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some time to gardening. The children had the lion's share of this work, which included digging pits, felling timber and lifting loads. This gave them ample exercise. They took delight in the work, and so they did not generally need any other exercise or games. Of course some of them, and sometimes all them, malingered and shirked. Sometimes I connived at their pranks, but often 1 was strict with them, I dare say they did not like the strictness, but I do not recollect their having resisted it. Whenever I was strict, I would, by argument, convince them that it was not right to play with one's work. The conviction would, however, be short-lived, the next moment they would again leave their work and go to play. All the same we got along, and at any rate they built up fine physiques. There was scarcely any illness on the Farm, though it must be said that good air and water and regular hours of food were not a little responsible for this.
A word about vocational training. It was my intention to teach every one of the youngsters some useful manual vocation. For this purpose Mr. Kallenbach went to a Trappist monastery and returned having learnt shoemaking. I learnt it from him and taught the art to such as were ready to take it up. Mr. Kallenbach had some experience of carpentry, and there was another inmate who knew it; so we had a small class in carpentry. Cooking almost all the youngsters knew.
All this was new to them. They had never even dreamt that they would have to learn these things some day. For generally the only training that Indian children received in South Africa was in the three R's.
On Tolstoy Farm we made it a rule that the youngsters should not be asked to do what the teachers did not do, and therefore, when they were asked to do any work, there was always a teacher co-operating and actually working with them. Hence whatever the youngsters learnt, they learnt cheerfully
Literary training and character building must be dealt with in the following chapters.
Chapter 110
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.
