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Poems by Mayank Yadav

A Middle-Class Family

By Mayank Yadav, age 12, Jharkand, India

We don’t have gold or cars so wide,
But we have love and joy inside.
Papa works hard from morning till night,
Mummy’s care makes everything right

School bag old, but dreams so high,
Wishing stars in a small sky.
We save, we share, we sometimes wait,
Still smile together, call it fate.

No big house or fancy ride,
But strong hearts walk side by side.
Festivals simple, but full of cheer,
Happiness grows when all are near.

We may not be rich in money or fame,
But middle-class love is never lame!

Under the Water

Under the water, deep and wide,
Fish and turtles swim and glide.
Crabs walk slowly on the sand,
Jellyfish move like a magic band.
Octopus hides behind a rock,
Starfish sleeps near a sea-shell clock.
Dolphins jump and play all day,
In the ocean, far away.

Waves above and calm below,
Under the sea, the magic flows.
Seahorses float, so small and sweet,
Tiny shells lie near their feet.
Bright blue fish go zip and zoom,
Dancing gently in ocean’s room.
Come with me, let’s take a ride,
To the sea world, deep inside!

By Mayank Yadav, age 12, Jharkand, India. He lives in the Province of Jharkhand, in an extended family—with his father (Ranjan), mother (Kumari Sangita), older sister (Shreya Ranjan), grandfather (Kedarnath), and grandmother (Bina Devi).

Revenge in Rockford: A Chess Story

Revenge in Rockford: A Chess Story

By Aarav Patel, grade 9, Illinois.

I place my rook two spaces up and say, “Check.” A small grin tugs at my lips while those around me sigh in disappointment.

This was my second ever chess tournament and my first played against someone rated higher than me. My dad and I had traveled for one-and-a-half hours to a hotel in Rockford to participate in it. It was a step up from my debut tournament, with an elegant conference room, transformed into a symmetrical chess grid with dozens of rows.

My third opponent was a middle-aged man who seemed to be the type to promote to eight queens and checkmate well after he could’ve won already. Our game started with him consulting his friends in front of me on which opening to play. It was as if the game was not serious to him. He said that he hadn’t lost all day and was not going to start now. His friends laughed, but laughing was the last thing on my mind. I responded with a fake smile, as my body tensed up.

My first ever chess match was against my uncle and aunt when I was in the 2nd grade. I already knew how the pieces moved, but I knew no strategy. As you can imagine, it didn’t end well for me. When they check-mated me, I winced. I tried to figure out what I did wrong. I realized that I was looking only at what the next move would be, not two moves or even three moves ahead. I asked to play again, and this time improved by lasting a whole 10 minutes.

During the years between my first chess tournament in 2nd grade and this, my second chess tournament in 6th grade, I’d joined the school chess club. I’d also achieved a 1,000 ELO chess rating online, achieving true intermediate status. And I started traveling for competitions. Before playing my egotistical opponent, I had won both of my previous games, leading up to the final against him.

At the beginning of the match, I was down a couple of pawns. He stared across the room, as if he were longing to leave. Before the middle-game, he stood up and completely left our board to walk around and watch other matches. I regained an even position after tactically winning two pawns via a pin on his king. At that point he stopped wandering. He leaned back in his chair and rubbed his temples.

It had been a long day. I hadn’t seen the sun for hours and my body was aching from sitting in a stiff, wooden chair. His anxiety gave me the energy to continue being aggressive. After some material trading, we reached the endgame.

The endgame was the longest part of the match. By the time we reached it, nearly all the other games had finished. My opponent shook his head and let out a small sigh.

I recall watching the French Open earlier this year between Carlos Alcaraz and Jannik Sinner. Sinner dominated the competition for hours. He was the world number #1 and Alcaraz came up against multiple championship points. Yet Alcaraz kept coming back. At the end of the grueling five-hour saga, Alcaraz won. How Alcaraz didn’t let the intimidation or the pressure of millions of people get to him was impressive.

I saw him advance his pawn, and I thought back to the game against my uncle and aunt. What could they see that I couldn’t? But this time I saw. I sacrificed my rook to check and move his king into a fatal position. His friends, who had told him which opening to play, surrounded the board. Mouths agape, they stared at it like my friend Austin stares at a quadratic equation. The end was near.

My opponent knew what was going on. He played his next move in disbelief. He leaned into the board, letting the shock seep in. And then, I moved my queen…Checkmate.

By Aarav Patel. He adds: “I am a 9th grader from Illinois. I am Indian-American, and I mainly speak and write in English. I wrote this piece to show how chess has impacted me and shaped my way of thinking. Specifically, it taught me how to stay determined and focused, even when the pressure is on.”

The 2025 Weather Photographers of the Year

The 2025 Weather Photographers of the Year Winners

The Royal Meteorological Society (of the United Kingdom) has announced the winners of this year’s Standard Chartered Weather Photographer of the Year Competition. In their tenth year of the competition, they received over 4,000 images from both amateur and professional photographers in 84 countries. You can view details by clicking the Winners’ Galleries on Royal Meteorological Society website.

The Main Category
Winner: Geshuang Chen and Shuchang Dong, for their photo: “The Gorgeous Ring” on Lugu Lake, Yunnan Province, P. R. China.

Runner Up:  Jadwiga Piasecka, from the UK, for her photo: “Eunice III,” an image from a sheltered place out of reach of the storm in Newhaven, on the south coast of the U. K., where winds were gusting at over 80 miles per hour. The photographer wrote: “From my vantage point, I watched enormous waves battling against the sea wall, sending dramatic sprays of water high into the air…highlighting just how immense the storm’s fury truly was.”

The Mobile Category
Winner: Kyaw Zay Yar Lin, from Myanmar. Photo: “Fishing in the Raining Season.” The photo captures the urgent feeling of being caught in a sudden downpour. The motion blur of both the fishermen and the rain make the viewer feel part of the action, caught in the sudden intensity of a tropical storm.
Runner Up: Tamás Kusza, from Slovakia, Photo: “Path to the Heart of the Storm”

The Young Category
Winner: Adrian Cruz, from the US, Photo: “Eruption of the Sky,” captured from a passenger plane flying between Washington DC, and Orlando, Florida. The photo reveals a spectacular view of a thunderstorm cloud glowing pink against a deepening blue sky.
Runner up: Ellen Ross, from the US, Photo: “Clear Skies Ahead.”

The Climate Category
New to this year’s competition was the Climate Category, created to underscore the connection between weather patterns and the broader impacts of climate change, illustrating how these global shifts impact businesses, people and communities.

Winner: Jonah Lange, from the US. Photo: “West Texas Special.”
Climate change is amplifying extremes, turning open landscapes into arenas for even more volatile and destructive weather. Drought conditions in West Texas are becoming more frequent and severe, drying out the soil and increasing the availability of loose dust.
Runner Up: Maria del Pilar Trigo Bonnin, of the Philippines, for: “Heading Home.” Typhoon Rai (locally named Odette) tore across Siargao Island, Philippines, in December 2021. Maria took this photo from the back of another motorbike as they made their way through the devastation.

You can visit the Winners’ Galleries on the Royal Meteorological Society’s website.

No Phone, No Problem

No Phone, No Problem

By Nasiruddin Hamid, Qadian, Punjab, India.

We all love playing video games, watching funny shorts, and making movies on our smartphones. However, some of us use the cellphones much more than others.

I live in Northern India with my family. After school, my father gives me his cellphone for ten minutes to play games and enjoy SnapChat and YouTube, etc. When those ten minutes turn into 20 or 30 minutes, and then into an hour, I don’t even realize it—but my father does.

Last year, I started avoiding playing outdoors and spending time with my friends. I was using the phone more and more without telling my parents. But my parents never stopped keeping an eye on me.

One day, my father told me when he was a kid, he used to play many outdoor games like Pakadam Pakdai, Baraf Pani, Pitthu Gram, and Addi (see the end note below for a short explanation of these games children play in India). He said, “We didn’t have phones, but we’d read comics and novels in Urdu and English for our pasttime.”

Thinking of those outdoor games and thoughts of reading comics and novels really got me interested. So I made a deal with my dad that he and I would play outside and read books together. He bought me a new bicycle, and now I go riding; he runs beside me while I ride my bicycle, which is quite fun! He also bought me new comics and a few novels, and he reads them with me.

I really like reading the tales of Akbar and Birbal, as well as the stories of Mullah Nasruddin. They are full of humor and wisdom. I must say, I find reading books or riding a bicycle outdoors much more interesting than playing video games or watching YouTube shorts.

Yes, I know cellphones have their own benefits, but as my father says, “They are more useful after a certain age.” We should limit our phone usage. I have read that too much smartphone use can damage our brain cells, affect eyesight, and even our emotional health.

I believe my parents when they tell me that there can be many unforeseen negative impacts of these devices. I always trust them with any issues that come up.

As school age kids, we should use cellphones only for short duration, and under parental supervision and guidance.

By Nasiruddin Hamid, Qadian, Punjab, India.

Notes:

Akbar and Birbal Stories: Akbar was a Mughal emperor who ruled a large region in South Asia that includes modern-day Northern and Central India, Afghanistan, and Pakistan during the 16th century. Birbal was a close advisor and wise minister in the court of Akbar for some 30 years. The Akbar and Birbal stories are not only entertaining but also witty and are widely-read favorites of Indian kids.

Mullah Nasruddin (aka Nasreddin Hodja) appears in countless stories—mostly witty or wise—where he is shown as a (holy) fool that teaches great wisdom to the world. He is considered a Sufi (Islamic) character and he may have actually lived in the 13th century in present day Turkey and may have traveled to many lands as his stories are widely known.

A Short Explanation of the Games:

Pakdam Pakdai: Run and catch game One kid tries to catch others who try to run away.
Baraf Pani: When caught, you freeze like “Baraf” (Hindi word for ice) until someone frees you by saying “Pani” (Hindi word for water)
Pitthu Gram: Players break a stack of seven stones with a ball and then try to rebuild it before getting tagged by the fielders.
Addi: is played with two teams of 5/5 players. One team starts in a circle and tries to reach the end of the field line while the other team chases and blocks the players from reaching it.

 

The Little Princess and the Colorful Butterflies

The Little Princess and the Colorful Butterflies

By Diponkar Chanda, Ontario, Canada

No one remembered the name of the kingdom anymore, but it did exist, a long ago!

Far, far away, nestled close to a forest, there was a tiny village, and it was the seat of this kingdom. There was a palace as well; but not like the ones in our big cities.

This palace was very different. Its walls were made of straw and clay, it had a thatched roof, and it stood gently beneath the sky, like a well-kept secret.

In this palace lived a little princess with her ancient grandmother.

One sunny morning in spring, when a sweet breeze was blowing, birds were chirping joyfully, and flowers bloomed in every corner of the yard, the little princess woke up.

She rubbed her eyes, looked out the window, and noticed something—their little walls didn’t seem as colorful as the world outside.

The trees wore fresh green dresses. The flowers in the meadows sparkled with red, yellow, pink, and purple. Even the butterflies danced in colors—too bright and too many to name them here!

Pale Swallowtail Butterfly. Photo by Herb Everett, Oregon.

The princess longed to bring those colors into their home, their palace.

And she knew, like everyone else in the kingdom, that the true owners of all the colors were those beautiful butterflies.

So, the little princess wanted to catch one. But she was far too little.

No one else was home, so she turned to her granny. Now, her granny was like eighty or a hundred years old, or maybe even more. Nobody really knew how old she was. She was the oldest person in the whole kingdom. And, she was certainly far too old to run after those butterflies!

What could they do?

The old woman thought for a moment. Then she searched the hut carefully—every corner, every pouch, every pot.

Finally, she found something she was searching for, a little fistful of sunflower seeds. She smiled.

Granny stepped outside into the wide, sleepy yard. With her slow, gentle feet, she planted the seeds in tidy rows and began to care for them. She watered them every day, with all the love in her heart.

Days passed. Little by little, green shoots appeared. Then leaves. Then came tall, strong stems.

And then one morning, a thousand sunflowers bloomed across the yard—each one like a small sun, shining with golden joy.

Granny didn’t need to chase butterflies anymore.

The butterflies came to them—fluttering, dancing, and painting the air with their beautiful colors.

And you know what?

Monarch Butterfly. Photo by Ted Rose, Indiana.

They shared their colors generously. And from then, true beauty arouse on the boundless canvas of nature—born from careful sharing.

And the little palace also sparkled with butterfly colors—reds, oranges, blues, and purples that no brush could ever copy.

Not just the tiny palace, but also the little princess herself sparkled with those attractive colors.

Her smile shone with every color of the butterflies.

And from that day on, little princess learned that true beauty grows many-fold when we share it with everyone, with profound care.

Diponkar Chanda is an emerging writer based in greater Toronto area of Canada. Originally from Bangladesh, he writes stories and poetry that bridge cultures, languages, and imagination. English is not his first language, and he brings the rhythm and depth of his native Bangla (also known as the Bengali) language into his storytelling.

Fighting Antisemitism , Fighting Injustice

Fighting Antisemitism, Fighting Injustice

By Donna Nevel, Florida

When I think about how to end antisemitism, I feel grounded in principles I learned from my parents. They taught me to be proud of who I was as a Jewish person but never to think I was better than any other person, group, or community. They showed me by example that caring about antisemitism meant caring about anti-Black racism and all forms of injustice. They lived by these principles always, which inspired my love of being Jewish as well as my desire to participate in movements challenging injustice and for collective liberation.

Antisemitism is generally understood as discrimination against Jews, violence against Jews, or targeting Jews simply because they are Jewish. Sometimes antisemitism is expressed through stereotypes and generalizations about Jews.

Jews come from many different experiences and histories. There are white Jews, Jews of color, and Jews from different parts of the world (my family migrated to the United States from Eastern Europe). Antisemitism does not always look the same for each of these communities and groups; there are differences based on geographies, class and race, intersections with other political identities, and more. 

Some examples of antisemitic violence in recent years in the US include the 2018 massacre of eleven congregants at the Tree of Life Synagogue in Pittsburgh; Jewish cemeteries being destroyed; and people who are visibly Jewish (wearing a skull cap or another Jewish symbol, for example) being attacked.  

The most well-known example of antisemitic violence is the Nazi murder of six million Jews (the Holocaust). In 1933, there were nine million Jews in Europe. By 1945, the Nazis had exterminated approximately two thirds of European Jewry in death camps and through mass murders. The Nazis also targeted and murdered other groups and communities on a racial and political basis, including Roma, Poles, and other Slavic peoples, queer people, those with disabilities, Jehovah’s Witnesses, and communists and members of political opposition groups.

Today, white nationalist violence–which, in many different, harmful ways, targets and denigrates Black people and other communities of color, trans and queer people, immigrants, Muslims, and Jews—is increasingly on the rise in many spheres of our society. White nationalist tactics include the use of conspiracy theories, among other manifestations. Antisemitic conspiracy theories promote notions of Jewish power and control and of Jews as untrustworthy and sinister. 

Ending antisemitism also means understanding what is not antisemitism. False accusations of antisemitism are too often directed at those who criticize the State of Israel and its treatment of the Palestinian population. It is important to know that Palestinians had been living in Palestine for centuries before Israel was established. In that process, 750,000 Palestinians were expelled or dispossessed from their lands and homes. (See more on Israel’s establishment/Zionism and the Nakba in note below.)

Antisemitism is directed at Jews as Jews. Criticism of Israel and/or its ideology is directed at a nation-state. Criticisms of Israel’s ongoing violence against the Palestinian people and the expulsion of Palestinians from their land and homes reflect a commitment to human rights and equal rights—and to what is just. Palestinians, Jews (such as members of Jewish Voice for Peace), and many others are committed to those principles. That is the furthest thing from antisemitism, and it is deeply harmful to suggest otherwise. 

So, how can we participate in ending antisemitism? Antisemitism has its own distinct characteristics—as do other types of discrimination—and is also connected to other forms of racism and injustice that different communities experience. Therefore, thinking about ending antisemitism also means thinking about how to end all types of injustice. We know that fighting injustice against one group while being silent or supporting it against another group will bring justice for no one.

This is what it means to have a commitment to collective liberation—the belief that we all are entitled to live lives with justice and dignity. Collective liberation also means that we have each other’s backs and can count on one another to speak out when anyone or any group faces an injustice.

People of all ages can participate and take action in different ways although we know it is much harder in these repressive times. For students, that might include holding educational workshops (maybe at a community space or in a friend’s home) on pressing topics of interest or encouraging your schools to open up spaces for participation in social justice actions and discussion of issues of social concern (including the ways that false accusations of antisemitism have been used to shut down student protests in support of Palestine).

Throughout history and until now, Jewish people have been part of many movements devoted to their own safety and the safety of all people. Jews have joined together with others who care about the well-being of all our communities to fight against any form of racism and discrimination. For example, Jewish civil rights activists and labor activists joined together with all those committed to civil and human rights and economic justice. The fight against antisemitism is part of that larger struggle for justice.

A Note on Israel’s establishment/Zionism and the Nakba:
Zionism is the primary ideology that drove the establishment of a Jewish-majority nation-state in the land of historic Palestine. As nationalism rose in Europe in the late 19th Century and as antisemitism intensified, Jews responded in a number of different ways. Some Jews, notably Theodor Herzl, considered the father of modern Zionism, thought the solution to antisemitism was Zionism: the establishment of a nation state for Jews in Palestine. During the years leading to 1948, as part of the Zionist movement’s process of colonizing Palestine and establishing Israel, 750,000 Indigenous Palestinians living in Palestine were expelled from their land and homes.  The “Palestinian Nakba (“Catastrophe” in Arabic) refers to the expulsion of over 750,000 Palestinians during the establishment of Israel as a Jewish majority country on land that had a two-thirds majority Palestinian Arab population. The Nakba is present-tense; the displacement of Palestinians and the destruction of Palestinian life has been ongoing for over a century.”    —www.project48.com 

Donna Nevel, a community psychologist and educator, is co-director, with Nina Mehta, of PARCEO, a resource and education center that partners with community groups and institutions seeking to deepen their organizing and educational work for justice. PARCEO has co-created and facilitates workshops on Antisemitism from a framework of collective liberation, from which this piece is drawn.

2025 Civil Rights Art Contest Winners

Hindus for Human Rights Has Announced the

2025 Civil Rights Art Contest Winners!

HIGH SCHOOL DIVISION (Grades 9–12)

Contest Theme: For centuries, people in South Asia have used art—like folk paintings, music, and dance—to speak out against injustice. These art forms have helped communities resist colonial rule, caste discrimination, gender inequality, and government oppression. How do you see that same spirit alive today?

First Place Winner: 

 “Chardi Kala: Resilience in Action” by Tara Kodial, grade 12, New York.

2nd Place Joint Winners: 

“Roses and Thorns: A Bengali Woman’s Journey in Film” by Grace Saji, gr. 12, California.

“Dance Captured Through a Screen” by Eshita Lahiry, grade 12, Louisiana.

3rd Place Joint Winners:

“Dancer Breaking Free” by Aditi Karthik, grade 9, Georgia.

“Financial Freedom Teachings through Mehendi” by Zainab Habeeb, gr. 12, California.

Boy in the Back

By Michael Steel, age 14, grade 9, B.C., Canada

I was always the boy in the back
Letting time slip through my fingers
Watching the cluster and the chatter
Watching and never doing

A silent ghost, never real and never seen
Floating in the cosmos behind my eyes
Breathing in the synthetic suns
And polyester skies
Starry moons of the finest gleaming plastic
Twenty years in the blink of an eye

I saw the other side of the world
From the back of our classroom
The clay people danced before my eyes
Only I could see them move

Watching the constellations of LEDs
Soar brightly over my head
The things I never saw,
But I always believed

I was the boy in the back
Living a thousand ceramic lives
In a thousand spun-glass galaxies
But I was never here at home

—Michael Steel, age 14, is a high school student and published author currently living in Vancouver, British Columbia. He lives with his parents, brothers and ridiculously fluffy cat, Taco. His hobbies include creating arts, reading, writing, and playing Block Blast.

Meet Our Contributor: Youtao Cao, Age 9, Japan

Meet Our Contributor:
Youtao Cao, Age 9, Japan

A Landscape Painting Showing Mt. Fuji by Youtao Cao, painted at age 6, Japan.

 We are delighted to re-introduce our Meet Our Contributor feature in Skipping Stones. Through an online interview, young authors, poets and/or artists will share what inspires them in this space. We’ll learn about their individual processes, what they like to read and other topics that are important to them.

We see this space as a way for the international Skipping Stones community to know each other better and to learn from one another.

It is with great pleasure that we introduce Youtao Cao, our 9-year-old contributor from Japan. (We recently published four of his poems, and we plan to publish his science fiction story in our upcoming print issue). We asked him many questions about his background, his inspirations and writing process. He shares books that he has read (and reread!), as well as films, TV series and documentaries. He has a variety of interests (including visual arts—see some of his artwork in this space) and the creativity and enthusiasm to learn from many sources. We’re sure you’ll be inspired as you meet him!

Now, here is Youtao to speak for himself.

—Judith Volem, Skipping Stones.

Aurora.” I’ve always wanted to see the northern lights, so in this painting, the little person in the yellow coat at the bottom left is me, looking through a telescope to watch the Aurora Borealis. The white figure beside me is a polar bear lying down. Art by Youtao, painted at age 6, Japan.

I live in Tokyo, Japan—a city with a mix of quiet parks and lively streets, small toy shops and big malls. It’s a good balance, and I enjoy exploring both sides. I’m about to start 4th grade at K. International School in Tokyo. I’ve been in its preschool program since I was one and a half years old, so I’ve grown up in an English-speaking environment even though my parents don’t speak much English.
Over the years, many teachers have encouraged and guided me. School writing contests have also given me inspiration and space to create. Outside of school, my writing professor has been an important mentor, often reminding us to “show, not tell” and inspiring me to explore different styles and voices. Many people say I have a talent for writing, but I know there’s always more to learn, so I keep working hard to improve.

I choose books based on curiosity. Sometimes I pick stories that challenge me morally, like The Ox-Bow Incident, and other times I want to understand historical movements and the people who shaped the world, like Dr. King in Stride Toward Freedom. I also take recommendations from teachers or discover something new just by browsing the library shelves. My mom often helps me choose books, but she also believes—and I agree—that reading different kinds of books is the best way to learn. So I read across all genres: fiction and nonfiction, fairy tales and biographies, classics and science fiction, poetry and news articles.

Although I don’t often reread books, I do reread comics—and sometimes, I revisit my favorite novels. Lately, I’ve been reading the Percy Jackson series so much that my copies are falling apart. I also like to bring a book with me whenever I go out, so I can read whenever there’s a spare moment.

Since I was very young I’ve watched a wide range of original language films—starting with Disney classics and the Marvel series, then moving on to The Lord of the Rings, The Shawshank Redemption and the Transformer films, to name a few.
I get ideas from books, travel, art and even games. Sometimes I combine what I see with other influences. Recently, I blended a Roblox game event with the gilded doors of Florence to write a poem about beauty and hidden decay.

When I first started writing poems, my mom couldn’t believe I could come up with them entirely on my own, so she always turned off the WiFi router—just to be sure. Now it’s simply part of my writing routine.

I’d like to keep writing, whether as an author, journalist, or even a screenwriter. Whatever I do, I hope it involves creativity, critical thinking, empathy, and maybe a little weirdness.

If I could give advice to other young writers, I’d say: Don’t wait to be perfect before you start. Don’t let anyone stop you. The best stories come from being honest and curious. Write what you love, even if it doesn’t seem “serious” or “literary” enough at first. Be chaotic! Be weird! Be funny! Your voice matters! Don’t be afraid to rewrite, to take risks, and to share your work. Reading is part of developing writing skills. Every book you read teaches you something about how stories are told.

—Youtao Cao, age 9, Japan.

Our Family Dog, Yuanbao (元宝) by Youtao Cao, painted at age 6, Japan.

Editor’s Note: See four poems and a painting by Youtao Cao by clicking here.

“A” Series of Journeys: The Story Behind the Board

By Kate Han, age 16, from South Korea, studies in Canada.

‘A’ Series of Journeys by Kate Han, age 16, Canada.

I’ve always struggled with the question, “Where are you from?” It’s not that I don’t know; the answer has never felt complete. I was born in Korea, spent much of my childhood in India, and now study in Canada. Each country left something inside me, not just as memories but as layers of identity. My artwork (see above) , ‘A’ Series of Journeys, emerged from this sense of fragmented belonging. But without the backstory, I realized the artwork feels like a silent map—colorful but unexplained. This is the narrative behind that map.

From Korea to India: My First Migration

I was five when my family moved from Seoul to Bangalore. What I remember most from those early days was the constant feeling of being “new.” New sounds, new smells, new alphabets. Even at that age, I knew I wasn’t just visiting—I was being asked to live someone else’s normal. In school, I was the only Korean girl. I didn’t speak Kannada or Hindi, and I barely knew English. But children don’t wait for fluency. I played tag with my hands, not my words. I watched others tie their shoes, share lunch, and greet teachers. I mimicked until it became second nature.

India gave me my first lesson in courage: that you can belong without blending in thoroughly. My neighbors wore saris and spoke a language I didn’t understand, but they treated me like family. We celebrated Diwali together, and over time, the questions stopped being “Where are you from?” and started becoming “Are you coming to dinner?”

India didn’t erase my Korean self. Instead, it added to it. I still spoke Korean at home, wrote Hangul in my diary, and celebrated Chuseok with food parcels from my grandmother. But the girl who lit sparklers on the rooftop during Deepavali wasn’t pretending. She was expanding.

Canada: A New Kind of Destination

Years later, I moved again—this time on my own, to a boarding school in Canada. If India was about cultural immersion, Canada was about cultural comparison. I had more words now, and more awareness. I could see how my classmates viewed “Asia” as a single block. I could also see how they saw me: someone exotic, sometimes confusing, occasionally admirable. Someone told me, “Wow, your English is excellent.” It was meant as a compliment, but I felt the space between us widen.

Boarding school life sharpened my understanding of identity—mine and everyone’s. I met friends from Nigeria, Ukraine, Mexico, and Australia. Some had never left their home countries before.

Some, like me, had already moved across continents. We bonded over strange cafeteria food, homesickness, and midnight conversations about who we were becoming.

Canada taught me that identity is not a finished product. It’s in constant motion. You carry your past, but you also build your future with every choice—what you say, how you listen, which memories you protect.

Why I Made the Board

‘A’ Series of Journeys started as a personal project to visualize this idea of motion. I used pins and thread to create intersections, connections, and collisions. Each line on the board represented a person, a place, a story, or a version of myself. The foam base—soft yet firm—symbolized the adaptability I’ve had to develop. The photos marked moments in time that still speak to me. Together, they formed a chaotic and orderly piece, much like my life.

But something felt unfinished. It was only after receiving the Skipping Stones Editor message that I understood why. The board is a conversation starter, but it needs a voice. The images are full of meaning, but only when paired with a story. Without this reflection, the piece may be a decorative design, not a lived experience. That’s why I’m writing this—to give the work its missing voice.

What I’ve Learned

I’ve learned that home is not a location—it’s a rhythm. It’s in how you wake up, how you say goodbye, what you find strange, and what you start calling your own. In India, I learned to listen before speaking. In Canada, I learned to question people’s meaning by saying “diversity.” In Korea, roots can deepen even when far from the soil.

Another lesson: People are much more than the labels we use. The word “immigrant” doesn’t tell whether someone is hopeful or scared. “International student” doesn’t reveal how many languages people hear in their dreams. I’ve learned to ask better questions. Not “Where are you from?” but “What feels like home to you?”

Above all, I’ve learned that my journey is not a detour—it’s the main road. My experiences are not interruptions to everyday life; they are my life. And through them, I’ve gained a sense of the world and a stronger sense of self.

Why This Matters

For young people like me, art is more than expression. It’s a translation. It’s how we turn complexity into something we can share. I hope ‘A’ Series of Journeys speaks to anyone who has felt between places, languages, or versions of themselves. I hope it shows that confusion can lead to clarity and discomfort can lead to growth.

This write-up is not the end of the project—it’s part of it. The series continues as long as I live, move, reflect, and create.

By Kate Han, age 16, grade 11, originally from South Korea, currently studies in a boarding school in British Columbia, Canada.