"The curriculum of the girl’s school should be vernacular, needlework and sanitation...teaching women amounted to the loss of nationality... English education had de-womanizing impact on women by denying them a happy worldly life...hurt the sentiments of the Hindus…teaching Hindu women to read English would ruin their precious traditional virtues and would make them immoral and subordinate."

“Belief in the Vedas, many means, no strict rule for worship: these are the features of the Hindu religion.”

“You can never give the Musalmans too much.”

“Interiorizing this notion, Tilak then went on to develop fanciful interpretations of Vedic verses to make them fit the scenario of a non-Indian, indeed Arctic setting of the oldest layer of Vedic literature. Perfectly innocuous verses about the dawn or the seasons, always read in their natural meaning by one or two hundred generations of Brahmins, were suddenly contrived to reveal references to the Arctic. It is this highly artificial and untraditional reading of the Vedic hymns which became and remains the sheet-anchor of Aryan invasion lore in European far-rightist and new-rightist circles. Tilak was no authority on Indo-European expansion history...”

“Lack of rain indeed causes famine but it is also true that the people of India have not the strength to fight evil. The poverty of India is wholly due to the present rule. India is being bled till only the skeleton remains…all the vitality of the people is being sapped and we are left in an emaciated state of slavery.”

“Progress is implied in independence. Without self-government neither industrial progress is possible, nor the educational scheme will be useful to the nation…To make efforts for India’s freedom is more important than social reforms.”

“Swaraj is my birthright, and I shall have it!”