18 Bertrand Russell Quotes on Education

Bertrand Russell quotes on education

2. I am looking forward very much to getting back to Cambridge, and being able to say what I think and not to mean what I say: two things which at home are impossible. Cambridge is one of the few places where one can talk unlimited nonsense and generalities without anyone pulling one up or confronting one with them when one says just the opposite the next day.

22. Neither acquiescence in skepticism nor acquiescence in dogma is what education should produce. What it should produce is a belief that knowledge is attainable in a measure, though with difficulty; that much of what passes for knowledge at any given time is likely to be more or less mistaken, but that the mistakes can be rectified by care and industry. In acting upon our beliefs, we should be very cautious where a small error would mean disaster; nevertheless it is upon our beliefs that we must act. This state of mind is rather difficult: it requires a high degree of intellectual culture without emotional atrophy. But though difficult, it is not impossible; it is in fact the scientific temper. Knowledge, like other good things, is difficult, but not impossible; the dogmatist forgets the difficulty, the skeptic denies the possibility. Both are mistaken, and their errors, when widespread, produce social disaster.

24. Religion is based, I think, primarily and mainly upon fear. It is partly the terror of the unknown and partly, as I have said, the wish to feel that you have a kind of elder brother who will stand by you in all your troubles and disputes... A good world needs knowledge, kindliness, and courage; it does not need a regretful hankering after the past or a fettering of the free intelligence by the words uttered long ago by ignorant men.

26. I found one day in school a boy of medium size ill-treating a smaller boy. I expostulated, but he replied: 'The bigs hit me, so I hit the babies; that's fair.' In these words he epitomized the history of the human race.

40. It is sometimes maintained that racial mixture is biologically undesirable. There is no evidence whatever for this view. Nor is there, apparently, any reason to think that Negroes are congenitally less intelligent than white people, but as to that it will be difficult to judge until they have equal scope and equally good social conditions.

87. In science men have discovered an activity of the very highest value in which they are no longer, as in art, dependent for progress upon the appearance of continually greater genius, for in science the successors stand upon the shoulders of their predecessors; where one man of supreme genius has invented a method, a thousand lesser men can apply it.

102. Children must be under authority, and are themselves aware that they must be, although they like to play a game of rebellion at times. The case of children is unique in the fact that those who have authority over them are sometimes fond of them. Where this is the case, the children do not resent the authority in general, even when they resist it on particular occasions. Education authorities, as opposed to teachers, have not this merit, and do in fact sacrifice the children to what they consider the good of the State by teaching them 'patriotism,' i.e., a willingness to kill and be killed for trivial reasons.

112. In adolescence, I hated life and was continually on the verge of suicide, from which, however, I was restrained by the desire to know more mathematics. Now, on the contrary, I enjoy life; I might almost say that with every year that passes I enjoy it more. This is due partly to having discovered what were the things that I most desired, and having gradually acquired many of these things. Partly it is due to having successfully dismissed certain objects of desire - such as the acquisition of indubitable knowledge about something or other - as essentially unattainable. But very largely it is due to a diminishing preoccupation with myself. Like others who had a Puritan education, I had the habit of meditating on my sins, follies, and shortcomings. I seemed to myself - no doubt justly - a miserable specimen. Gradually I learned to be indifferent to myself and my deficiencies; I came to centre my attention increasingly upon external objects: the state of the world, various branches of knowledge, individuals for whom I felt affection.

142. It is not altogether true that persuasion is one thing and force is another. Many forms of persuasion - even many of which everybody approves - are really a kind of force. Consider what we do to our children. We do not say to them: 'Some people think the earth is round, and others think it is flat; when you grow up, you can, if you like, examine the evidence and form your own conclusion.' Instead of this we say: 'The earth is round.' By the time our children are old enough to examine the evidence, our propaganda has closed their minds.

143. To acquire immunity to eloquence is of the utmost importance to the citizens of a democracy.

144. Just as we teach children to avoid being destroyed by motor cars if they can, so we should teach them to avoid being destroyed by cruel fanatics, and to this end we should seek to produce independence of mind, somewhat sceptical and wholly scientific, and to preserve, as far as possible, the instinctive joy of life that is natural to healthy children. This is the task of a liberal education: to give a sense of the value of things other than domination, to help create wise citizens of a free community, and through the combination of citizenship with liberty in individual creativeness to enable men to give to human life that splendour which some few have shown that it can achieve.

147. A stupid man's report of what a clever man says is never accurate, because he unconsciously translates what he hears into something that he can understand.

154. Men are born ignorant, not stupid; they are made stupid by education.

167. As soon as we abandon our own reason, and are content to rely upon authority, there is no end to our troubles.

178. I think the subject which will be of most importance politically is mass psychology.... Its importance has been enormously increased by the growth of modern methods of propaganda. Of these the most influential is what is called `education.' Religion plays a part, though a diminishing one; the press, the cinema, and the radio play an increasing part.... It may be hoped that in time anybody will be able to persuade anybody of anything if he can catch the patient young and is provided by the State with money and equipment.

200. In all affairs it's a healthy thing now and then to hang a question mark on the things you have long taken for granted.

212. Thought is subversive and revolutionary, destructive and terrible, thought is merciless to privilege, established institutions, and comfortable habit. Thought looks into the pit of hell and is not afraid. Thought is great and swift and free, the light of the world, and the chief glory of man.

223. Russell's books should be bound in two colours, those dealing with mathematical logic in red - and all students of philosophy should read them; those dealing with ethics and politics in blue - and no one should be allowed to read them.

     Attribution disputed; shown as originally published.