Loreto College

Date: 11th January, 2026
Venue: Jorasanko Thakur Bari, Kolkata

Introduction
On 11th January, 2026, the following students—Debasmita Dutta, Disha Ganguly, Nilaya Das, Rajanya Roy, Shreya Banik, and Sneha Nandy—from Semester I of the Department of B.Ed., Loreto College, participated in the programme, undertook an educational field trip to Jorasanko Thakur Bari, the ancestral home of the Tagore family and an important cultural and historical landmark of Bengal. The visit was planned with the objective of gaining first-hand exposure to India’s rich cultural heritage and understanding the life, works, and influences of Rabindranath Tagore. The field trip served as an enriching learning experience, allowing students to connect theoretical knowledge with lived history through direct observation and reflection.

Visit Proceedings
The group assembled at Jorasanko Thakur Bari at around 1:30 p.m. Upon arrival, we were provided with a special student concession on the entry tickets. Clear instructions were given regarding photography—photographs were permitted only in the garden and entrance areas, while photography inside the museum was strictly prohibited. Therefore, documentation photographs were taken using a single mobile device in the permitted areas. After entering the premises, we spent time exploring the beautifully maintained garden, basking in the gentle winter sunlight and appreciating the architectural finesse of the heritage structure. The exterior architecture, with its symmetry, open courtyards, and artistic detailing, reflected the cultural ethos of the Tagore household. We also visited the interior quarters, including the Thakur Dalān, where inscriptions and symbolic elements such as the prominent ‘Om’ sign were observed and documented. Before entering the museum section, we were required to remove our footwear, following traditional norms. Inside the museum, we first entered the dining area, which showcased a unique fusion of architectural styles, notably reflecting Japanese influences. The low dining arrangement and interior design highlighted Tagore’s openness to global cultures. The space was adorned with paintings and visual narratives depicting Tagore’s life, including images of Rabindranath Tagore during Jamai Shasthi celebrations at his in-laws’ house. The visit continued through a gallery of photographs, followed by Mrinalini Devi’s kitchen, a significant space within Thakurbari. The kitchen displayed traditional cooking arrangements, stoves, and utensils, all carefully preserved and renovated, offering insight into domestic life during that period. We then visited Tagore’s dressing room, where we observed a costume gifted to him by an Arab prince, symbolizing his international recognition and connections.
One of the most moving parts of the visit was the room where Rabindranath Tagore spent his final moments. The walls displayed prominent quotations by him, evoking reflection on his philosophy, life, and contributions. Informational boards placed throughout the museum provided detailed documentation about his declining health, final years, last words, and the historic surgical operation conducted on the veranda of Thakur Bari by eminent doctors and surgeons such as Dr. Nil Ratan Sircar and Dr. Bidhan Chandra Roy. Additionally, we also explored several art galleries that showcased paintings not only by eminent members of the Tagore family but also artworks created by Rabindranath Tagore himself. Works by renowned artists such as Nandalal Bose and Jamini Roy were also displayed, reflecting the artistic richness of the period. The visit further included a visit to Tagore’s birth room, which provided a glimpse into the simplicity and arrangement of the space where he was born. There was a well-designed informational board that outlined the entire family tree of the Thakur Bari, and we spent a considerable amount of time examining it to understand the relationships between the various family members. Most importantly, it also highlighted a special room that showcased the educational achievements of Rabindranath Tagore’s niece.
Additionally, we visited rooms representing different cultural influences on Tagore’s life and thought, including the Japanese, Chinese, American, Hungarian, and Thai rooms. These sections highlighted his global outlook and interactions with diverse cultures. An interactive element was observed particularly in the Hungarian room, where rotating panels could be aligned to complete a visual frame, making the museum experience engaging and participatory.

Key Observations
• The field trip offered insights into several important aspects of Rabindranath Tagore’s life and legacy:
• Cultural Synthesis: The influence of multiple global cultures on Tagore’s thought, art, and lifestyle.
• Artistic Excellence: Exposure to paintings, sculptures, and creative expressions by Tagore and his contemporaries.
• Historical Awareness: Understanding the personal, social, and historical contexts that shaped Tagore’s literary and philosophical contributions.

Conclusion
The field trip to Jorasanko Thakur Bari was an intellectually stimulating and culturally enriching experience. It provided students with a deeper understanding of Rabindranath Tagore’s life, values, and enduring legacy. The visit successfully bridged the gap between history, culture, and education, leaving the group with lasting impressions and meaningful learning. Overall, the field trip reinforced the importance of experiential learning and fostered a greater appreciation for India’s cultural heritage.

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