188 NATURE STUDY. 



drawing, reading, and literature, the more will the uni- 

 fying tendency of the mind be satisfied. 



The child and the poet see in the physical world 

 much that symbolizes man and God. This symbolism 

 of nature, rightly impressed and re-enforced by litera- 

 ture, will do much in leading to unity. 



The methods of relating nature study to other school- 

 work are discussed in Chapters XI, XII, and XIII. 



How can we best impress on the child the unity of 

 all his environment, of nature, man, and God? Not 

 by mere preaching. Rather by leading him sympatheti- 

 cally, reverently, where he can read for himself the 

 " one great loving thought written in hieroglyphs of 

 bud and bloom." By taking the child to bud and leaf 

 and flower, to nest and egg, where he can see for him- 

 self the lessons of protection and care, shown alike in 

 the physical, intellectual, and spiritual, by nature, man, 

 and God. By letting him absorb, day by day, week by 

 week, year by year, naturally, and often unconsciously, 

 the lessons of mutual dependence and mutual helpful- 

 ness, the lessons of slow but sure development, the 

 lessons of patient waiting and preparation. By im- 

 pressing the lessons of purpose and order and plan all 

 about him, and thus leading to the Protector and 

 Thinker and Planner and Director, the highest Unity. 



How can we^ bring the child into closest unity with 

 all his environment? The question has already been 

 largely answered in Chapter IV. Only sympathy and 



