In the ordinary result-hunting school the scholar fares very differently from this. As a rule, he takes but little pleasure in his work, for subjects which have their chief value as means to desirable ends are presented to him as ends in themselves, and as such are rightly regarded by him as meaningless and therefore as intolerably dull; while subjects which are either intrinsically attractive, as being natural channels of self-expression, or potentially attractive as providing opportunities for self-expression, have no attraction for him, as in neither case is self-expression on his part permitted. Again, he finds great difficulty in mastering the subjects on his time-table, or even in making the first step towards mastering them, for, owing to his perceptive faculties as a whole having been starved by the repressive _regime_ which denied them the outlet of expression, he has not evolved the power of putting forth an appropriate sense in response to the stimulus of a new environment, and is therefore helpless in the presence of what is unfamiliar or unexpected. One of his faculties, his memory, has indeed been hypertrophied by being unduly exercised, and his capacity for receiving information is in consequence unhealthily great; but because he lacks, in this case or in that, the _sense_ which might enable him to digest the information received and convert it into knowledge, the food with which he has been crammed speedily passes through him, undigested and unassimilated, and the hours which he has spent in acquiring information will have done as little for his progress in the given subject as for the general growth of his mind.