What we deplore is not that the gate of western knowledge was thrown open to Indians, but that such knowledge was imported to India at the sacrifice … - Shyama Prasad Mukherjee

Political and social justice requires, not the disintegration of a country and destruction or humiliation of a class which shows initiative, intelligence and drive, but equality of opportunity for all, genuine freedom for self-fulfilment, in which all men irrespective of caste or creed may share.

It has often been asserted that the polytheistic Hindu failed to establish a spiritual kinship with the monotheistic Muslim who held much that is Indian in scorn and still seeks his spiritual inspiration abroad. How can we say that India ignored the teachings of Islam when we find saints like Nanak and Chaitanya, Namdev and Tukaram, preaching the brotherhood of man and the futility of caste in matters spiritual? Although attempts on Hindu culture and institutions fill the pages of Indian history, how can we assert that Muslims ignored the appeal of Hindu culture when we find Muhammad Jayasi weaving a beautiful romance to illustrate the teachings of Hindu philosophy, when we read the simple devotional hymns of Kabir and Sheikh Farid, who refused to recognise the barriers of caste and creed on the high road to God’s kingdom? “Utter not one disagreeable word,” said Farid, “since the true lord is in all men. Distress no one’s heart for every heart is a precious jewel.” In the same strain did Kabir proclaim, “There is the same God for the Hindu as for the Muslim.” A rejuvenated India found an Akbar to put an end to political chaos and social disharmony and a Shah Jahan to dream a dream in marble the like of which is not to be met in the world.

In India also, for century, education imparted through the medium of a foreign language has unduly dominated its academic life and it has now produced a class of men who are unconsciously so denationalised that any far reaching proposal for the recognition of the Indian languages as the vehicle of teaching and examination up to the highest University stage is either ridiculed as impossible or branded as reactionary. But I plead earnestly for the acceptance of this fundamental principle not on account of any blind adherence to things that I claim as my own but out of a firm conviction that the fullest development of the mind of a learner is possible only by this natural approach and also that by this process alone can there be a great revival of the glory and richness of the Indian languages.