Itfocussedonly on Tagore's stories written in the 1890s.

Some of Rabindranath's short storiesreceivedstrong criticism when they first appeared.

EdwardThompson wasan English poet and critic having long association with Rabindranathanda number of other luminaries of Bengali culture such as the philosopher Brojendranath Seal, the artist Abanindranath Tagore, and PrasantaMahalanobis, thescientist.

This work attempts to capture the whole range ofRabindranath'sshort stories by selecting 26 of them, starting from , writtenin his early 20's and beautifully translated by Supriya Chaudhuri, toThe , a remarkable story written in the last year of his lifeand , first published years after hisdeath.

I invited thinkers and scholars from foreign lands to let our boys know how easy it is to realise our common fellowship, when we deal with those who are great, and that it is the puny who with their petty vanities set up barriers between man and man. (Rabindranath Tagore 1929: 73-74)

This book also discusses Edward Thompson's roleinthe translations of Tagore's stories.

Rabindranath Tagore, by his efforts and achievements, is part of a global network of pioneering educators, such as Rousseau, Pestalozzi, Froebel, Montessori and Dewey–and in the contemporary context, Malcolm Knowles–who have striven to create non-authoritarian learning systems appropriate to their respective surroundings. In a poem that expresses Tagore’s goals for international education, he writes:

Tagore, Rabindranath (1961) . Boston: Beacon Press.

Tagore’s educational efforts were ground-breaking in many areas. He was one of the first in India to argue for a humane educational system that was in touch with the environment and aimed at overall development of the personality. Santiniketan became a model for vernacular instruction and the development of Bengali textbooks; as well, it offered one of the earliest coeducational programs in South Asia. The establishment of Visva-Bharati and Sriniketan led to pioneering efforts in many directions, including models for distinctively Indian higher education and mass education, as well as pan-Asian and global cultural exchange.

Tagore Rabindranath. (1922) London: Macmillan & Co.

Tagore, Rabindranath (1980) . Translated by Indu Dutt. Bombay: Jaico Publishing House

Rabindranath himself weakened some of hispowerfulstories in translation by leaving out details of Indianlife that he thought would be too foreign to non-Indian readers.

Tagore, Rabindranath (1917) . London: Macmillan & Co.

As well as growing up in a household that was the meeting place for leading artists and intellectuals from India and the West, Rabindranath had a further experience which was unusual for someone of his upbringing. In the 1890s, he was put in charge of the family’s rural properties in East Bengal. His first experiments in adult education were carried out there as he gradually became aware of the acute material and cultural poverty that permeated the villages, as well as the great divide between the uneducated rural areas and the city elites. His experiences made him determined to do something about rural uplift, and later at Santiniketan, students and teachers were involved with literacy training and social work and the promotion of cooperative schemes. As an alternative to the existing forms of education, he started a small school at Santiniketan in 1901 that developed into a university and rural reconstruction centre, where he tried to develop an alternative model of education that stemmed from his own learning experiences.

Selected Short Stories - Rabindranath Tagore - Google …

Rabindranath Tagore (1861-1941), Asia’s first Nobel Laureate, was born into a prominent Calcutta family known for its socio-religious and cultural innovations during the 19th Bengal Renaissance. The profound social and cultural involvement of his family would later play a strong role in the formulation of Rabindranath’s educational priorities. His grandfather Dwarkanath was involved in supporting medical facilities, educational institutions and the arts, and he fought for religious and social reform and the establishment of a free press. His father was also a leader in social and religious reform, who encouraged a multi-cultural exchange in the family mansion Jorasanko. Within the joint family, Rabindranath’s thirteen brothers and sisters were mathematicians, journalists, novelists, musicians, artists. His cousins, who shared the family mansion, were leaders in theatre, science and a new art movement.

Rabindranath Tagore - Biographical - Nobel Prize

Rabindranath composed his first poem at age eight, and by the end of his life, had written over twenty-five volumes of poetry, fifteen plays, ninety short stories, eleven novels, thirteen volumes of essays, initiated and edited various journals, prepared Bengali textbooks, kept up a correspondence involving thousands of letters, composed over two thousand songs; and – after the age of seventy – created more than two thousand pictures and sketches. He dedicated forty years of his life to his educational institution at Santiniketan, West Bengal. Rabindranath’s school contained a children’s school as well as a university known as Visva-Bharati and a rural education Centre known as Sriniketan.

Rabindranath Tagore ..

Rabindranath did not write a central educational treatise, and his ideas must be gleaned through his various writings and educational experiments at Santiniketan In general, he envisioned an education that was deeply rooted in one’s immediate surroundings but connected to the cultures of the wider world, predicated upon pleasurable learning and individualized to the personality of the child. He felt that a curriculum should revolve organically around nature with classes held in the open air under the trees to provide for a spontaneous appreciation of the fluidity of the plant and animal kingdoms, and seasonal changes. Children sat on hand-woven mats beneath the trees, which they were allowed to climb and run beneath between classes. Nature walks and excursions were a part of the curriculum and students were encouraged to follow the life cycles of insects, birds and plants. Class schedules were made flexible to allow for shifts in the weather or special attention to natural phenomena, and seasonal festivals were created for the children by Tagore. In an essay entitled “A Poet’s School,” he emphasizes the importance of an empathetic sense of interconnectedness with the surrounding world: