Mathematical philosophy, a study of fate and freedom; lectures for educated laymen, by Cassius J. Keyser.

10 MATHEMATICAL PHILOSOPHY
have just now employed: education of men and women
as human beings. Before stating the principle, it will
be convenient to give it a name. I shall call it the Principle of Humanistic Education as distinguished from
what has come to be designated in our day as Industrial
Education. I say "as distinguished from" because the
two varieties of education, whether they be compared
with respect to the conceptions which lie at the heart of
them or with respect to the motives which actuate and
sustain them, are widely different. In order to set the
principle in a clear light, let me indicate briefly the obvious facts lying at its base and leading naturally to its
formulation.
What the individuals composing our race have in
common falls into two parts: a part consisting of those
numerous instincts, impulses, traits, propensities and
powers which we humans have in common, not only with
one another, but with many of the creatures constituting
the world of animals-a subhuman 1 world; and a second
part consisting of such instincts, impulses, traits, propensities and powers as are distinctively human. These
latter, we may say, constitute our Common Humanity.
They present, indeed, an endless variety of detail, but in
the long course of man's experience with man he has
learned to group them, in accordance with their principal
aspects, into a small number of familiar classes. And
accordingly, the nature of our common humanity is fairly
well characterized by saying that human beings as such
possess in some recognizable measure such marks as the
following: a sense for language, for expression in speech
-the literary faculty; a sense for the past, for the value
lSee Lecture XX for a discussion of Korzybski's concept of Man in
terms of Time-a conception according to which humans are not animals.