a 
THE PHILOSOPHY OF EDUCATION. LL? 
unconscious education he receives,” and with the quotation from 
Matthew Arnold that ‘education is an atmosphere, a discipline, a 
life.’ But what Matthew Arnold said, Dr. Arnold, the school- 
master, laboured to realize in fact. 
The Rey. F. A. Watker, D.D.—I should like, in the first place, 
to echo the words of the last speaker with regard to the great 
indebtedness we are all under to Dr. Schofield for his most able 
and instructive paper. 
We read in the paper that ‘‘ Darwin considered the influence of 
education, as compared with that of heredity, as infinitesimal.” 
I think that had a good deal to do, perhaps, with the scope of 
Darwin’s own studies. His studies of heredity were extended to 
a great many objects of the lower orders of creation, generation 
after generation, breeding them, rearing them and experimenting 
and comparing and registering the results. Then I think we ought 
not to lose sight of the fact that heredity in human nature is no 
doubt an important factor for good or evil—more so than in the 
lower creation—and more really and truly exists. But we are not 
in a position to observe heredity, as regards our own fellow 
creatures in the same way that we can note its existence in the 
lower orders. For example, the ordinary duration of life of most 
of the lower orders of creation is far less than that of ordinary 
human beings. With a good reliable pedigree of an animal or 
bird we can see, for many generations, if it keeps up its character, 
or harks back on some defect or varied tint, to a remote ancestor, 
or if the colourings or markings are correct and so forth every 
year. In insect life we can see how true that adage is that “ the 
child is the father of the man.” Heredity in the human is not a 
thing that “‘ he who runs may read.”’ It cannot be read of all men. 
Jt is perfectly true that eccentric peculiarity may not only be 
inherited by the son from the father, but it may begin to show 
itself at precisely the same period of life at which the father 
commenced this eccentricity or mannerism—perhaps at the age of 
35, and so it may develop in any particular individual in the case 
of any particular habit or any mental or moral proclivity. It is 
very curious how it often begins at exactly the same period of life 
in the son as it does in the father. 
The Rev. Canon R. B. Grrpotestons, M.A.—So far as I can 
gather from Dr. Schofield’s paper the teacher and the taught 
have this psychic or unconscious gift or faculty, or series of 
