THE PHILOSOPHY OF EDUCATION, 105 
The nett result, therefore, of what we have already stated 
is this: That the conscious education and training by which 
the greatest store is generally set, is not, after all, the 
training that is most determining the child’s future. This is 
rather decided by the training and educating of the child’s 
unconscious mind for good or evil that is going on at the 
same time entirely outside the parents’ cognizance. 
Now it is to this that we wish to direct especial attention, 
in order that what we mean by the phrase ‘‘ the education of 
the unconscious mind” may be understood. 
It is surely all-important, if our children are surrounded 
with these unnoticed powers, that we should know some- 
thing of them, and of the laws by which they act; and of 
the power we may have to direct them for good and not for 
evil in their unseen workings on our child’s nature. 
The object of this education is character rather than 
learning. Direct instruction, or book-learning as it is called, 
must be addressed to consciousness; character in formative 
education is best carried out through the unconscious. As 
to character, “ Children,” Herbart says, “have very marked 
individuality without possessing character. Children are 
wanting in that which, above all, goes to make up character 
—thatis Will. Willing determination take place in conscious- 
ness; individuality, on the other hand, is unconscious.”* 
“In those early impressions of which no one seems to be 
conscious, least of all the child. and which gathers up power 
as the rolling avalanche, the elements are collected for future 
emotions, moods, etc., that make up a greater part of the 
history of the individual.’t 
“The strong individual struggles out of individuality into 
character, the weak lets himself slide out of the domain of 
the conscious to the unconscious.’ t 
The fruit, of course, of the education of the unconscious 
in us is only seen by ourselves by results in consciousness ; 
others, however, can see results of which we may be wholly 
unconscious. 
One great point in favour of this unconscious education is 
that it does not interfere with the happiness of childlife, but 
increases it; and this is no small matter. A house without 
suvshine lowers the whole physical health, and a home 
* J. F. Herbart, Science of Education, 2nd edit., pp. 116, 117. 
+ Dr. L. Waldstein, The Subconscious Self, p. 47. 
t J. F. Herbart, Science of Education, 2nd edit., pp. 116, 117. 
