T
agore’s education was an unusual one. Admitted to the Normal School at a ‘tender age’, he was deeply unhappy there, and was mainly educated at home by tutors. His least favourite lesson was English, and he pokes fun at the language in
Jiban Smriti, his memoirs: ‘Providence, out of pity of mankind, has instilled a soporific charm into all tedious things. No sooner did our English lessons begin than our heads began to nod.’ Later, in 1878, when his first book of songs appeared, he would go to England to study law, attend lectures for a few months at University College London, travel through the country and observe English culture (his remarks on Western music are particularly interesting) with a mixture of empathy and resistance, and finally return to Calcutta in 1880, without a degree. Tagore, like Kipling, his younger contemporary, was secretly traumatised by what Foucault called the ‘disciplinarian’ society: the cluster of institutions comprising schools, universities, hospitals, prisons. The trauma, strangely, ended up making Kipling an official spokesman for the disciplinarian society; but Tagore always remained ill-at-ease in it. Not just his opposition to imperial England, but his suspicion of nationalism and the nation-state seem to derive from it; as does his fanciful experiment in a more open and relaxed form of learning in a place he wistfully chose to name ‘Shantiniketan’. From childhood onward, Tagore had been looking out of windows and partitions; the word ‘
khancha’, or ‘cage’, recurs in the songs and poems, as do the possibilities and avenues of egress that victims of a disciplinarian society fantasise about - ‘
batayan’ or window; ‘
kholo dwar’, the exhortation to open doors; the famous speculation at the end of a poem about the flight of wild geese, ‘
hethha noi, hethha noi, onno kothhay’, ‘not here, not here, but elsewhere’.