The positive character of Kant’s conclusions cannot be properly appreciated save in the wider perspectives that open to view in the _Critique of Practical Reason_ and in the _Critique of Judgment_. Though in the _Critique of Pure Reason_ a distinction is drawn between theoretical and moral belief, it is introduced in a somewhat casual manner, and there is no clear indication of the far-reaching consequences that follow in its train. Unfortunately also, even in his later writings, Kant is very unfair to himself in his methods of formulating the distinction. His real intention is to show that scientific knowledge is not coextensive with human insight; but he employs a misleading terminology, contrasting knowledge with faith, scientific demonstration with practical belief. As already indicated, the term knowledge has, in the Critical philosophy, a much narrower connotation than in current speech. It is limited to _sense_-experience, and to such inferences therefrom as can be obtained by the only methods that Kant is willing to recognise, namely, the mathematico-physical. Aesthetic, moral and religious experience, and even organic phenomena, are excluded from the field of possible knowledge. In holding to this position, Kant is, of course, the child of his time. The absolute sufficiency of the Newtonian physics is a presupposition of all his utterances on this theme. Newton, he believes, has determined in a quite final manner the principles, methods and limits of scientific investigation. For though Kant himself imposes upon science a further limitation, namely, to appearances, he conceives himself, in so doing, not as weakening Newton’s natural philosophy, but as securing it against all possible objections. And to balance the narrow connotation thus assigned to the term knowledge, he has to give a correspondingly wide meaning to the terms faith, moral belief, subjective principles of interpretation. If this be not kept constantly in mind, the reader is certain to misconstrue the character and tendencies of Kant’s actual teaching.