It follows that if the work of the teacher is to be tested, an external test must be applied.

This means that external results, results which can be weighed and measured, must be aimed at by both teacher and child, and that the value of these as symbols of what is inward and intrinsic must be wholly ignored.

Not that the inward results of education would in any case be seriously considered.

When education is based on the passivity of the child, nothing matters to him or to his teacher except the accuracy with which he can reproduce what he has been taught,--can repeat what he has been told, or do by himself what he has been told how to do.

What connection there may be between these achievements and his mental state matters so little that the bare idea of there being such a connection is, as a rule, entirely lost sight of.