cat nurturers where cat food dispensaries and other cat services are a common sight. This has also added to its tourist attractions (albeit for cat lovers!).

Cyprus Cats are part of the island’s identity; they are an example of how ecology, cultural history and animal love intersect. But they are also an example of how too much of a good thing can be counterproductive.

With the passage of time, no outside interference, and favourable conditions, the cat population on the island continued to grow. Unchecked breeding, especially in urban areas has now turned into an explosion of feral cats. The cats now outnumber humans. And that is a matter of concern for the civic authorities. Given cats’ predatory nature, a larger than sustainable population has the potential to wreak havoc with the island’s ecosystem. The feral cats threaten local wildlife, they become urban traffic hazards as they scavenge for food in the populated areas, and they themselves carry threat of diseases which could spread rapidly if there is an outbreak. Without sustainable measures the situation can reach an irreversible point. And ecologists are concerned that this point is close.

In recent years there have been programmes to control the cat population through sterilization, but the numbers have now exceeded manageable limits. The civic authorities feel the effective control and management of the issue needs huge funding, as well as a concerted effort which includes the active participation of NGOs, national as well as international animal welfare organisations, volunteers, the general public, as well as the tourists.

While the parachuted cats of the Borneo story became the saviours of the moment, it would be interesting to go back and review whether the cats, in turn, impacted the ecosystem. Meanwhile the Cyprus Cats continue to challenge the fragile balance.

–Mamata

Happy Diwali! Prosperity and Well-being to All!

We are in the midst of the Diwali celebrations—honouring and worshipping the Goddess Laxmi. In this time of wishing everyone prosperity, it is contrarily also a moment to think of poverty.

It is also timely because Oct 17 is marked as International Day for the Eradication of Poverty.

Poverty is a state of lacking sufficient money or material possessions to meet a minimum standard of living. It is “pronounced deprivation in well-being”. It is not just a lack of income but also a lack of access to basic necessities like food, clean water, shelter, healthcare, and education. It is a complex and multifaceted issue involving social, economic, and political elements. 

The World Bank measures poverty primarily through an international poverty line. In June 2025, this line was updated to $3.00 per day (using 2021 purchasing power parity or PPP), replacing the previous $2.15 per day. A person is considered to be in extreme poverty if their income or consumption falls below this threshold. In India, this is approximately ₹62 per day.

Measurement of poverty is a complicated and often contentious affair. Poverty can be an absolute amount of money. It can also be tied to a specific type of consumption; for example, people could be house-poor or food-poor or health-poor. These dimensions of poverty often can be measured directly, for instance, by measuring malnutrition or literacy.

But the broadest approach to well-being (and poverty) focuses on the capability of the individual to function in society. Poverty is when people lack key capabilities; they may have inadequate income or education, or be in poor health, or feel powerless, or lack political empowerment.

In India, NITI Aayog has developed the National Multidimensional Poverty(MPI) Index, based on the global MPI framework. A person is identified as multidimensionally poor if they are deprived in at least one-third of the weighted indicators of which there are 12.  These indicators are categorized into three dimensions which carry equal weights: health, education, and standard of living. Deprivation in any household member’s nutrition or the death of a child indicates health deprivation. Educational deprivation is measured by the lack of schooling years for those aged 10 and above or school non-attendance for school-aged children. Standard of living deprivations include using rudimentary cooking fuel, having inadequate sanitation or drinking water access, living in poorly constructed housing, lacking electricity, not owning essential assets, or not having a bank account.

Linked to poverty is inequality. Economic inequality is the unequal distribution of income and opportunity between different groups in society. It encompasses differences in income (pay) and wealth (total assets like property and stocks), and is measured using metrics like the Gini coefficient.  Economic inequality includes Income Inequality, Wealth Inequality and Inequality of Opportunity.

Diwali is about caring and sharing. And it is about family. This year’s theme for the Poverty Eradication Day emphasizes ‘ensuring respect and effective support for families’. There could not be a happier coming together of intent, pointing the way for a truly Happy Diwali!

–Meena

Letting Off Steam: Pressure Cookers

I recently, and reluctantly, bought a new pressure cooker, in place of my old one which has been my trusty companion over several decades and continents. The old one was an original English Prestige cooker, although over the years of replacement of its various parts (especially handles and gasket ring) with local add-ons made it a war veteran, scarred but not retired. Coincidentally, this week brought the news of the demise of TT Jagannathan who made TTK and Prestige a well-known and trusted Indian brand. In fact the Prestige pressure cooker is such a ubiquitous presence in every home, that we take complete ownership of its being uniquely Indian. 

Digester: Precursor to Pressure Cooker

In fact the origin of a utensil that could cook food at high temperature can be traced back to the 17th century in England. Its earliest form was called a Digester. It was devised by Denis Papin, a French physicist, mathematician and inventor, who had moved to England. The Digester was a large cylindrical airtight container, heated over coals to produce internal steam pressure to increase the boiling temperature to above 100 degrees centigrade. A small tube in the lid closed with a flap was held in place by a weighted rod allowing the steam to escape when the pressure became too high. This was an early version of the first safety valve, one that helped prevent the contraption from exploding. In 1679, Papin presented his invention to the Royal Society which included top scientists of the day. They were so impressed that they commissioned Papin to write a book. The book published in 1681 titled A New Digester or Engine for Softening Bones detailed his successful experiments in cooking a variety of meats and was described as a construction guide, an experiment log, and a cookbook. In 1682, Papin used his Digester to cook a full meal for the Royal Society dinner which received rave reviews. However the Digester as a cooking equipment did not really take off in England till much later. Papin moved on to Germany and continued his experiments leading to other inventions based on a similar application of the pressure of steam.

The early Digester was expensive to build and could be rather dangerous as there was the threat of explosion from too much steam pressure. It wasn’t until the addition of safety valves that effectively stopped the pressure from getting too high, and safety locks preventing the lid from flying off if opened too soon, would such a utensil become more common. Papin died in obscurity, not knowing that his Digester would one day transform into the domestic pressure cooker.

But the technology triggered other experimenters to work on similar devices. In 1919, José Alix Martínez was granted the first patent in Spain for his olla exprés (express cooking pot), which used the pressure cooker technology invented by Papin. However, the term “pressure cooker” featured in the Oxford English Dictionary in 1910. In simple terms, a pressure cooker is a sealed chamber that traps the steam generated when its contents are heated. As the steam builds up, pressure increases and drives the boiling point of water beyond 100°C. Pressure cooking reduces cooking time up to 70per cent, preserves more nutrients and vitamins, uses less energy and water, and can be used to cook a wide range of foods

Around the same time, a new invention appeared in India which used steam, though not steam pressure, to cook food. This was the creation of a Calcutta gentleman Indhumadhab Mallik.  In this, raw ingredients including meat and fish as well as vegetables dal and rice were placed in containers which were stacked in an inner container. The outer container had water, and the entire contraption was sealed and placed over a charcoal fire. The food cooked in the steam that was generated. The steam cooker was called ICMIC cooker (combining the words hygienic and economic.) The cooker became popular in Bengal and was also sold in other states under different names.

By the 1930s, the pressure cooker was making its presence felt across the world, even as high up as Mount Everest. Higher altitudes with lower atmospheric pressure meant longer cooking time and a pressure cooker helped ease the problem, making it a great help in mountaineering expeditions.

World War II led to a dip in the production of pressure cookers due to the need for aluminium for the war effort in the US and Europe. Pressure cooker companies were enlisted to create canned goods (the cans were made of aluminium) for the troops. However, there was continuing demand for pressure cookers, and some companies started making cheaper cookers with substandard materials, which caused the cookers to explode. This raised safety concerns leading to the fall in popularity of pressure cookers in Europe.

Pressure cookers arrived in India in the late-1950s. They were introduced by two companies—Hawkins and TTK Private Ltd. (which became known as TTK Prestige). But the safety issue remained a concern as there were frequent explosions. Simultaneously companies were working on innovations to prevent such mishaps.

A significant contribution in this field came from TT Jagannathan (TTJ) who joined the family business when he was in his early 20s, and took charge of TTK Prestige at a time when the company was struggling. The reports of faulty pressure cookers had severely damaged the company’s reputation. Jagannathan, an engineer from IIT Madras and a PhD in Operations Research from Cornell began experimenting with ways to increase safety in pressure cookers.  

As he recounted in his book Disrupt and Conquer: How TTK Prestige Became A Billion-Dollar Company, Mr Jagannathan saw a godown full of unsold pressure cookers on a visit to Lucknow. The dealer explained that there were increasing cases of TTK pressure cookers bursting, and that the TTK name had lost credibility. TTJ was disturbed and launched a probe into the reason for this. A pressure cooker comes with a weight valve that is meant to rise up and release the steam that is built up by the pressure inside the cooker. The valve then settles back in place. The safety plug is a back-up safety mechanism and regulates the pressure built up in the cooker if the weight valve fails. He discovered that users were unknowingly purchasing fake safety plugs to replace the original ones. These plugs were cheaper but also made of substandard material which allowed too much steam build-up, leading to exploding cookers. He realized that there needed to be a device which, even when poor materials were used, could prevent this from happening. He immediately contacted his company’s head engineer and asked him to make certain preparations. TTJ returned to Bangalore and spent a month in the lab and used his engineering knowledge to create just such a device. This was the Gasket Release System or GRS. GRS is a secondary safety feature that releases excess steam if the primary pressure valve fails, preventing a dangerous pressure build up. It works by providing a weak point in the lid where a section of the rubber gasket will be pushed out through a slot if the main pressure vent becomes blocked or fails, allowing steam to escape down and away from the user.

This safety feature set new standards across the industry, and was also adopted by other manufacturers of pressure cookers in India. Its inventor TTJ never patented it. As he said “I did it for the industry. If any pressure cooker burst, it would mean a loss for the category. The category wouldn’t grow if people had fears around safety. I didn’t want only Prestige to be safe, but all pressure cookers in the country to be safe.”

The invention, along with Prestige’s close and continuous outreach and contact with its customers has ensured that the brand is associated with quality, durability and reliability. Today the Prestige brand has introduced a wide range of kitchen appliances catering to a new generation and befitting the ‘smart kitchens’. However the name’s first association is so much with Pressure cookers that Prestige is synonymous with Pressure cooker.

–Mamata

Food for Thought

October 16 marks World Food Day—the day in 1945 that the Food and Agriculture Organization (FAO) was set up. FAO is a specialized agency of the United Nations that leads international efforts to defeat hunger. FAO’s goal is to achieve ‘food security for all and make sure that people have regular access to enough high-quality food to lead active, healthy lives.’ 194 countries and the European Union constitute its membership and FAO works in over 130 countries worldwide.

World Food Day aims to raise global awareness about food security and hunger, promoting actions to eradicate hunger and malnourishment. The day focuses on sustainable food systems, healthy diets, and equitable food distribution to ensure a better future for all.  The theme for World Food Day 2025 is “Hand in Hand for Better Foods and a Better Future”.

One would hope that with world attention on this critical issue, things would have gotten better in the decades since the establishment of FAO. Well, in fact measures of world hunger over time do show a general decline from that time. But the bad news is that progress has stagnated and reversed in recent years due to factors like conflict, climate change, and the pandemic.

Food Sufficiency

One area of concern in this turbulent world of conflicts and tariff wars is a country’s food self-sufficiency. The alarming fact is that as per a study reported in Science Alert, carried out by researchers from the University of Göttingen in Germany and the University of Edinburgh, only ONE country in the world can is self-sufficient in all seven key food groups (Fruits, Vegetables, Dairy, Fish, Meat, Plant-based protein, and Starchy staples).

And is Guyana! China and Vietnam were the runners-up, producing enough food to meet their populations’ needs in six out of the seven categories. Less than 15% of countries are self-sufficient in five or more food groups. Half a dozen countries– Afghanistan, the United Arab Emirates, Iraq, Macau, Qatar, and Yemen – are unable to meet self-sufficiency in any food group.

This is bad news in a world which cannot count on peace and fair trade across borders. Governments have to urgently re-think their agricultural policies.

India

India’s agriculture has come a long way from the days of ‘ship to spoon’ when we dependent on the largesse of developed countries. Today, we are net strong in staples (cereals including rice, wheat and coarse grains) and dairy.

But we have our vulnerabilities. The weakest points are pulses and oils.

We depend on pulse imports because production fluctuates.We produced around 24-25 million tonnes of pulses in 2024-25 and imported about 4.65 million tonnes. Domestic production fluctuates due to weather etc.

India meets only ~ 40-45% of its edible oil demand through domestic production. The rest is imported (for oils or oilseeds). In 2023-24, imports we imported approximately16 million tonnes of edible oils. Domestic production is increasing but yield gaps, land use, and competition with other crops are constraints.

The issue is not just the macro-numbers. The context of persistent malnutrition and food insecurity due to rising food prices, food wastage, farmer distress and the increasing impact of climate change on agricultural production must be kept in mind.

Respect Food and Farmers

While we hope our governments and institutions will sharply focus on this, as individuals, this World Food Day is an opportunity to think about where our food comes from; how we can eat healthy without imposing enormous costs on the earth; how we can bring food-waste down to zero. And renew our respect for the farmers who feed us, often without due return.

–Meena

A Moon of Many Names

This week offered a rare celestial phenomenon which also coincided with the festival of Sharad Purnima, the full moon heralding the beginning of the winter season in India. This was the appearance of the Harvest Moon. This was one of the Supermoons that are scheduled to appear this year.

The Moon’s orbit around the Earth is not circular but elliptical, meaning that the distance between the two varies throughout the year. A Supermoon is when the moon is full at its closest point to the earth, called the perigree, or within 90% of its closest point. When it is at this point, the full moon appears noticeably larger and brighter. The term Supermoon was first coined by astrologer Richard Nolle in 1979.

The recent October full moon is known as the Harvest Moon. The Harvest Moon is the name given to the full Moon that rises closest to the Autumn equinox which is usually around 22 September, but aligning with the time between late September and November. During these weeks, the full moon tends to rise earlier than usual for several nights in a row, causing the evening sky to stay illuminated for a longer time. The name dates from the time before electricity, when farmers in the northern hemisphere depended on the Moon’s light to harvest their crops late into the night. The Moon’s bright light and extended period of illumination was particularly important during fall, when harvests are the largest in America.

Over time different cultures, have traditionally given names to full moon across the lunar calendar. The cycles of lunar phases were also a method of timekeeping. For example, in many Native American tribes, names of full moons reflected what was happening in Nature at that time. For example: January: Wolf Moon named after the howling of hungry wolves lamenting the scarcity of food in midwinter. February: Snow Moon reflecting the month’s typically cold, snowy weather. March: Worm Moon after the worm trails that would appear in the newly-thawed ground. April: Pink Moon after a species of early blooming wildflower. May: Flower Moon as thanks for the abundant blooming of spring flowers. June: Strawberry Moon to reflect the time for harvesting of strawberries. July: Buck Moon for the time when male deer, which shed their antlers every year, begin to regrow them. August: Sturgeon Moon which is when this fish species appeared. September: Full Corn Moon when crops are gathered at the end of the summer season. It is often the nearest full moon to the autumnal equinox, earning the title of ‘harvest moon’. October: Hunter’s Moon which gives hunters enough light to be able to stalk prey and hunt at night. November: Beaver Moon which refers to both the time when beavers are actively building dams, and also when hunters set beaver traps. December: Cold Moon which marks the setting in of winter.

The moon and its cycles have fascinated people from time immemorial. While the Native American tribes found a close connection of these cycles with their own life and work cycles, the mystery of the moon has also been the staple of folklore and fantasy. Several Asian cultures have tales about the moon. In China and Japan one of the zodiac animals–the rabbit—also has links with the moon.

There is a popular folktale in Japan about the Moon Rabbit which is believed to have its origins in the Buddhist origin tale. As one version of the story goes:

Many years ago, the Old Man of the Moon decided to visit the Earth. He disguised himself as a beggar and asked Fox (Kitsune), Monkey (Saru), and Rabbit (Usagi) for some food.

Monkey climbed a tree and brought him some fruit. Fox went to a stream, caught a fish, and brought it back to him. But Rabbit had nothing to offer him but some grass. So he asked the beggar to build a fire. After the beggar started the fire, Rabbit jumped into it and offered himself as a meal for the beggar to eat.

Quickly the beggar changed back into the Old Man of the Moon and pulled Rabbit from the fire. He said “You are most kind, Rabbit, but don’t do anything to harm yourself. Since you were the kindest of all to me, I’ll take you back to the moon to live with me.”

The Old Man carried Rabbit in his arms back to the moon and he is still there to this very day exactly where the Old Man left him. Just look at the moon in the night sky and the rabbit is there!

The rabbit on the moon is called Tsuki no Usagi in Japanese. People imagine when they look up at the full moon that they can see the shape of the rabbit pounding rice cakes with a pestle. At Jugo-ya the Japanese mid-autumn festival, people gather to watch the full moon, and children sing a song about Usagi the moon rabbit.

There is a similar legend in Korea where the moon rabbit is known as Daltokki, and also pounds rice cakes. In Vietnam, in a similar legend, the white rabbit is named Tho Trang. All these are celebrated at the Mid-Autumn festival.

The legend has also captured the fantasy of modern artists. A Dutch artist Florentijn Hofman created a giant moon rabbit as part of a display at the Taoyuan Land Arts Festival in Taiwan in 2014. It was made of 12,000 pieces of Tyvek, a kind of high-density polyethylene fibre, and placed in the open where it looked as if it was staring at the clouds in the sky and daydreaming, as the breeze ruffled its tyvek ‘fur’.  

India too has its share of moon legends. Whatever we may imagine we see in the shadows on the moon, the sight of a full moon is always breath-taking. This year the Harvest Moon which usually occurs in September, was on 6 and 7 October, a rare occurrence. Sadly many missed a clear viewing as many parts of the country had rain or cloud cover. But not to despair, this year will still allow us to enjoy two more Supermoons—on 5 November and 4 December.  

–Mamata

Jane Goodall: Teaching the World to Care

Jane Goodall’s story begins, as many extraordinary stories do, with an ordinary girl and an unlikely dream. As a child in England, she carried a toy chimpanzee named Jubilee everywhere. No one could have guessed that this early fascination would lead her to the forests of Gombe, where she would change not just how we look at chimpanzees, but also how we think about our relationship with nature.

When Jane set off to Africa in 1960, she had no formal scientific training. What she did have was patience, an open mind, and an eye for detail. Those qualities led to her ground-breaking observations: chimpanzees using tools, showing complex emotions, and displaying social bonds once thought to be uniquely human. These revelations turned the world of primatology upside down, but more importantly, they shifted how the public perceived animals. No longer were chimpanzees just “creatures” in the wild; they were kin.

Jane Goodall was truly path-breaking as a woman scientist at a time when the field of primatology, and indeed most of science, was dominated by men. In the early 1960s, she ventured into the forests of Gombe, Tanzania at a time few women undertook intensive fieldwork. For countless young women, she became a role model who showed that passion and persistence could break barriers, and that it was possible to be both rigorous and compassionate in research. By sharing her journey widely, she inspired generations of women to believe that they, too, could pursue careers in science, venture into the field, and shape the questions that redefine our understanding of the natural world.

Jane’s greatest contribution may not lie in her scientific discoveries alone. It lay in how she chose to use them. From the 1980s onwards, she began to move away from research and into advocacy and education. She saw forests vanishing, wildlife populations declining, and young people growing increasingly alienated from nature. She knew that science alone could not stem the tide of environmental degradation. What was needed was education—education that could inspire empathy, action, and hope.

This vision gave birth to Roots & Shoots, her global program for young people. Starting in 1991 with just a handful of students in Tanzania, it has now spread to more than 60 countries, empowering thousands of young people to become change-makers in their communities. The premise is simple: every individual matters, every individual has a role to play, and every individual can make a difference. Roots & Shoots projects range from planting trees and cleaning up neighbourhoods, to wildlife conservation and social justice initiatives. Jane wanted children to see themselves not as passive inheritors of a troubled world, but as active participants in shaping a sustainable future.

Her approach to environmental education is distinctive in three ways. First, it is grounded in hope. At a time when climate anxiety is widespread, Jane insists that hope is not naïve optimism, but a call to action. “Without hope,” she says, “we fall into apathy. With hope, we find the courage to act.” Second, she emphasised connection—to animals, to the land, and to each other. In her talks across the globe, she reminded audiences that the health of humans, animals, and ecosystems is intertwined. And third, she led by example. Even in her late 80s, Jane travelled around the world, tirelessly addressing schools, communities, and governments, showing that passion has no retirement age.

What makes Jane Goodall so compelling as an educator is that she does not lecture; she told stories. She talked about the moment when a chimpanzee she named David Greybeard accepted her presence, breaking the barrier between human and animal. She recalled village children in Tanzania planting trees that now tower above their schools. Through these narratives, she drew her listeners into a shared emotional space where science and spirit met.

For us, as parents, teachers, and citizens, there is much to learn from her style. Environmental education, she shows us, is not about overwhelming children with statistics on melting ice caps. It is about nurturing wonder, building empathy, and giving them the tools to act. It is about ensuring that the animals the children see today do not become just relics of lost species tomorrow.

Jane Goodall often said that every day we make an impact on the planet, and we can choose what kind of impact that will be. That simple truth is perhaps her most enduring lesson. She taught generations not only how to care about the environment, but also how to carry that care into action.

In a world crowded with crises, Jane stands as a reminder that education is not about filling minds, but about lighting fires. And hers is a fire that continues to spread, quietly but persistently, across classrooms, living rooms, and communities worldwide.

When I worked at Centre for Environment Education, I was lucky enough to meet her to introduce the institution and its work to her. She had very little time, but focussed intently on the conversation. It was indeed a memorable moment!

Thank you Jane Godall for all you have done and all the people you have inspired. RIP.

–Meena

PIC: My ex-collegue Ramjee is lucky to have got this signed pic of her’s when he met her.

Educating for Head, Heart & Hands: Gujarat Vidyapith

2 October marks the birth anniversary of Mahatma Gandhi. On this day much is written and spoken about Gandhiji’s movements to free India from the shackles of British rule. The non-cooperation movement, the Swadeshi movement, the Salt Satyagraha and other non-violent movements were all part of the nationwide stir to lead India to become an independent, self-reliant nation. Amidst all this, not much is discussed about Gandhiji’s deep thinking and initiatives in the field of education.

Gandhiji began experiments with education with younger children in the Kochrab and Sabarmati Ashrams during 1915-1920. In 1920, when he launched the non-cooperation movement, Gandhiji appealed to everyone to boycott schools and colleges imparting British colonial education propounded by Lord Macaulay. There was a huge response to this call, and thousands of students quit studies to join Gandhiji’s movement. But Gandhiji was equally concerned that the youth of the country were not deprived of education, but rather were offered an option that would provide an all-rounded education which could prepare them for the task of national reconstruction, and usher in Hind Swaraj, the India of his dream. The process towards this began with the formation of a National Education Committee which was chaired by Gandhiji. The committee felt that the path could be the establishment of what was envisioned as Rashtriya Vidyapiths (National Universities) which would promote educational institutions run by Indians for Indians outside the financial and governing control of British authorities. Five of these were established during this period. One of these, was Gujarat Vidyapith which was established by Gandhiji himself on 18 October 1920 (the only university set up by Gandhiji). Its foundation was an important event in the Satyagraha movement.

Gandhiji’s vision for the institution was to prepare a generation of dedicated, sincere, fearless, and honest students who contributed to a self-sufficient, non-violent, and egalitarian nation.

On 15 November 1920, Gandhiji launched Gujarat Mahavidyalaya, an affiliated college under the aegis of the Rashtriya Mahavidyalaya. The inaugural event was held  in the compound of Dahyabhai Mehta’s bungalow in Kochrab village at 8.30 a.m.   Dahyabhai had provided his bungalow for setting up the university. The historic photograph of the group present for this was taken by artist Ravishankar Raval who was the only one in Ahmedabad then who could operate a camera. Raval recalled the event in his memoirs. The proceedings began with a Punjabi song sung by Saraladevi Chowdhrani. It was followed by Bapu’s speech. After speeches of the registrar, and a few teachers, the event ended with the pledge “Bharat Hamara Desh Hai”. By 1923 more than 30,000 students were part of Gujarat Vidyapith.

Gandhiji was declared as the Chancellor of the University for life. Professor A T Gidwani was its founder Vice-Chancellor. After Gandhiji, the post of chancellor was held by Sardar Vallabhbhai Patel, Dr. Rajendra Prasad and Morarji Desai. Later, many more institutions, colleges and schools were affiliated to the Vidyapith.

Today Gujarat Vidyapith itself functions as a university dedicated to holistic Head, Hand, and Heart education based on Gandhian principles, whereas Gujarat Mahavidyalaya serves as a specific academic unit for students within that framework. 

Up to 1930, the languages like Gujarati, Marathi, Bengali, Sanskrit, Persian and English and the subjects like History, Arithmetic, Philosophy, Economics, Accountancy, Music, Political Science, Pharmacy, Archaeology and Indian studies were taught in Gujarat Vidyapith at graduation level. The Vidyapith stopped functioning temporarily during the civil disobedience movements of 1930 to 1935, both the students and faculty members participated actively in the freedom struggle, many of them courting arrest. Again, during 1942 to 1945, during the Quit India movement the functioning of Vidyapith came to a standstill. After the year 1945, the Vidyapith started its activities once again.

Since then Gujarat Vidyapith, as it is called, has expanded considerably. But its main objective continues to be preparing workers of character, ability, culture and dedication for the conduct of movements connected with the regeneration of country in accordance with the ideals shared by Mahatma Gandhi. According to Gandhi, the aims of education are the holistic development of the individual, encompassing the physical, intellectual, emotional, and spiritual dimensions (hand, heart, and head). Education should lead to self-reliance, cultivating character, truth and non-violence. Participation in productive work with a sense of dignity of labour should foster self-reliance through practical skills; acceptance of equality of religions; priority for the need of village dwellers in all curricula should engage individuals in service to society have been guiding principles.

The emphasis is on more than the academics (through use of mother tongue as a medium of instruction); it is the cultivation of the heart and hands. This involves regular participation in community work, social service, community prayers, simple and self-reliant living, study tours and field studies, hand spinning and training in craft work, physical exercise and training in manual work.

For more than a century Gujarat Vidyapith has nurtured generations of learners who have been inspired by the life and teachings of Gandhiji to carry forward the legacy of truth, non-violence and social change, following the path of dialogue and understanding. The Vidyapith has strived to keep alive Gandhiji’s philosophy of education which prioritizes holistic development, self-reliance and service to humanity. Character, compassion and community, and inclusivity remain its cornerstones. Today more than ever before, we need such institutions, and our young people need to be reminded that education should encompass Head, Heart and Hands.

–Mamata