164 Chapter V1IL 



instruction. He who learns must not only retain those 

 combinated representations, to which the teacher has 

 given rise by regularly repeating a certain train of 

 sense impressions, as is done in the fifth form, but he 

 must continue to reason by his own activity. This form 

 supposes and rests upon the fifth, but at the same time 

 it goes much further. Moreover, it comprises the 

 fourth form of learning by instinctive imitation, nor is 

 it independent of the first three forms, and certainly 

 includes the second and third, which deal with learning 

 by self-development. Its necessary supposition is, that 

 he who learns be able to form new associations of rep- 

 resentations from experience, as is done in the second 

 form, and to infer new conditions of things from those 

 which formerly existed, as is characteristic of the third. 

 It is precisely through its relation to this third form of 

 learning that the sixth essentially differs from the fifth, 

 which consists in learning by training. For as it is 

 impossible to learn to think independently and to infer, 

 without the power of reasoning, and, consequently, 

 without intelligence in the full sense of the word, so is 

 it equally impossible to learn by instruction, if he 

 who learns be not endowed with intellect. If he lack 

 the power of reasoning, he will never do more than 

 combine the different representations which arose from 

 his own sense experience, or through the influence of 

 his teacher; he is unable to rise higher in the psychic 

 scale; he cannot learn by instruction to carry on inde- 

 pendent conclusions: he cannot learn to think, because 

 he has no power of thought. 



When a child learns to read and write, it gradually 

 ascends from the lowest to the highest stages of learn- 



