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

INTRODUCTION 11
of experience-the historical faculty; a sense for- the
future, for prediction, for natural law-the scientific
faculty; a sense for fellowship, cooperation, and justice
-the political faculty; a sense for the beautiful-the
artistic faculty; a sense for logic, for rigorous thinking
-the mathematical faculty; a sense for wisdom, for
world harmony, for cosmic understanding-the philosophical faculty; and a sense for the mystery of divinity
-the religious faculty.
Such are the evident tokens and the cardinal constituents of that which in human beings is human. It is essential to note that to each of the senses or faculties in
virtue of which humans are, not animals, but a higher
class of beings, there corresponds a certain type of distinctively human activity-a kind of activity in which all
human beings, whatever their stations or occupations, are
as humans obliged to participate. Like the faculties to
which they correspond, these types of activity, though
they are interrelated, are yet distinct. Each of them has
a character of its own. Above each of the types there
hovers a guardian angel-an ideal of excellence-wooing
our loyalty with a benignant influence superior to every
compulsive force and every authority that may command.
Nothing more precious can enter a human life than a
vision of these angels, and it is the revealing of them
that humanistic education has for its function and its aim.
Stated in abstract terms the principle is this: Each of
the great types of distinctively human activity owns an
appropriate standard of excellence; it is the aim of humanistic education tq lead the student into a clear knowledge of these standards and to give him a vivid and
abiding sense of their authority in the conduct of life.
Ethics is not a branch of Zoology.