International Journal of Research in Humanities and Social Studies Volume 5, Issue 6, 2018, PP 64-70 ISSN 2394-6288 (Print) & ISSN 2394-6296 (Online) Tagore’s Brahmacharyasram: Is it Just a Way to Bridge the Gap between Theory & Practice in Modern Indian Educational System Dr. Debashri Banerjee Assistant Professor& Head of the Department, Department of Philosophy, C.R.P. College, West Bengal *Corresponding Author: Dr. Debashri Banerjee, Assistant Professor& Head of the Department, Department of Philosophy, C.R.P. College, West Bengal ABSTRACT Tagore’s Brahmacharyasram (later known as Shantiniketan) is a famous place where he advocated giving the students proper education under the open air. It is quite similar with the ancient India’s Tol and Chatuspathi system. In this dissertation I want to focus upon the hidden causes behind the establishment of Brahmacharyasram. In the thoughts of the critics, Brahmacharyasram was established just to help the National self-help agenda taken by Indian politicians of that time and to throw a challenge to the British administrative power after the Bengal Partition conspiracy in 1905. But in this article I want to show Tagore’s Brahmacharyasram was his dream project where in one hand he wanted to help the poor villager’s wage-earning procedure by establishing Sriniketan; there on the other hand he tried to set a new educational goal, different from the on-going British system of education, to be achieved by the young pupils of Visva-Bharati. Tagore’s Shantiniketan attains both these two goals successfully and seems necessary for the advancement of National system of Education after 1905 in Bengal and also in India. Keywords: Brahmacharyasram, Shantiniketan, Sriniketan, National Self-Help program, Tagore. INTRODUCTION atmosphere, mutual hate and distrust surrounds the entire atmosphere of our educational fields. Brahmacharyasram [later became famous in the How could we get rid of that? In its answer we name of Shantiniketan] was conceived as the have to go back to Vedas and Tagore. dream of Tagore where in the natural atmosphere of Gurukula the students obtain the TEACHER-STUDENT RELATIONSHIP IN opportunity to gather knowledge. His notion of VEDAS education is influenced by that of the Vedic Ṛṣis. In the Vedas, the mutual relationship between In Veda, this type of Gūrukula Sikṣa is teacher and student can be outlined in such a encouraged where the mutual bond between teacher and students are naturally bound to be brief form increased. The students have to follow the Mutual trust for each others; teacher even if he is wrong or partial. The example could be drawn from Mahabharata, Sradhha or Devotion to the master; Eklavya and Karna, none of these two as Acceptance of his words without students got the opportunity to please their questioning; Gurus; but none of them even dare to complain against their teachers, respectively Dhrona and Showing Respect to the teacher etc. Parashuram. It seems quite amazing when from Main Problem to be Discussed newspapers we learn that in 21st century India, Unfortunately all of these qualities are lacking the students even do not hesitate to hit their st masters so brutally that can bring instant death in students of the 21 century. Most of them are immediately. The example of Bhopal and so impatience to receive the Degrees that they Chennai is much recent among them. In this never dare to use wrong ways. They even kill their teachers brutally for suspending, expelling International Journal of Research in Humanities and Social Studies V5 ●I6 ●2018 64 Tagore’s Brahmacharyasram: Is it Just a Way to Bridge the Gap between Theory & Practice in Modern Indian Educational System or just for punishing them. Where are we going? economic condition’ 1 . For giving education Are we going towards the end of the century or among villagers, Sriniketan was divided into towards the end of teacher-student relationship? various departments, e.g. agricultural In this present article, I would like to cite the department, industrial department, educational true and superb examples drawn from Tagore department, rural reconstruction department and and his relation with the pupil in Shanti-Niketan. samavaya. The foundation of Shiksha-Satra Our main focus in this article is upon searching served as a means of not only earning livelihood for the true reason behind the establishment of of these poor villagers, but also to equip them Visva-Bharati or Shanti-Niketan (formerly the necessary training for the improvement of Brahmacharyasram). Is its establishment just a the rural Bengal. demand for the National Self-Help program of Tagorean Rural Reconstruction Model that time India or there is any broader necessity felt by Tagore? We can find out the Rural Reconstruction model in several writings of Tagore. His familiarity Tagore on Brahmacharyasram: was as a renowned poet, but he was also It was plainly thought that Tagore was so much considered as one of the pioneer of rural concerned with the conditions of the poor development program. He started rural people residing within his own territory and also reconstruction project at Sriniketan in 1921 for all those of entire Bengal. So the basic aim aiming to make villagers self-reliant and able to of establishing Brahmacharyasram (later known use all rural resources fully. Tagore realized that as Shantiniketan) was included within this fact. this problem of rural reconstruction were Before going to discovering the causes of manifold and it was co-related with health, establishing Shantiniketan, let us at first start to economy, education etc. essential parts, and discover the reasons hidden behind the these parts are as well as inter-linked with each establishment of Sriniketan (a part of other. The objectives of the program, in the Shantiniketan). words of Elmhirst depicted as follows – ‘from the outset, we had two main objectives, to Among most contemporary Indian political survey the economic, social and scientific needs thinkers, mainly Tagore and Gandhi became of the cultivator in his home, village and fields, quite related with the daily life-style of poor and secondly to carry out our own laboratory villagers. And thus both of them wanted to uplift experiments in health, education, craft, India from the core of it, i.e. the villages. As a cultivation and animal husbandry’ 2 . Zamindar of East Bengal, Tagore had to spend Accordingly Tagore laid emphasis on most of his life in the rural Bengal and here he economical background of villagers. Regarding became indulged with the daily pleasure-Pain economic development Tagore’s aspiration was experiences of the villagers. His short stories to make the peasants self-developed and he truly depict the true picture of his indulgence with the realized that economic advancement should be rural Bengal. Hence it was quite natural for him done on the scientific ground. In this procedure, to think for the rural upliftment. he considered education as one of the important He stressed upon the wage-earning facility for corollaries, because the educational the poor villagers. Though he did not admit that development of rural children remains as the education is a means of earning bread alone, but foundation of the rural reconstruction program. he admitted that as an intimate part of any sound Without proper education nobody can be able to educational system. In 1922, the Palli realize the essentiality of the village Sangathan Bibhag was made by him, which was reconstruction procedure. And the village renamed as Sriniketan in 1923. T. N. Ganguli welfare department of the institute [Sriniketan] discovered from ‘The Bulletin of Visva-Bharati’ from the very beginning took the program of that ‘The objective of Sriniketan is to bring back health and sanitation in the surrounding villages. life in its completeness into the villages making In the year 1929, the institute treated 6760 their self-reliant and self-respectful, acquired with the cultural standard of their own country and competed to make an efficient use of modern resources for the improvement of their 1 Gangopadhyaya, T., p. 86 (the villagers) physical, intellectual and 2 Elmhirst, Leonard K., Poet and Plowman, Santiniketan: Calcutta, 1961, p. 582 65 International Journal of Research in Humanities and Social Studies V5 ●I6 ●2018 Tagore’s Brahmacharyasram: Is it Just a Way to Bridge the Gap between Theory & Practice in Modern Indian Educational System patients. 3 Tagore firmly believed that poverty, purpose of Gandhi’s creation of Village disease, depopulation, joylessness and Government. backwardness of rural area could be removed In this above context we can discover the only through co-operative efforts of village enormous similarity of Gandhian thought with reconstruction. In this regard, we can discover that of Sri Aurobindo. Actually Gandhi gave his theory is quite bit similar with that of much more practical explanation of how to Gandhi. reconstruct a village thoroughly. Gandhi vividly Gandhi vs. Tagore on Village Reconstruction demonstrated the true nature of self-sufficient village communities by mentioning – ‘My Actually Gandhi gave practical explanation of [Gandhi’s] idea of village Swaraj is that it is a how to reconstruct a village thoroughly. Gandhi complete republic….Thus every village’s first vividly demonstrated the true nature of self- concern will be to grow its own food crops and sufficient village communities by mentioning – cotton for its cloth. It should have a reserve for ‘My [Gandhi’s] idea of village Swaraj is that it its cattle, recreation and playground for adults is a complete republic….Thus every village’s and children. Then if there is more land first concern will be to grow its own food crops available, it will grow useful money crops, thus and cotton for its cloth. It should have a reserve excluding Ganja, tobacco, opium and the like. for its cattle, recreation and playground for The village will maintain a village theatre, adults and children.