Abstract
This essay explores Tagore’s imagination of the child as a national subject through a consideration of his writings on childhood, authority and the free individual in colonial society, and memoirs of his own childhood. Rabindranath rejected, to a considerable extent, the authority of the father as it existed in contemporary bhadralok society. Simultaneously, he rejected the models of schooling and institutionalization, imported from Europe, that threatened native paternalism in some respects, but were aligned with it in others. He put forward, instead, a theory of child-rearing and education that emphasized a freedom that was restrained by a reformulation of nature and society and by love—including love of authority itself. The new Indian child that he imagined embraced the wildness of pedagogies that were identified with England, submitted to ideals (although not necessarily forms) of discipline that could be identified with India, and emerged as free: Indian but not orthodox, modern but not mimic, liberated and individual but also reassuringly social.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
The choice would become increasingly firm. ‘What you call a patriot, that I am not,’ he wrote in 1938 (Char Adhyay, 63).
- 2.
On bhakti as a cultural phenomenon, see Ramanujan (1973).
- 3.
In this respect, Santiniketan was within the existing trajectory of the colonial-Indian boarding school, which was based on a dissatisfaction with native domesticity. Sen, Colonial Childhoods, Chap. 5.
- 4.
‘The place you’ve assigned me, calling it a country—which… is nothing but a country of your band’s own make—(is) nothing but a cage to me. My natural powers do not find full scope in it; they are becoming unhealthy and perverted. My wings have been clipped, my limbs shackled.’ RT, Char Adhyay, 38.
Bibliography
Bose, P. (2003). Organizing empire: Individualism, collective agency and India. Durham: Duke University Press.
Chakrabarty, D. (2007). Provincializing Europe: Postcolonial thought and historical difference. Princeton: Princeton University Press.
Foucault, M. (1990). The history of sexuality (Vol. 1). New York: Vintage Books.
Ramanujan, A. K. (1973). Speaking of Siva. London: Penguin.
Sen, S. (2004). A juvenile periphery: Geographies of childhood in colonial Bengal. Journal of Colonialism and Colonial History, 5, 1.
Sen, S. (2005). Colonial childhoods: The juvenile periphery of India, 1860–1945. London: Anthem Press.
Sen, S. (2007). Anarchies of youth: The Oaten affair and colonial Bengal. Studies in History, 23, 2.
Sinha, M. (1995). Colonial masculinity: The ‘Manly Englishman’ and the ‘Effeminate Bengali’ in the late nineteenth century. Manchester: Manchester University Press.
Tagore, R. (1938). Char adhyay. Calcutta: Visva-Bharati Press.
Tagore, R. (1940). Chhelebela. Calcutta: Visva-Bharati Press.
Tagore, R. (1961a). Jibansmriti. Calcutta: Visva-Bharati Press.
Tagore, R. (1961b). Santiniketan. Calcutta: Visva-Bharati Press.
Tagore, R. (2002). Gora. Delhi: Rupa.
Zehfuss, M. (2007). Wounds of memory: The politics of war in Germany. Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer India
About this chapter
Cite this chapter
Sen, S. (2015). Remembering Robi: Childhood, Freedom and Rabindranath Tagore. In: Banerji, D. (eds) Rabindranath Tagore in the 21st Century. Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures, vol 7. Springer, New Delhi. https://doi.org/10.1007/978-81-322-2038-1_9
Download citation
DOI: https://doi.org/10.1007/978-81-322-2038-1_9
Published:
Publisher Name: Springer, New Delhi
Print ISBN: 978-81-322-2037-4
Online ISBN: 978-81-322-2038-1
eBook Packages: Humanities, Social Sciences and LawPhilosophy and Religion (R0)