Adventurous men enjoy shipwrecks, mutinies, earthquakes, conflagrations, and all kinds of unpleasant experiences. They say to themselves, for example, 'So this is what an earthquake is like,' and it gives them pleasure to have their knowledge of the world increased by this new item.

When you come to look into this argument from design, it is a most astonishing thing that people can believe that this world, with all the things that are in it, with all its defects, should be the best that omnipotence and omniscience has been able to produce in millions of years.

Our use of the phrase 'The Dark Ages' to cover the period from 600 to 1000 marks our undue concentration on Western Europe. [...] From India to Spain, the brilliant civilisation of Islam flourished. What was lost to Christendom at this time was not lost to civilisation, but quite the contrary. [...] To us it seems that West-European civilisation is civilisation, but this is a narrow view.

The solution of the difficulties which formerly surrounded the mathematical infinite is probably the greatest achievement of which our age has to boast.

An atheist, like a Christian, holds that we can know whether or not there is a God. The Christian holds that we can know there is a God; the atheist, that we can know there is not. The Agnostic suspends judgment, saying that there are not sufficient grounds either for affirmation or for denial. At the same time, an Agnostic may hold that the existence of God, though not impossible, is very improbable; he may even hold it so improbable that it is not worth considering in practice. In that case, he is not far removed from atheism.

Although this may seem a paradox, all exact science is dominated by the idea of approximation. When a man tells you that he knows the exact truth about anything, you are safe in inferring that he is an inexact man. Every careful measurement in science is always given with the probable error ... every observer admits that he is likely wrong, and knows about how much wrong he is likely to be.

Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.