THE PHILOSOPHY OF EDUCATION. 119 
one of the greatest elements—or in fact the greatest element in 
the training of the unconscious. (Applause.) 
Professor OrcHarD.—While acknowledging the ability and the 
interesting character of Dr. Schofield’s paper, I am bound to say 
I think he has not only given a shock to schoolmasters and 
parents, but that he hasalso given a shock to psychologists. To 
understand that unconsciousness can by any means pass into 
consciousness, the author should at least have brought forward 
some kind of proof. 
I have endeavoured to make out in what sense he used this 
term “unconscious,” for certainly there was never said a truer 
thing than that the gap between the unconscious and the conscious 
is absolutely impassable. Possibly, and probably, Dr. Schofield 
means something by ‘‘unconscious”’ different from that to which 
we, who study in a psychological direction, are accustomed to 
suppose. 
The Avtuor having replied, and having received the thanks of 
the meeting for his communication, the proceedings terminated. 
N.B.—The Epriror regrets that want of space does not permit 
the insertion of communications sent by Colonel Alves, Dr. Biddle, 
Principal Teague of Penzance Collegiate School, and the Rev. Dr. 
Moule, now Bishop of Liverpool. The same cause has necessitated 
considerable abridgment in the discussion. 
