“Lebe, als würdest Du morgen sterben und lerne, als ob Du ewig leben würdest.”

“Gift of life is the greatest of all gifts;”

“Human beings, who are almost unique in having the ability to learn from the experience of others, are also remarkable for their apparent disinclination to do so. You must not lose faith in humanity. Humanity is an ocean if a few drops of the ocean are dirty, the ocean does not become dirty.”

“A policy is a temporary creed liable to be changed, but while it holds good it has got to be pursued with apostolic zeal.”

“Kepuasan sebenarnya terletak dalam usaha yang kita lakukan bukan dalam pencapaiannya.”

“Effort is within man’s control, not the fruit thereof.”

“Words like aparigraha (non-possession) and samabhava (equability) gripped me. How to cultivate and preserve that equability was the question. How was one to treat alike insulting, insolent and corrupt officials, co-workers of yesterday raising meaningless opposition, and men who had always been good to one? How was one to divest oneself of all possessions? Was not the body itself possession enough? Were not wife and children possessions? Was I to destroy all the cupboards of books I had? Was I to give up all I had and follow Him? Straight came the answer: I could not follow Him unless I gave up all I had.”

“Each one has to find his peace from within. And peace to be real must be unaffected by outside circumstances.”

“That service is the noblest which is rendered for its own sake.”

“The Mahabharata was not composed with the aim of describing a battle. The description of the battle serves only as a pretext.”

“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 simply want to tell the story of my numerous experiments with Truth, and as my life consists of nothing but those experiments; it is true that the story will take the shape of an autobiography.”

“I have nothing new to teach the world. Truth and non-violence are as old as the hills. All I have done is to try experiments in both on as vast a scale as I could.”

“There is an incident which occurred at the examination during my first year at the high school and which is worth recording. Mr. Giles, the Educational Inspector, had come on a visit of inspection. He had set us five words to write as a spelling exercise. One of the words was 'kettle'. I had mis-spelt it. The teacher tried to prompt me with the point of his boot, but I would not be prompted. It was beyond me to see that he wanted me to copy the spelling from my neighbour's slate, for I had thought that the teacher was there to supervise us against copying. The result was that all the boys, except myself, were found to have spelt every word correctly. Only I had been stupid. The teacher tried later to bring this stupidity home to me, but without effect. I never could learn the art of 'copying'. ”

“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.”