In England, it might seem at first sight as if the higher education of
the universities aimed at the production of certain static types of
character rather than at the development of what one may call this
dynamic scientific efficiency. Professor Jowett, when asked what Oxford
could do for its students, is said to have replied, "Oxford can teach an
English gentleman how to _be_ an English gentleman." But, if you ask
what it means to 'be' an English gentleman, the only reply is in terms
of conduct and behavior. An English gentleman is a bundle of
specifically qualified reactions, a creature who for all the emergencies
of life has his line of behavior distinctly marked out for him in
advance. Here, as elsewhere, England expects every man to do his duty.




V. THE NECESSITY OF REACTIONS


If all this be true, then immediately one general aphorism emerges which
ought by logical right to dominate the entire conduct of the teacher in
the classroom.

_No reception without reaction, no impression without correlative
expression_,--this is the great maxim which the teacher ought never to
forget.

An impression which simply flows in at the pupil's eyes or ears, and in
no way modifies his active life, is an impression gone to waste. It is
physiologically incomplete. It leaves no fruits behind it in the way of
capacity acquired. Even as mere impression, it fails to produce its