Therefore immaterial substances can be understood by us.” (S. Thos. Aquin. _Summa._ 1, 88.) As the Agent Intellect enters into communication with relative being it has to suffer the conditions of relativity, and so is not equally efficient in all; it acts on sensible images as form acts on matter, yet the Agent Intellect never becomes corruptible as that on which it acts. These are in outline the points in the teaching of Ibn Rushd, which show the most marked differences from that of his predecessors, and which afterwards provoked most controversy amongst the Latin scholastics. Ibn Rushd really ends the illustrious line of Arabic Aristotelians. A few Aristotelian scholars followed in Spain, but with the decay of the Muwahhid power these came to an end. Of those later scholars we may mention Muhyi ad-Din b. `Arabi (d. 638) and `Abdu l-Haqq b. Sab`in (d. 667). The former of these was primarily a Sufi, and shows a strong inclination towards pantheism. `Abdu l-Haqq, the last of the Muwahhid circle, was also a Sufi, but at the same time an accurate student of Aristotle. In modern Islam there is no Aristotelian scholarship, save only in logic, where Aristotle has always held his own. CHAPTER X THE JEWISH TRANSMITTORS We have already seen that the Jews took a prominent part in bringing a knowledge of philosophical research from Asia to Spain, and Ibn Jabirul (Avencebrol) takes his place in the line of transmission by which Spanish Islam was brought into contact with these studies. This did not end the participation of the Jews in philosophical work, but their subsequent writers do not form part of the regular series of Aristotelian students influencing the Muslim world, but are rather confined to Jewish circles. Yet they are of an importance wider than merely sectarian interests, for it was by means of Jewish disciples of Ibn Rushd that he was raised to a position of much greater importance than he has ever enjoyed in the Muslim world. Amongst the Jews, indeed, there arose a strong Averroist school, which later on was the chief means of introducing Ibn Rushd’s theories to Latin scholasticism. As we shall see later the transmission of philosophy from Arabic to Latin surroundings falls into two stages: in the earlier the Arabic material passes directly, and the works used are those which had attained a leading importance in Islam, but in the later stage the Jews were the intermediaries, and thus the choice of text-books and authorities was largely influenced by an existing Jewish scholasticism.