Rabindranath Tagore's role in the innovation of educational ideas has been eclipsed by his fame as a poet. He was a pioneer in the field of education. For the last forty years of his life he was content to be a schoolmaster in humble rural surroundings, even when he had achieved fame such as no Indian had known before. He was one of the first, in India, to think out for himself and put in practice principles of education which have now become commonplace of educational theory, if not yet of practice.

Today we all know that what the child imbibes at home and in school is far more important than what he studies at college, that the teaching is more easily and naturally communicated through the child's mother-tongue than through an alien medium, that learning through activity is more real than through the written word, that wholesome education consists in training of all the senses along with the mind instead of cramming the brain with memorized knowledge, that culture is something much more than academic knowledge. But few of Rabindranath's countrymen took notice of him when he made his first experiments in education in 1901 with less than half a dozen pupils. A poet's whim, thought most of them. Even today few of his countrymen understand the significance of these principles in their national life. The schoolmaster is still the most neglected member of our community, despite the fact that Rabindranath attached more merit to what he taught to children in his school than to the Hibbert lectures he delivered before the distinguished audience at Oxfoard.

Mahatma Gandhi adopted the scheme of teaching through crafts many years after Rabindranath had worked it out at Santiniketan. In fact the Mahatma imported his first teachers for his basic School from Santiniketan.
If Rabindranath had done nothing else, what he did at Santiniketan and Sriniketan would be sufficient to rank him as one of the India's greatest nation-builders.

With the years, Rabindranath had won the world and the world in turn had won him. He sought his home everywhere in the world and would bring the world to his home. And so the little school for children at Santiniketan became a world university, Visva-Bharati, a centre for Indian Culture, a seminary for Eastern Studies and a meeting-place of the East and West. The poet selected for its motto an ancient Sanskrit verse, Yatra visvam bhavatieka nidam, which means, "Where the whole world meets in a single nest."

"Visva-Bharati", he declared, " represents India where she has her wealth of mind which is for all. Visva-Bharati acknowledges India's obligation to offer to others the hospitality of her best culture and India's right to accept from others their best."

In 1940 a year before he died, he put a letter in Gandhi's hand,
"Visva-Bharati is like a vessel which is carrying the cargo of my life's best treasure , and I hope it may claim special care from my countrymen for its preservation."


S.K.Rahmath said...

This article is highly informative.


Contact between House of the Tagores and the Family of Sir Asutosh Mookerjee, two most important families contributing through the ideas of reform and reorganization of education system in Bengal, constitutes the basic content of the work. The long history of the relationship between Rabindra Nath – Asutosh – Syama Prasad, which is a part of the growth and change of Visva Bharati and Calacutta University is reflected through research. From the first decade of the 20th Century, education system became one of the main pillars of nationalism; the trend was reflected in the ideas, ideology in the working of Santiniketan, Calcutta University and National Council of Education and other related institutions of the time...

To know more about Tagore's educational visions read this book.

Samudra-Himadrir Mahasangame : Thakurbari-Ashutosh-Paribar Sanjog