“I am English by education, Muslim by culture and Hindu merely by accident.”

— Jawaharlal Nehru

While this is often attributed to Nehru, it was actually something said by the Hindu Mahasabha leader, N. B. Khare. Khare states, "Nehru’s is a very complex personality. As he himself has explained in his Autobiography, he is English by education, Muslim by culture and Hindu by an accident of birth." "The Angry Aristocrat", N. B. Khare in A Study of Nehru, Rafiq Zakaria (ed.), 1960. No such passage exists in Nehru's autobiography. https://www.altnews.in/did-jawaharlal-nehru-ever-say-i-am-english-by-education-muslim-by-culture-and-hindu-by-accident/ Misattributed

Adopted from Wikiquote. Last update Oct. 1, 2023. History

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Jawaharlal Nehru110

Indian lawyer, statesman, and writer, first Prime Minister … 1889–1964

Harsh Narain (1921–1995) Indian writer

Source: Myths of Composite Culture and Equality of Religions (1990), p. 24

“In brief, the onus of protecting Hindus against Muslim and Christian proselytization falls on Hindu social and cultural organizations.”

K. S. Lal (1920–2002) Indian historian

Source: Return to Roots (2002), p. 105

“… if you must know, I am, of course, by education and by conviction, a Shiite Muslim. I am very much a man of faith.”

Reza Pahlavi (1960) Last crown prince of the former Imperial State of Iran

As quoted by Deborah Solomon, New York Times: Questions for Reza Pahlavi http://www.rezapahlavi.org/details_article.php?article=379&page=4, The New York Times, June 26, 2009. Interviews, 2009

“If the Hindus sang Vande Mãtaram in a public meeting, it was a ‘conspiracy’ to convert Muslims into kãfirs. If the Hindus blew a conch, or broke a coconut, or garlanded the portrait of a revered patriot, it was an attempt to ‘force’ Muslims into ‘idolatry’. If the Hindus spoke in any of their native languages, it was an ‘affront’ to the culture of Islam. If the Hindus took pride in their pre-Islamic heroes, it was a ‘devaluation’ of Islamic history. And so on, there were many more objections, major and minor, to every national self-expression. In short, it was a demand that Hindus should cease to be Hindus and become instead a faceless conglomeration of rootless individuals. On the other hand, the ‘minority community’ was not prepared to make the slightest concession in what they regarded as their religious and cultural rights. If the Hindus requested that cow-killing should stop, it was a demand for renouncing an ‘established Islamic practice’. If the Hindus objected to an open sale of beef in the bazars, it was an ‘encroachment’ on the ‘civil rights’ of the Muslims. If the Hindus demanded that cows meant for ritual slaughter should not be decorated and marched through Hindu localities, it was ‘trampling upon time-honoured Islamic traditions’. If the Hindus appealed that Hindu religious processions passing through a public thoroughfare should not be obstructed, it was an attempt to ‘disturb the peace of Muslim prayers’. If the Hindus wanted their native languages to attain an equal status with Urdu in the courts and the administration, it was an ‘assault on Muslim culture’. If the Hindus taught to their children the true history of Muslim tyrants, it was a ‘hate campaign against Islamic heroes’. And the ‘minority community’ was always ready to ‘defend’ its ‘religion and culture’ by taking recourse to street riots.”

Sita Ram Goel (1921–2003) Indian activist

Muslim Separatism – Causes and Consequences (1987)

“In the days of Ram Mohan Roy when English education was introduced in this country, the Mahomedans did not accept it… They did not accept English education and at the same time they were divorced from the culture which their fathers had advanced. The result was that whereas the Hindus got on in life, got into government employment, got many things which people value in life, the Mahomedans were left without it and gradually there came to be a sort of estrangement between the two nationalities at the time of the Swadeshi movement.”

Chittaranjan Das (1870–1925) Indian politician and leader of the Swaraj Party

Speech delivered at Barisal on 14th October 1917. Source: Collected Works of Deshbandhu.
1917

“The curriculum of the girl’s school should be vernacular, needle work and sanitation…teaching women amounted to loss of nationality… English education had [a] de-womanising 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.”

Bal Gangadhar Tilak (1856–1920) Indian independence activist

His opposition to teaching women in English.[Pati, Biswamoy, Bal Gangadhar Tilak: Popular Readings, http://books.google.com/books?id=U4TWzCkjrm4C, 2011, Primus Books, 978-93-80607-18-4, 16]

“It is important for Pollock that Muslims not be blamed for the decline of Sanskrit. He writes that any theory 'can be dismissed at once' if it 'traces the decline of Sanskrit culture to the coming of Muslim power'… Trying to prove the timing of Sanskrit's decline prior to the Turkish invasions enables him to absolve these invasions of any blame… I get the impression that Pollock does not want to dwell on whether Muslim invasions had debilitated the Hindu political and intellectual institutions in the first place… Throughout Pollock's analysis, hardly any Muslim ruler gets blamed for the destruction of Indian culture. He simply avoids discussing the issue of Muslim invasions and their destructive influence on Hindu institutions… The impact of various invasions in Kashmir was so enormous that it cannot be ignored in any historical analysis… The contradiction between his two accounts, published separately, is serious: Muslim invasions created a traumatic enough shockwave to cause Hindu kings to mobilize the 'cult of Rama' and therefore the Hindus funded the production of extensive Ramayana texts for this agenda. And yet, the death of Sanskrit taking place at the same time had little relation to the arrival of Muslims. When Hindus are to be blamed for their alleged hatred towards Muslims, the Muslims are shown to have an important presence; but when Muslims are to be protected from being assigned any responsibility for destruction, they are mysteriously made to disappear from the scene.”

Rajiv Malhotra book The Battle for Sanskrit

The Battle for Sanskrit (2016)

“The dalit's main agenda is not reservations. My way of equality is English education. Even if 10% of our children got English education, the intellectual field would have changed. This country would have changed. My hope is education, not reservation — and I emphasize, English education”

Kancha Ilaiah (1952) Indian scholar, activist and writer

Quoted in at The Times Of India (15 February 2013) http://timesofindia.indiatimes.com/interviews/Kancha-Ilaiah-Even-if-10-dalit-children-got-English-education-India-would-change/articleshow/18503625.cms.

“Americans are already deep in a culture war over morality—marijuana, abortion, same-sex marriage. We are already racially polarized over affirmative action and income inequality. And when we have ceased to be an English-speaking, Christian country and become instead an Asian-Hispanic-African-American-white nation, with large Jewish, Christian, Muslim, Hindu, Buddhist, agnostic and atheist minorities, and no defined borders, or common faith and culture, what holds us together?”

Patrick Buchanan (1938) American politician and commentator

"The Brazil of North America" https://www.chroniclesmagazine.org/the-brazil-of-north-america/ (July 18, 2014), Chronicles 2010s

“The question I propose to consider is in what way one may justify the study of English on cultural and disciplinary, and not merely on sentimental or utilitarian, grounds. My own conviction is that if English is to be thus justified it must be primarily by what I am terming the discipline of ideas.
As a matter of fact one hears it commonly said nowadays that literature may be rescued from the philologist on the one hand and the mere dilettante on the other by an increase of emphasis on its intellectual content, that the teaching of literature, if it is to have virility, must be above all the teaching of ideas.”

Irving Babbitt (1865–1933) American academic and literary criticism

Source: "English and the Discipline of Ideas" (1920), p. 63

“I am English by education, Muslim by culture and Hindu merely by accident.”

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