The truth is that inward and spiritual growth, even if it were thought desirable to produce it and measure it, could not possibly be measured. The real "results" of education are in the child's heart and mind and soul, beyond the reach of any measuring tape or weighing machine. 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. 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. * * * * *