When information which has been received and assimilated rises to the surface of the mind, it will be ready, when required to do so, to reappear as information, and perhaps to return in that form to the source from which it came.

But the information which is given off will differ profoundly from that which has been received, for between the two will have intervened many stages of silent absorption and silent growth.
It may be necessary, then, in the course of education, both to supply and to demand information.

But the information which is supplied must be regarded as the raw material of knowledge, into which it is to be converted by a subtle and secret process.

And the information which is demanded must be regarded as an exhalation (so to speak) from the surface of a mind which has been saturated with study and experience, and therefore as a proof of the possession of knowledge.

To assume that knowledge and information are interchangeable terms, that to impart information is therefore to generate knowledge, that to give back information is therefore to give proof of the possession of knowledge,--is one of the greatest mistakes that a teacher can make.
But the mistake is almost universally made.