Bertrand Russell

I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now.

Intellectually, what is stimulating to a young man is a problem of obvious practical importance. A young man learning economics, for example, ought to hear lectures from individualists and socialists, protectionists and free-traders, inflationists and believers in the gold standard. He ought to be encouraged to read the best books of the various schools, as recommended by those who believe in them. This would teach him to weigh arguments and evidence, to know that no pinion is certainly right, and to judge men by their quality rather than by their consonance with preconceptions.

The whole problem with the world is that fools and fanatics are always so certain of themselves, and wiser people so full of doubts.

Love is wise; hatred is foolish. In this world, which is getting more and more closely interconnected, we have to learn to tolerate each other, we have to learn to put up with the fact that some people say things that we don't like. We can only live together in that way. But if we are to live together, and not die together, we must learn a kind of charity and a kind of tolerance, which is absolutely vital to the continuation of human life on this planet.

A word is used "correctly" when the average hearer will be affected by it in the way intended. This is a psychological, not a literary, definition of "correctness". The literary definition would substitute, for the average hearer, a person of high education living a long time ago; the purpose of this definition is to make it difficult to speak or write correctly.

In this lies Man's true freedom: in determination to worship only the God created by our own love of the good.

When two men of science disagree, they do not invoke the secular arm; they wait for further evidence to decide the issue, because, as men of science, they know that neither is infallible. But when two theologians differ, since there is no criteria to which either can appeal, there is nothing for it but mutual hatred and an open or covert appeal to force.

William James used to preach the 'will to believe.' For my part, I should wish to preach the 'will to doubt' ... what is wanted is not the will to believe, but the wish to find out, which is the exact opposite.

I wish to propose for the reader's favourable consideration a doctrine which may, I fear, appear wildly paradoxical and subversive. The doctrine in question is this: that it is undesirable to believe a proposition when there is no ground whatever for supposing it true.

The fact that an opinion has been widely held is no evidence whatever that it is not utterly absurd; indeed in view of the silliness of the majority of mankind, a widely spread belief is more likely to be foolish than sensible.

The world is full of magical things patiently waiting for our wits to grow sharper.

We know too much and feel too little. At least, we feel too little of those creative emotions from which a good life springs.

All human activity is prompted by desire.

Those who have never known the deep intimacy and the intense companionship of happy mutual love have missed the best thing that life has to give.

Happiness, as is evident, depends partly upon external circumstances and partly upon oneself.

So long as there is death there will be sorrow, and so long as there is sorrow it can be no part of the duty of human beings to increase its amount, in spite of the fact that a few rare spirits know how to transmute it.

Why is propaganda so much more successful when it stirs up hatred than when it tries to stir up friendly feeling? The reason is clearly that the human heart as modern civilisation has made it is more prone to hatred than to friendship. And it is prone to hatred because it is dissatisfied, because it feels deply, perhaps even unconsciously, that it has somehow missed the meaning of life, that perhaps others, but not we ourselves, have secured the good things which nature offers man's enjoyment.

Education should aim at destroying free will so thatpupils thus schooled, will be incapable throughoutthe rest of their lives of thinking or acting otherwisethan as their schoolmasters would have wished. . . .Influences of the home are obstructive; and in orderto condition students, verses set to music and repeatedlyintoned are very effective. . . . It is for afuture scientist to make these maxims precise andto discover exactly how much it costs per head tomake children believe that snow is black. When thetechnique has been perfected, every government thathas been in charge of education for more than onegeneration will be able to control its subjects securelywithout the need of armies or policemen.