scrupulously observed. I saw that, by dint of his love, knowledge and perseverance, he had made his fragrance felt in the whole of Shantiniketan.
Andrews was there, and also Pearson. Amongst the Bengali teachers with whom we came in fairly close contact were Jagadanandbabu, Nepalbabu, Santoshbabu, Kshitimohanbabu, Nagenbabu, Sharadbabu and Kalibabu.
As is my wont, I quickly mixed with the teachers and students, and engaged them in a discussion on self-help. I put it to the teachers that, if they and the boys dispensed with the services of paid cooks and cooked their food themselves, it would enable the teachers to control the kitchen from the point of view of the boys’ physical and moral health, and it would afford to the students an object-lesson in self-help. One or two of them were inclined to shake their heads. Some of them strongly approved of the proposal. The boys welcomed it, if only because of their instinctive taste for novelty. So we launched the experiment. When I invited the Poet to express his opinion, he said that he did not mind it provided the teachers were favourable. To the boys he said, “The experiment contains the key to swaraj.”
Pearson began to wear away his body in making the experiment a success. He threw himself into it with zest. A batch was formed to cut vegetables, another to clean the grain, and so on. Nagenbabu and others undertook to see to the sanitary cleaning of the kitchen and its surroundings. It was a delight to me to see them working spade in hand.
But it was too much to expect the hundred and twenty-five boys with their teachers to take to this work of physical labour like ducks to water. There used to be daily discussions. Some began early to show fatigue. But Pearson was not the man to be tired. One would always find him with his smiling face doing something or other in or about the kitchen.