enth ▁of ▁all ▁the ▁learning ▁volume ▁and ▁was ▁meant ▁to ▁be ▁remembered , ▁while ▁the ▁latter ▁made ▁up ▁the ▁nine - t enth s ▁of ▁the ▁given ▁subject ▁and ▁was ▁intended ▁from ▁the ▁start ▁to ▁be ▁forgotten . ▁ ▁As ▁a ▁teacher , ▁he ▁was ▁putting ▁his ▁pup ils ▁under ▁controlled ▁expos ure ▁to ▁stress ▁in ▁order ▁to ▁improve ▁information ▁ret ention ▁of ▁the ▁germ ane ▁parts ▁of ▁the ▁curr icul um ▁— he ▁either ▁sn apped ▁his ▁wh ip ▁hard ▁against ▁the ▁floor ▁or ▁removed ▁his ▁w ig ▁(" ú lek ▁o sl ně ním "   – ▁" f right ▁by ▁d aze "). ▁This ▁apparently ▁successful ▁method ▁be ars ▁his ▁name ▁to ▁this ▁day ▁as ▁the ▁famous ▁" C im r man ' s ▁Fix ation ▁by ▁Sho ck ". ▁ ▁When ▁students ▁mis be hav ed , ▁he ▁did ▁not ▁pun ish ▁them ▁but ▁pun ished ▁himself ▁instead — his ▁theory ▁was ▁that ▁pup ils ▁certainly ▁must ▁love ▁their ▁teacher ▁and ▁therefore ▁would ▁feel ▁rem or se ▁if ▁he ▁should ▁suffer . ▁When ▁his ▁students ▁put ▁water ▁into ▁his ▁in k - b ott le ▁instead ▁of ▁in k , ▁he ▁would ▁not ▁leave ▁his ▁house ▁for ▁a ▁week . ▁His ▁students ▁having ▁had ▁no ▁school ▁then ▁had ▁enough ▁free ▁time ▁to ▁feel ▁sorry ▁for ▁him . ▁Altern ately ▁he ▁would ▁refuse ▁to ▁have ▁his ▁cig aret te ▁after ▁l unch ▁and ▁stating : ▁" T od ay , ▁after ▁l unch , ▁I ▁will ▁not ▁smoke ▁my ▁cig