118 A. T. SCHOFIELD, ESQ., M.D., ON 
faculties, and so far as I can judge what the teacher teaches 
unconsciously the learner jearns unconsciously; and what the 
teacher teaches consciously the learner learns consciously. I 
suppose we might lay that down as a general rule, and that that 
would be one of the lessons that Dr. Schofield would give 
us. : 
Now if that is the case, and if it is the case, as he says, and I 
believe rightly, that the unconscious part is the most important 
and most vital and most influential and most permanent, then the 
question comes, how can we improve our unconscious teaching ? 
If it is the fact that we are teaching, unconsciously, the greatest 
things then how can we improve our unconscious teaching ? 
There seem to me to be two possible answers. The first is we 
must set to work and improve our own characters as fast as we 
can, for our unconscious teaching is rather what we do than what 
we say. Secondly, before a teacher or parent feels he can do 
anything, he must surround the child with that companionship 
which we believe in our hearts to be most effective in this 
unconscious direction. Those two seem to be possible lessons of a 
practical kind which we should learn from this part of the subject. 
But I think it would be very desirable that we should get a clear 
idea as to the two dominions of the human soul—the conscious 
and the unconscious. 
With regard to the schoolmasters, I do not wonder that 
schoolmasters receive a shock on page 4 of this paper; but 
parents, also, have received a shock. We are told that “the 
least valuable part of education is that which we owe to the 
schoolmaster (conscious).” We pay dearly for it, and I feel it 
keenly, and I hope this little sentence will go the round of 
schoolmasters at public schools and reduce parents’ bills by at 
least one-half, and I hope it will be done rapidly before I am out 
of the reach of such a benefit. But I quite agree with my friend 
here, who spoke as representing the scholastic element—that a 
great deal of our education is at school though not in school. 
The whole subject we are discussing to-day is clearly the border 
of a great subject set forth in the Bible. I mean the spiritual 
side of human nature, and the fact that the human spirit is 
under an influence higher than its own—an influence which we 
shall specially think of in Whitsun week—I mean the influence of 
the Spirit of God Himself, and this may he fairly regarded as 
