A characteristic example of the case B would be one in which the teaching supplied us with a table which we actually make use of in understanding, obeying, etc. If we are taught to play chess, we may be taught rules. If then we play chess, these rules need not be involved in the act of playing. But they may be. Imagine, e.g., that the rules were expressed in the form of a table; in one column the shapes of the chessmen are drawn, and in a parallel column we find diagrams showing the “freedom” (the legitimate moves) of the pieces. Suppose now that the way the game is played involves making the transition from the shape to the possible moves in the table, and then making one of these moves.