112 A. T. SCHOFIELD, ESQ., M.D., ON 
education must conform to the natural process of mental 
evolution. In education we are finding that success is to be 
achieved only by making our measures subservient to that 
spontaneous unfolding which all minds go through in their 
progress to maturity.”* 
Froebel’s system was a happy combination of the educa- 
tion of the conscious and the unconscious minds, and he 
also followed clearly the natural course of mental evolution, 
The unconscious mind can clearly be educated through 
consciousness. Unconscious apperception can be implanted 
and learnt by conscious traming. The difference in result 
between the training of the conscious and unconscious in 
after life is worth noting. A man whose consciousness Is 
better trained than his unconscious mind will only betray 
bad manners when off guard; his conscious actions will be 
superior to his instincts, as we say he will appear better than 
he is; while, on the other hand, a man whose unconscious 
mind has been thoroughly trained and educated, will have 
better instincts than conscious actions, and he will be at his 
best when most unconscious. We all know these two types, 
and can clearly see the difference between the results of 
training the Conscious and Unconscious. 
Schools, as a rule, train the former, home the latter. The 
principle of the infant school—most knowledge in shortest 
time, at cheapest rate—should never be imitated im the 
nursery. 
The guiding principle in all training is not to develop or 
excite olhies but to feed them, delaying their display ; 
always thus training for remote and not for immediate 
results; and, above all, not over-training ; for this is one of 
the great practical results of recognizing the powers of the 
unconscious mind; that we see at once, if we have a certain 
sum total of mental force at our disposal, and if our uncon- 
scious mind requires a large amount for governing and 
directing the growth of the body, unless this is supplied, 
body growth cannot proceed, whatever amount of food may 
be taken. 
This gives the reason why, when all the mental force is 
used in direct education, and over-pressure ensues, physical 
growth is stunted or arrested. 
Fortunately now, there is increasing conformity in the 
* Herbert Spencer, Hducation, pp. 58-59. 
