The Hardy–Ramanujan number: What 1729 reveals about Srinivasa Ramanujan, even to non-mathematicians

The story of the number 1729, famously known as the Hardy–Ramanujan number, offers a profound glimpse into the life and genius of Srinivasa Ramanujan, one of India's most celebrated mathematicians. This anecdote, more than just a mathematical curiosity, encapsulates Ramanujan's intuitive brilliance, the challenges faced by Indian talent in the colonial era, and the enduring legacy of scientific collaboration.

Srinivasa Ramanujan (1887-1920) was born in Erode, Tamil Nadu, and displayed an extraordinary, almost mystical, understanding of numbers from a young age. Largely self-taught, he developed his own theorems and formulas, often without formal proof, relying on deep intuition. His early life was marked by poverty and a lack of access to advanced mathematical literature. Despite these hurdles, his passion for mathematics remained unyielding. His attempts to gain recognition initially met with little success in India, but his letters containing complex theorems eventually reached the eminent British mathematician G.H. Hardy at Cambridge University in 1913. Recognizing the raw genius, Hardy arranged for Ramanujan to travel to England, marking a pivotal moment in the history of mathematics.

What happened: The famous anecdote involves G.H. Hardy visiting Ramanujan, who was gravely ill in a hospital in Putney, London, around 1918. Hardy, trying to make conversation, remarked that the number of his taxi, 1729, seemed a rather 'dull' number. Ramanujan, without a moment's hesitation, is said to have replied, "No, Hardy, it is a very interesting number; it is the smallest number expressible as the sum of two positive cubes in two different ways." He then immediately provided the two ways: 1^3 + 12^3 (1 + 1728) and 9^3 + 10^3 (729 + 1000). This spontaneous insight astonished Hardy, who later recounted this incident, immortalizing the number 1729 and highlighting Ramanujan's unparalleled mental agility and deep connection with numbers.

Key stakeholders in this story are primarily Srinivasa Ramanujan, whose innate genius is at the heart of the anecdote, and G.H. Hardy, who not only recognized and nurtured Ramanujan's talent but also documented and shared his contributions with the world. Their collaboration at Cambridge, though cut short by Ramanujan's illness and untimely death, led to groundbreaking work in number theory and mathematical analysis, significantly influencing the course of 20th-century mathematics.

This story matters profoundly for India. Firstly, it stands as a powerful symbol of Indian intellectual prowess and ingenuity, demonstrating that talent can emerge from any background, even in the most challenging circumstances. Ramanujan's journey inspires countless young Indians to pursue STEM fields and believe in their potential. Secondly, his legacy underscores the importance of fostering scientific temper and promoting research and innovation within the nation. The celebration of his birth anniversary on December 22 as National Mathematics Day across India is a testament to his enduring impact, encouraging mathematical literacy and appreciation among students. This aligns with the constitutional directive under Article 51A(h), which mandates every citizen to 'develop the scientific temper, humanism and the spirit of inquiry and reform.'

Historically, Ramanujan's achievements came during a period when India was under colonial rule, and opportunities for scientific research and education were limited. His success against such odds makes his story even more compelling and a source of national pride. It highlights the potential that lay untapped and the need for robust educational infrastructure to identify and nurture such talent.

In terms of future implications, Ramanujan's story continues to serve as a beacon for India's scientific and educational policies. It reinforces the need for programs that identify exceptional talent early, provide them with necessary resources, and connect them with global scientific communities. Initiatives like the National Education Policy (NEP) 2020, which emphasizes critical thinking, scientific inquiry, and interdisciplinary learning, resonate with the spirit of Ramanujan's unique approach to mathematics. Fostering a culture of research and innovation is crucial for India's progress, not just in mathematics but across all scientific disciplines, contributing to economic growth, technological advancement, and a stronger global standing. The anecdote of 1729, therefore, is not just a historical curiosity but a living testament to the power of human intellect and a continuous source of inspiration for India's scientific future.