utilize the time before school age, and the holidays later on, for the purpose of compensating this one-sided action of the school; how shall they decide, in any given case, on the kind of subject most likely to be useful in this respect?
(3) How does one set about to direct the action of unconscious cerebration, in science? First. What kind of teachers do least harm in the way of neglecting to provide material for unconscious cerebration in science? Those are most neglectful of it who have 'got up' the elements of several sciences, simply in order to be free to advertise themselves as able to teach, and who have no other connexion with, or interest in, science than that. The best science teacher is usually a thorough-going enthusiast in the science itself, who, in the intervals of regular teaching, gets his pupils to assist him in his own investigations or pursuits. But that supposes an ideal condition of things; and ideal conditions can seldom be secured. As I said, the responsibility for unconscious preparation for science lies with the parents at present.
This brings us to the second question:—How shall the parents decide for any given family what subjects can be most usefully employed as food for the unconscious brain?
