The following episode from the life of Mahatma Gandhi reveals the kind of person he was when it came to discipline and commitment—especially in giving priority to the work one is entrusted with. When his secretary, Mahadev Desai, chose to learn French from Miss Madeleine Slade—who had come from the West to serve India with total dedication under Gandhi’s guidance—instead of teaching her Hindi as originally intended, Gandhi was not pleased.
Miss Slade, later known as Mirabehn, was a British woman deeply inspired by Gandhi’s philosophy and the writings of Tolstoy. She renounced her comfortable life in England to join Gandhi’s ashram and devoted herself fully to the Indian freedom movement. Her desire was not merely to observe but to learn, serve, and live by the ideals of self-discipline and selfless service. [See more on her and others like her—who came from the West to be with Gandhiji to serve India—in Ramachandra Guha’s Rebels Against the Raj: Western Fighters for India’s Freedom (Gurugram: Penguin Random House India Pvt. Ltd., 2022), which provides detailed information about Mirabehn.]
Probably, when Mahadev Desai requested the French lesson, Miss Slade felt obliged to agree. As Gandhi’s personal secretary, his request would have been difficult for her to decline—even if it compromised her original purpose of learning Hindi to serve better. Yet, the issue Gandhi raised in response was profound.
Though Gandhi was generally gentle in his dealings with people, especially when they made mistakes, he never hesitated to take strict measures to discipline those close to him—be it his own family or trusted companions like Mahadev Desai. In many instances, when others erred, Gandhi would impose fasts on himself as a form of penance rather than punishing or confronting them directly. Of course, at times this too went overboard, as his critics argued that he used fasting as a kind of emotional blackmail to enforce his will.
However, in this particular episode, he chose to directly confront Mahadev Desai. The way Desai recorded the incident—and the fact that Gandhi went on to publish it in Young India—shows that Gandhi cannot be easily categorized or fit neatly into any one box. He was a man of both compassion and principle, combining personal warmth with unyielding moral rigor.
This episode, summarized below, exemplifies Gandhi’s view that time—particularly during a national struggle—is not personal property but a sacred trust to be used in service of the collective mission:
Summary of the “Our Time a Trust” Episode [Young India, 26-11-1925, CWMG, Vol. 29 in MKgandhi.org, pp. 280-282]
In this anecdote, Mahadev Desai began studying French with Miss Slade but was soon summoned by Gandhi. What began as a casual inquiry quickly turned into a stern yet thoughtful rebuke. Gandhi questioned the purpose of learning French during a time of national crisis, especially when Desai could have used that time to assist Miss Slade in learning Hindi—essential for her contribution to India’s struggle. Gandhi emphasized that time is a sacred trust and personal pursuits should not interfere with the larger mission. As a form of penance, Gandhi asked Desai to return the next day and begin teaching Hindi hymns to Miss Slade instead. The lesson was simple but enduring: in times of shared struggle, personal growth must align with collective service.
Conclusion
One might read this episode as simply an instance of Mahatmaji being upset that Desai was wasting his time. But it was more than that. Gandhi pointed out a deeper truth: that we have no right to draw others into our personal pursuits—however harmless they may seem—especially when doing so may compromise their purpose, commitment, or availability. We often assume that others are obliged to help us, either because of our position or by appealing to emotional ties or goodwill. Yet, Gandhiji made it clear that Desai’s mistake was not only in misusing his own time but in quietly compelling Miss Slade to use hers for his personal interest.
Especially striking is Gandhi’s rebuke when Desai insisted that he would manage the French lessons without shirking his official duties. Gandhi responded that he would not “find” the time, but “steal” it. It was a severe, even sharp, correction—but also a profound ethical insight. Gandhi was teaching that both our time and others’ time are sacred trusts. To misuse either, even with good intentions, is a form of theft.
In this anecdote, Gandhi stands out as a unique kind of leader and teacher—one who truly earned the honor of being called “Mahatmaji.” He never preached anything he did not first practice himself. Time management was one such principle he followed with strict discipline. This offers a valuable lesson for us today, as many people—regardless of age—waste countless hours mindlessly scrolling on their phones, rarely watching anything for more than 30 seconds. When it comes to time, we must learn to earn it by not wasting it. This is precisely what Mahatmaji taught us through this incident.
Ashram, June 4, 2025
12. ‘OUR TIME A TRUST!
Often in these columns have I reported Gandhiji having said to various audiences on various occasions that our time is a trust. But the lesson was burnt deep into me the other day only when I myself happened to be the offender. I have often laughed at these people’s expense. Let them laugh today at mine.
Outwardly it is a story of how I began and ended the study of French. I asked my teacher [Miss Madeleine Slade] whether Gandhiji knew that I had begun French. She said, he did and that “he was amused and surprised.” “Sur-prised” gave me a sort of alarm and I began to imagine in my mind what was coming. And scarcely had I finished the second lesson when the message came that I was wanted by Gandhiji.
I went, of course, in fear and trembling, though hardly prepared for all that followed. There was some casual inquiry and I thought only my conscinace (p.280)
had made a coward of me. But no. The storm came almost as soon as I had begun to re-assure myself. “So you have begun French ?”, he asked, smiling, disguising all his indignation. I smiled an affirmative answer.
I thought, when she was making the appointment with you yesterday, that you were going to her to give her a lesson in Hindi. But she told me this morning, as I asked her how she had spent her time, that she gave you a French lesson for an hour. Do you know what I told her?
“Yes,” I said, “she told me you were amused and surprised.”
Well then, I tell you what I said. I said Cesar aimed at the crown and failed!
And then began a volley of questions.
What have you begun learning French for? Because Miss Slade, a French scholar, is here? Or you want to read Romain Rolland in French? Or to read our French correspondence?
No, I have been long wanting to learn French. French-knowing friends told me that it was easy to learn the language, and useful too.
Well, do you know that not all Englishmen know French, and the best of them are content to read the French authors in translations? And much of the best French literature is turned into English as soon as it is published.
There was a pause for a minute or two.
How long do you think you will take to learn it?
About six months, I am told.
How many hours?
An hour each day.
Regularly?
Yes,
Do you think you can get an hour each day whilst we tour about?
ling. Hardly, but I think I might snatch some time whilst actually travel-
Indeed? Are you sure?
I hesitated.
And now that you want to learn French, I must keep you free each day for an hour, should I not? (p.281)
This was more than I could bear. “No,” said I energetically, “you need shall find time somehow.”
You will not find time, you will steal time.
I was silenced.
Don’t you think so?
He asked, expecting a confession. “I do,” said I, “I could give to spinning all the time I give to French.”
Yes; there is many another thing. But when we are en-gaged in a life and death struggle, how could you think of learning French? You may read as much French as you like after swaraj. But until then-‘
“I stop it from today,” I said expecting to be forgiven and allowed to go.
But that is not all, the charge sheet is not yet over. Do you know that Miss Slade has come here, having burnt all her boats? Do you know that her sacrifice for our cause is greater than that of any one of us? Do you know that she is here to learn and study and serve and give all her time to the service of our people and thereby her own people, and that nothing that happens at her own home will swerve her from her appointed task here? Every minute of her time is therefore doubly precious and it is for us to give her as much as we can. She wants to know everything about us, she must master Hindustani. How else is she to do it unless we help her in making the best of her time? She may be quite willing to oblige us, but our duty is to give her as much as we can. Our own time is sacred enough. Hers is a more sacred trust. Rather than indulge in the luxury of learning French, I would expect you to give her an hour in Hindi, Sanskrit or such other thing.
Clearly there was no answer for me. I hung my head in shame. My speechlessness was an eloquent confession of my blunder. Was there any penance I might make? It was unwise to ask him. It should suggest itself to me. But his unfailing kindness had already forgiven me and he himself suggested the penance.
So go again tomorrow at the same hour and tell her your mistake, and take up reading Hindi hymns with her instead of French.
(Censored and passed though not without considerable hesitation. M. K. G.)—pp. 280-282 [Discipline, priority, Gandhi]
Young India, 26-11-1925, CWMG, vol. 29, pp. 280-282
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