Pathak, who focuses on creating an interesting environment for students, has sought to transform the entire education process in his schools into a self-learning process. He also concentrates on teaching his students a set of basic concepts instead of turning them into tape-recorders through forced cramming.

``Arouse interest among the students. They will never feel the physical burden once they stop feeling the psychological burden,'' he says. Of course, this means more homework for teachers rather than students. Students are not given any homework in his scheme of things.

However, to make doubly sure of success, he has brought down the weight of the schoolbag by 85 per cent. ``The school has bought its own textbooks for students so that they need not bring their sets from home,'' he adds.

Instead of homework, students are given worksheets which have to be completed in the school itself and can be kept at home in files. Once a concept is taught, teachers see to it that whatever is taught is reinforced frequently, but not by the way of more examinations. ``Only those teachers who don't have much material to teach give exams,'' feels Pathak.

A computerised assessment of individual students keeps tabs on not only the competency developed but also their weak points. ``If a student scores 80 per cent or more marks in a particular concept, then he is said to have mastered that competency,'' Pathak says.

This also helps parents find out where their ward has fallen short and which are the areas which need more attention. Failing to attain mastery in key concepts is deemed the failure of teachers not students, Pathak says.

A closed-circuit TV monitor in his office can tell him at any given point of time what is going on in the classroom. This has made a great difference, but Pathak also points out that ``children's eyes are more effective and teachers cannot escape their critical observation if they fail to teach effectively''.

The results? Great, though Pathak is modest about his success. He says the performance of students is consistent as the results of the 1997 and 1998 board exams show.

Pratimaben Patel, principal of Udgam Primary School (which is also a part of Pathak's umbrella organisation) says the elimination of textbooks has reduced the burden of teachers, students and parents.

Also, no homework means the teacher can concentrate more on teaching than correcting homework, she says. Results too have improved for the better in the past three years.

Radhika Iyer, principal of Swastik Shishoo Vihar High School, says that since some periods are kept free for supervised study, the homework part is taken care in school itself while the shortfall in the number of periods is made up by restricting holidays. What's the response from parents? Pathak says some parents just cannot reconcile to the fact that their ward is doing just fine even without homework. The process of self-learning and having to do no homework builds confidence among students, believes Pathak, who feels too many examinations are not good for mental development.