182 NATURE STUDY. 



structure, and is isolated. " Why " and " how " relate 

 the structure and thus help to unify. We may describe 

 the form and structure, the u what," of the dandelion, 

 and never think of it as related to anything else. When 

 we ask " why" and "how," we begin to relate it to its 

 environment. Why is it colored ? To attract insects, 

 to beautify the world. Why does it have the green 

 cup, or involucre ? To protect it from moisture, from 

 sudden changes, or from insects. Why do the florets 

 have hairs (the pappus) about the base ? To catch the 

 wind, and aid in scattering the seeds. Each " why " 

 suggests a new relation, leads to a better realization of 

 the co-operation and unity of nature. 



How does the recognition of this unifying tendency 

 in the mind, and of the importance of unity in the work, 

 affect or determine the method of study ? 



First. We must endeavor to impress the idea of 

 unity in the child's physical environment, nature. 



Second. We must labor to make more complete his 

 realization of the unity between his physical and intel- 

 lectual environment, nature and man. 



Third. We must strive to lead from nature and man 

 to God ; to impress deeply on the child the unity of all 

 parts of his environment, physical, intellectual, spirit- 

 ual. 



Fourth (and including the others). We must do all 

 in our power to bring the child into the closest relations 

 with all his environment, into unity with nature, man, 

 and God. 



