14— THE PSYCHOLOGY 



As previously pointed out, the use of diagrams is made clear from the study 

 of natural objects. The construction of diag-rams is the first step in classification. 

 \Ve select one peculiarity which we find common to several objects. We express 

 this in a diagram. We then use this as the type to which we find other objects 

 conform, and conclude that all these belongs to the same class. 



Having- laid a firm foundation throug-h the use of objects, drawingfs, and 

 diagrams, we shall have prepared our pupils" for the hig-hest stage of mental 

 development — the study of relations, which, in itself, is purely ideal, for 

 relationship exists only in the mind. Education may now depend principally on 

 the use of mere s3'mbols. The dominant mode oi expression should be 03^ symbols 

 arrang-ed systematically in what is known as written composition. What has 

 nature study to furnish here? Simply the subjects for composition. Half the 

 field of composition, i. e., narrative and descriptive, is bound up in nature. It 

 forms the setting of more than half the literature for all time. What makes the 

 charm of Parkman's history' ? It is the description of natural scenery- and spirited 

 narrative of the contest of man with man, and man with nature. There is, 

 therefore, no stage of education in which nature study is not an important subject 

 of study. It is all important in the first stag-e ; equallv important as an)' other in 

 the second, and scarcely subsidiary- in the third stag-e. 



Of course, there can never be a divorce of any^ one stage of education from 

 the others. In the first stag-e relations yvill be noted, and svmbols used, and in 

 the third stag-e, objects, drawing's, and diagr.ams mustahvays be in evidence. But 

 each stag-e has its predominant mental activity, means of instruction, and iViode 

 of expression, to yvhich the others are merely complementary. 



