Rabindranath Tagore (1861-1941), the Bengalee Nobel Laureate for literature in 1913, was a poet, musician, artist, dramatist, short story writer, novelist, above all, an educator. His collected works, comprised of 29 volumes, are unique in diversity and depth. Tagore, however, dropped out of school at age 13. He argued that the typical schools could have crippled his creative growth. In order to experiment with his ideas, he opened a school in 1901 at Santiniketan, near Calcutta (India) which still bears his legacy. His initial plan was to lead students to be educated persons growing in, around, and with nature. The nature, he emphasized, facilitates the conducive atmosphere for learning. Methods: Tagore's educational writings and his other works overlap. His poems, parodies, short stories, or dance dramas have direct implication for educational theory and practice. However, I have selected his autobiographies, children's literature, lectures, essays, and educational works for this study. 1. In his two autobiographies, Tagore frequently referred to how his childhood experiences helped shape his educational views. I have explained how his ideas emerged out of his painful school experiences. 2. His children's literature reflects his insights about child's nature. I have interpreted his poems and stories as a framework for his theory. 3. I have analyzed his views about the educated person in the spirit of how he practiced his own methods. 4. The paper will be supplemented by pictures and art works of Tagore, and reflections of the distinguished teachers and students of his institution. Results: In his Hibbert Lectures in Oxford in 1930, the 69-year-old Tagore reflected about the growth of his philosophy of education as the growth of his own life. The schooling should be geared toward helping grow the educated person. Such a person is creative, productive, and appreciates the heritage. In Tagore's school, the curriculum included literature, music, painting, dance, drama, and basic science. Students were also encouraged to make handicrafts, publish in magazines, and to pursue their own interests through social interaction. The students, as a way of life, observed brahmacariyya that refers to using hard bed, eating natural food, and wearing simple clothing. The simple life style, Tagore articulated, help foster the educated mind through developing creative, humane, and self-reliant qualities. Students need a role model who can inspire and guide them. In order to fulfill that need, Tagore personally picked the articulate, informal, interactive, and scholarly teachers. Many artists, filmmakers, economists, scientists, philosophers, musicians, and political leaders in India and Bangladesh were directly or indirectly associated with his institution. Educating the educated person is the essence of Tagore's philosophy of education. An educated person is creative and productive; an educated person keeps an intimate touch with nature; he or she is very articulate in oral, written, or nonverbal communication; she or she lives a simple, satisfied life. Tagore's own life and works are the reflections of his philosophy of education. Educational Implications: Rabindranath Tagore's educational theory and practice may stimulate further dialogues about the education of the whole person, the complete person, the educated person from a cross- cultural perspective. His ideas also have implications for children's literature, environmental education, and teacher education. Note: visva-bharati.com (the web site of Visva Bharati, the university Tagore founded in 1921, contains detailed information about the life, works, and legacy of Tagore)