Literary Training
It was seen in the last chapter how we provided for the physical training on Tolstoy Farm, and incidentally for the vocational. Though this was hardly done in a way to satisfy me, it may be claimed to have been more or less successful.
Literary training, however, was a more difficult matter. I had neither the resources nor the literary equipment necessary; and I had not the time I would have wished to devote to the subject. The physical work that I was doing used to leave me thoroughly exhausted at the end of the day, and I used to have the classes just when I was most in need of some rest. Instead, therefore, of my being fresh for the class, I could with the greatest difficulty keep myself awake. The mornings had to be devoted to work on the farm and domestic duties, so the school hours had to be kept after the midday meal. There was no other time suitable for the school.
We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well. It was also necessary to acquaint the Gujarati Hindu children with a little Samskrit and to teach all the children elementary history, geography and arithmetic.
I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during the voyages and in jail. I had not got beyond Pope’s excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words that I had learnt from contact with Mussalman friends. Of Samskrit I knew no more than I had