134 Education through Nature 



what elements of plan, purpose or beauty can be 

 discovered in this relation; (10) how this relation 

 affects man if such be the case. 



III. Relation of the Object to Plants: (i) What 

 relation it bears to plants in general or in particular; 



(2) what characters are the basis of this relation; 



(3) how the relation can be mutually advantageous; 



(4) how one party to the relation may get most benefit ; 



(5) what that benefit may be; (6) how the relation 

 can be dispensed with; (7) how the destruction of 

 one would affect the other; (8) how other factors 

 modify this relation; (9) what evidence of plan or 

 purpose exists; (10) what elements of beauty can be 

 discovered and what ethical principle does the relation 

 reveal. 



IV. Relation o) the Object to the Soil: (i) With 

 what kind of soil it is associated; (2) what are its rela- 

 tion to other soils; QVwhat quality of the soil is most 

 essential to this relation; (4) how it behaves when 

 severed from this relation; (5) by what causes this 

 might be brought about; (6) what adaptations exist 

 with regard to that particular relation; (7) what 

 influence these adaptations might have; (8) what 

 effects would possibly follow if these adaptations 

 did not exist; (9) how these adaptations are dependent 

 upon other causes; (10) how other adaptations would 

 influence this relation. 



V. Relation of the Olject to Moisture: (i) How this 

 relation affects the object; (2) what characters are 

 chiefly advantageous in this relation; (3) how it tends 

 to perpetuate itself; (4) under what circumstances, 

 if any, the relation does not exist; (5) how moisture 

 affects it; (6) what amount of moisture is most favor- 

 able; (7) what changes occur as a result of changes 

 in the amount of moisture; (8) how important char- 

 acters in the object vary with the amount of moisture; 

 (9) what adaptations serve to modify the influence 



