To confine, however, the conditioning influence of the educator, whether parent or teacher, to imitation is to get a very superficial view of the intellectual influence of others. Imitation is but one case of a deeper principle--that of stimulus and response. _Everything the teacher does, as well as the manner in which he does it, incites the child to respond in some way or other, and each response tends to set the child's attitude in some way or other._ Even the inattention of the child to the adult is often a mode of response which is the result of unconscious training.[9] The teacher is rarely (and even then never entirely) a transparent medium of access by another mind to a subject. With the young, the influence of the teacher's personality is intimately fused with that of the subject; the child does not separate nor even distinguish the two. And as the child's response is _toward_ or _away from_ anything presented, he keeps up a running commentary, of which he himself is hardly distinctly aware, of like and dislike, of sympathy and aversion, not merely to the acts of the teacher, but also to the subject with which the teacher is occupied. [9] A child of four or five who had been repeatedly called to the house by his mother with no apparent response on his own part, was asked if he did not hear her. He replied quite judicially, "Oh, yes, but she doesn't call very mad yet." [Sidenote: Influence of teacher's own habits] [Sidenote: Judging others by ourselves]