ideas to a second school. However, she knew that the real obstacle would be extending the methods of experiential education to the entire public school system in Bombay—and beyond. Gloria de Souza saw a problem and wanted to fix it - more than that, she felt as though she must fix it. In conversation with Drayton, she said, "Something is deeply wrong in our society. And I think I can do something very important with this idea. If we can help children grow up learning to think rather than memorize and repeat, learning to problem solve, learning to be creative, learning to be actors rather than acted upon, we can create a generation that will be very different. And India will be different. And that's a revolution." Though the concept of experiential education was nothing new to many major countries at the time, it was new to India. Drayton took interest in de Souza not merely for her teaching ideas, but for "her ability to adapt them to India's specific circumstances--then market them." Success in this sphere would require not mere giftedness, but "salesmanship and resourcefulness and thick skin and a level of commitment bordering on obsession." Ashoka was looking for people who possessed these types of qualities, and Drayton knew that he had found this kind of person in Gloria de Souza. Support from Ashoka allowed de Souza to stop teaching full time and concentrate on her newfound passion. The next year, she founded her own organization, Parisar Asha (meaning "hope in the environment" in Sanskrit), and began working on building up a team of idea-spreaders. Within several years, she was able to show other teachers and schools that her methods, called Environmental Studies (EVS), "significantly increased students' performance." They did indeed—one evaluation showed that students studying with EVS scored and mastered subjects twice to three times higher and faster than students involved in rote learning. Because of de Souza's influence, over the following decade, EVS was introduced in a million schools through a pilot program, taught to almost a million students, and was incorporated into the Indian government's national curriculum. Gloria de Souza was the embodiment of social entrepreneurialism in that she used what she loved the most (i.e., teaching children) to fix what she hated the most (i.e., rote learning and minds being deadened). Though de Souza passed away in 2013, her legacy still lives on—in the