become satisfactorily blended
into a harmonious life. Impossible! The three natures are so clearly
interrelated, each depends so much upon the others, that the separate
and independent development of any one is impossible.

The spiritual _depends_ upon the intellectual as the house _rests_ upon
the foundation. Its mental pictures, its concepts, its beliefs, come out
of it, and are marred, misshapen, untrue, just to the extent to which
that is faulty. Intelligence is necessary to religious belief and
religious life. And the _intellectual_, in its foundation laying, can
not stop short at that point any more than a plant can stop growing when
its roots are well developed. The process once well begun is pushed on
by the force from behind and must enter the higher realm. So I am not
surprised that the school at times seems to be in charge of the entire
work. And _physical conditions_ have so much to do with success in both
fields that they must be considered by both. The three processes are not
only interrelated, they are interlaced, intertwined, as the strands of a
braided cord. And just as the cord would be incomplete, just as it
would lack strength, if any of the strands were to be omitted, or if the
braiding were to be haphazard, so the life would be incomplete,
one-sided, weak, should these three processes not go on side by side
under the fostering care of an intelligent unifying agency. Indeed, if
there is any one thing that has been demonstrated beyond the
peradventure of a doubt by modern research in the physical and psychical
realms, it is the significant fact that life is a unity. The physical,
the intellectual, and the moral are like the three leaves of the clover.
And just as with the clover we must apply the nourishment to the root
and not to the separated branches, so with the child we must so select
and use our educative material that the three-fold development shall
result from the single application.

A simple illustration or two will help to make the point clear. All
children study arithmetic in school. It is an intellectual activity and
so clearly belongs to the school. Why do all study it? Because for the
practical duties of life they need to know how to handle numbers. It is
a practical study. Yes, but there is something else that the subject is
supposed to yield or the extended time given to it could not be
justified. It yields large fruitage in the development of the power of
concentration and intell