“Make a change of your steps when necessary. “Status quo” is the court room where change is kept on trial for long, delaying the verdict. Make a change and achieve your dreams. Rule your case with victory.”
“For we are not wrestling with flesh and blood [contending only with physical opponents], but against the despotisms, against the powers, against [the master spirits who are] the world rulers of this present darkness, against the spirit forces of wickedness in the heavenly (supernatural) sphere. —EPHESIANS 6:12”
“When leaders learn and live good values, they make themselves more valuable and lift the value of other people. That is the foundation of positive leadership.”
“At every moment we have to decide whether a particular action will serve the atman or the body. We cannot, however, break open the cage of the body, and so we must simultaneously follow vidya and avidya, of knowledge and ignorance.”
“Leaders know the great deal of productivity that comes out of a strong self-esteem. They help others to develop this esteem so that productivity can increase.”
“The sight of the huge world put mad ideas into me, as if I could wander away, wander forever, see strange and beautiful things, one after the other to the world's end.”
“Children inherit the qualities of the parents, no less than their physical features. Environment does play an important part, but the original capital on which a child starts in life is inherited from its ancestors. I have also seen children successfully surmounting the effects of an evil inheritance. That is due to purity being an inherent attribute of the soul.
Polak and I had often very heated discussions about the desirability or otherwise of giving the children an English education. It has always been my conviction that Indian parents who train their children to think and talk in English from their infancy betray their children and their country. They deprive them of the spiritual and social heritage of the nation, and render them to that extent unfit for the service of the country. Having these convictions, I made a point of always talking to my children in Gujarati. Polak never liked this. He thought I was spoiling their future. He contended, with all the vigour and love at his command, that, if children were to learn a universal language like English from their infancy, they would easily gain considerable advantage over others in the race of life. He failed to convince me. I do not now remember whether I convinced him of the correctness of my attitude, or whether he gave me up as too obstinate. This happened about twenty years ago, and my convictions have only deepened with experience. Though my sons have suffered for want of full literary education, the knowledge of the mother-tongue that they naturally acquired has been all to their and the country’s good, inasmuch as they do not appear the foreigners they would otherwise have appeared. They naturally became bilingual, speaking and writing English with fair ease, because of daily contact with a large circle of English friends, and because of their stay in a country where English was the chief language spoken.”
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