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82 THE NATURE OF MATHEMATICS theory not touched upon here of ordinal numbers (denoted by "first," "second," . . .) which apply to sets arranged in some order, known at present. To illustrate (1), think of this. According to the above definition 2 is the general idea we call " couple." We say : " Mr. and Mrs. A are a couple " ; our definition would ask us to say in agreement with this : " The class consisting of Mr. and Mrs. A is a member of the class 2." We define " 2 " as " the class of classes u such that, if x is a u, u lacking a; is a 1 " ; the definition of " 3 " follows that of " 2 " ; and so on. In the same way, we see that the class of fingers on your right hand and the class of fingers on your left hand are each of them members of the class 5. It follows that the classes of the fingers are similar in the above sense. Out of the striving of human minds to reproduce con- veniently and anticipate the results of experience of geometrical and natural events, mathematics has developed. Its develop- ment gave priceless hints to the development of logic, and then it appeared that there is no gap between the science of number and the science of the most general relations of objects of thought. As for geometry and mathematical physics, it becomes possible clearly to separate the logical parts from those parts which formulate the data of our experience. We have seen that mathematics has often made great strides by sacrificing accuracy to analogy. Let us remember that, though mathematics and logic are the highest forms of certainty within the reach of us, the process of mathematical discovery, which is so often confused with what is discovered, has led through many doubtful analogies and errors arriving from the great help of symbolism in making the difficult easy. Fortu- nately symbolism can also be used for precise and subtle analysis, so that we can say that it can be made to show up the difficulties in what appears easy and even negligible like 1 + 1 = 2. This is what much modern fundamental work does.
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