PRINCIPLES DETERMINING METHOD. 145 



While our method must be determined by our appre- 

 ciation of aim and understanding of children, it will be 

 modified by other elements. It seems wise, therefore, 

 in discussing method, to consider in order : 



First. The aims of nature study or of education in 

 general, discussed in Chapters IV and V. 



Second. Those characteristics or laws of child nature 

 and child development most important, or having the 

 greatest influence, in determining method. 



Third. The other conditions which may modify 

 method. These affect more particularly the selection 

 and arrangement of material. They are considered in 

 Chapter XIV. 



The ultimate aim, as discussed and formulated in 

 Chapter V, is : To adapt the child to his threefold envi- 

 ronment, physical, intellectual, spiritual, or, stated 

 more definitely, to train the child to appreciate what 

 he receives from, and to recognize and perform what he 

 owes to, nature, man, and God. 



Considering the individual child, the following sub- 

 ordinate aims were formulated in Chapter IV, all in- 

 cluded in the final aim, already stated : 



First. To awaken the interest and cultivate the sym- 

 pathy of the child. 



Second. To develop his higher nature, aesthetic, ethi- 

 cal, and spiritual, and lead toward God. 



Third. To develop the intellectual powers of the 

 child, and form right habits. 



Fourth. To gain a knowledge of his environment. 



