Love of Nature." 



In addition to the quickened and widened environment of the 

 child, which should be the first aim of the teacher of nature-study, 

 we may look with assurance for many valuable results which are 

 by-products. In the past one or another of the by-products has 

 too often been mistaken for the main object. This was especially 

 true at first when it was claimed that the greatest gain to be 

 derived from the study of natural objects is increased power of 

 observation. This increase is a natural result ; one looks at the 

 things he is interested in, and the more things one is interested in 

 and the more he is interested in some one thing, the more he sees. 



vation," says Professor Ganong. The result should culminate in 



The nature-teacher said to the third-grade class of a school in 

 Missouri : " Children, I want you to watch a spider and see if 

 you can learn something about it that you did not know before. 

 Then I would like you to write down whatever you find out and 

 bring it to me." The next day Locke Sawyer brought in the 

 following to his teacher : " Onct I sawn a spider spin his web. 

 He span it on the winder-pain. I watched him as clost as I 

 could. He went along in front and spun behind." Here is the 

 real thing — visualization: one sees the spider with the boy, 

 " going along in front and spinning behind." The delighted 

 teacher, carried away by the enthusiasm of the moment, began 

 to tell the children how spiders spin, how they have a little res- 

 ervoir of adhesive liquid substance within, which is forced out and 

 hardens into a thread on exposure to the air. Locke was vastly 

 interested ; he wanted to write down what the teacher had said, 

 and at his request his paper was returned. This is what he 

 added: "Inside of himself the spider has two tin cans. These 

 are for its web, which is glue before it is spun." 



A second scientific value of nature-study is that it develops 



