PRINCIPLES DETERMINING METHOD. 187 



comparison of the forms of leaves ; that is, to the formal 

 study of relations of similarity and difference, connect- 

 ing these, however, with function. This will prepare 

 for comparison and classification, and the study of fami- 

 lies and larger groups in the upper grades. 



It is evident that it is neither wise nor possible to 

 dwell on all the relations of everything studied. It 

 becomes essential to select that material which will 

 best illustrate these relations, and to which other ma- 

 terial, not so carefully studied, can be related, or about 

 which it can be grouped. The chapters on selection of 

 material and formulation of courses of study (Chapters 

 XIV and XV) indicate the material which will best 

 serve as centres for work in the different grades, and, 

 at the same time, serve as foundations for later work. 



How can we, in and by our methods in nature study, 

 make more complete the unity between the physical 

 and intellectual environment of the child ? 



Certainly not by separating the physical and intel^ 

 lectual as far as possible, that is by divorcing nature and 

 all school-work as we have done in the past. Rather 

 by uniting these as closely as possible, basing much of 

 the school-work on nature study. The better the child 

 realizes that school is out-of-doors as well as in the 

 schoolroom, in plant and animal and stone, in cloud 

 and sunset and waterfall, as well as in book, the more 

 complete will be the unity between hi physical and 

 intellectual world. The more his nature study is cor- 

 related with and made a basis for his language work, 



