The truth which Jacotot chose to throw into this more than doubtful form, may perhaps be expressed by saying that the student’s power of learning depends, in a great measure, on his _will_, and that where there is no will there is no capacity. § 6. “_Everyone can teach; and, moreover, can teach that which he does not know himself._” Let us ask ourselves what is the meaning of this. First of all, we have to get rid of some ambiguity in the meaning of the word _teach_. To teach, according to Jacotot’s idea, is to cause to learn. Teaching and learning are therefore correlatives: where there is no learning there can be no teaching. But this meaning of the word only coincides partially with the ordinary meaning. We speak of the lecturer or preacher as teaching when he gives his hearers an opportunity of learning, and do not say that his teaching ceases the instant they cease to attend. On the other hand, we do not call a parent a teacher because he sends his boy to school, and so causes him to learn. The notion of teaching, then, in the minds of most of us, includes giving information, or showing how an art is to be performed, and we look upon Jacotot’s assertion as absurd, because we feel that no one can give information which he does not possess, or show how anything is to be done if he does not himself know. But let us take the Jacototian definition of teaching—causing to learn—and then see how far a person can cause another to learn that of which he himself is ignorant. § 7. Subjects which are _taught_ may be divided into three great classes:—1, Facts; 2, reasonings, or generalisation from facts, _i.e._, science; 3, actions which have to be performed by the learner, _i.e._, arts.