§ 11. All the eminent authorities on education have a very different theory of the teachers function. According to them the master’s attention is not to be fixed on his own mind and his own store of knowledge, but on his pupil’s mind and on its gradual expansion. He must, in fact, be not so much a _teacher_ as a _trainer_. Here we have the view which Jacotot intended to enforce by his paradox; for we may possibly train faculties which we do not ourselves possess, just as the sportsman trains his pointer and his hunter to perform feats which are altogether out of the range of his own capacities. Now, “training is the cultivation bestowed on any set of faculties with the object of developing them” (J. M. Wilson), and to train any faculty, you must set it to work. Hence it follows, that as boys’ minds are not simply their memories, the master must aim at something more than causing his pupils to remember facts. Jacotot has done good service to education by giving prominence to this truth, and by showing in his method how other faculties may be cultivated besides the memory. § 12. “_Tout est dans tout_” (“All is in all”), is another of Jacotot’s paradoxes. I do not propose discussing it as the philosophical thesis which takes other forms, as “Every man is a microcosm,” &c., but merely to inquire into its meaning as applied to didactics. If you asked an ordinary French schoolmaster who Jacotot was, he would probably answer, Jacotot was a man who thought you could learn everything by getting up Fénelon’s “Télémaque” by heart. By carrying your investigation further, you would find that this account of him required modification, that the learning by heart was only part, and a very small part, of what Jacotot demanded from his pupils, but you would also find that entire mastery of “Télémaque” was the first requisite, and that he managed to connect everything he taught with that “model-book.” Of course, if “tout est dans tout,” everything is in “Télémaque;” and, said an objector, also in the first book of “Télémaque” and in _the first word_. Jacotot went through a variety of subtilties to show that all “Télémaque” is contained in the word _Calypso_, and perhaps he would have been equally successful, if he had been required to take only the first letter instead of the first word. His maxim indeed becomes by his treatment of it a mere paraphrase of “_Quidlibet ex quolibet_.” The reader is amused rather than convinced by these discussions, but he finds them not without fruit. They bring to his mind very forcibly a truth to which he has hitherto probably not paid sufficient attention. He sees that all knowledge is connected together, or (what will do equally well for our present purpose) that there are a thousand links by which we may bring into connexion the different subjects of knowledge. If by means of these links we can attach in our minds the knowledge we acquire to the knowledge we already possess, we shall learn faster and more