The externalisation of religion in the West, as evidenced by its ceremonialism and its casuistry, has faithfully mirrored itself in the externality of Western education.

The examination system (which I will presently consider) keeps education in the grooves of externality, and drives those grooves so deep as to make escape from them impossible.

Yet it does but give formal recognition to, and in so doing crown and complete--as the keystone crowns and completes the arch--the whole system of education in the West.

It is because what is outward and visible counts for everything in the West, first in the life of the adult and then in the life of the child, that the idea of weighing and measuring the results of education--with its implicit assumption that the real results of education are ponderable and measurable (a deadly fallacy which now has the force and authority of an axiom)--has come to establish itself in every Western land.
* * * * * The tendency of the Western teacher to mistake the externals for the essentials of education, and to measure educational progress in terms of the "appearance of things," gives rise to many misconceptions, one of the principal of which is the current confusion between information and knowledge.

To generate knowledge in his pupils is a legitimate end of the teacher's ambition.