_A priori_ knowledge is not all of the logical kind we have been hitherto considering. Perhaps the most important example of non-logical _a priori_ knowledge is knowledge as to ethical value. I am not speaking of judgements as to what is useful or as to what is virtuous, for such judgements do require empirical premisses; I am speaking of judgements as to the intrinsic desirability of things. If something is useful, it must be useful because it secures some end; the end must, if we have gone far enough, be valuable on its own account, and not merely because it is useful for some further end. Thus all judgements as to what is useful depend upon judgements as to what has value on its own account. We judge, for example, that happiness is more desirable than misery, knowledge than ignorance, goodwill than hatred, and so on. Such judgements must, in part at least, be immediate and _a priori_. Like our previous _a priori_ judgements, they may be elicited by experience, and indeed they must be; for it seems not possible to judge whether anything is intrinsically valuable unless we have experienced something of the same kind. But it is fairly obvious that they cannot be proved by experience; for the fact that a thing exists or does not exist cannot prove either that it is good that it should exist or that it is bad. The pursuit of this subject belongs to ethics, where the impossibility of deducing what ought to be from what is has to be established. In the present connexion, it is only important to realize that knowledge as to what is intrinsically of value is _a priori_ in the same sense in which logic is _a priori_, namely in the sense that the truth of such knowledge can be neither proved nor disproved by experience. All pure mathematics is _a priori_, like logic. This was strenuously denied by the empirical philosophers, who maintained that experience was as much the source of our knowledge of arithmetic as of our knowledge of geography. They maintained that by the repeated experience of seeing two things and two other things, and finding that altogether they made four things, we were led by induction to the conclusion that two things and two other things would _always_ make four things altogether. If, however, this were the source of our knowledge that two and two are four, we should proceed differently, in persuading ourselves of its truth, from the way in which we do actually proceed. In fact, a certain number of instances are needed to make us think of two abstractly, rather than of two coins or two books or two people, or two of any other specified kind. But as soon as we are able to divest our thoughts of irrelevant particularity, we become able to see the general principle that two and two are four; any one instance is seen to be _typical_, and the examination of other instances becomes unnecessary.(1) (1) Cf. A. N. Whitehead, _Introduction to Mathematics_ (Home University Library).