“Nothing has saddened me so much in life as the hardness of heart of educated people.”

“It's the action, not the fruit of the action, that's important. You have to do the right thing. It may not be in your power, may not be in your time, that there'll be any fruit. But that doesn't mean you stop doing the right thing. You may never know what results come from your action. But if you do nothing, there will be no result.”

“When the fear of jail disappears, repression puts heart into the people.”

“The person who has the throne will not covet a position of civil or police authority.”

“I read with interest Max Muller’s book, India—What Can It Teach Us? and the translation of the Upanishads published by the Theosophical Society. All this enhanced my regard for Hinduism, and its beauties began to grow upon me. It did not, however, prejudice me against other religions.”

“My experience has shown me that we win justice quickest by rendering justice to the other party.”

“I have always felt that the true text-book for the pupil is his teacher”

“Si on persiste à se fourvoyer dans une mauvaise voie on est sûr de ne jamais atteindre sa destination.”

“An eye for an eye only ends up making the whole world blind.”

“I believe in the Hindu theory of Guru and his importance in spiritual realisation. I think there is a great deal of truth in the doctrine that true knowledge is impossible without a Guru.”

“understood more clearly in the light of the Gita teaching the implication of the word ‘trustee’.”

“Satisfaction lies in the effort, not in the attainment. Full effort is full victory.”

“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.”

“I have been known as a crank, faddist, madman. Evidently the reputation is well deserved. For wherever I go, I draw to myself cranks, faddists, and madmen.”

“A man is but the product of his thoughts. What he thinks, he becomes.”