CHAPTER XVI. 



PLANT IDENTIFICATION. 



As will be seen by reference to the courses already out- 

 lined, the recognition of plants already receives a prominent 

 place. There is no doubt as to the value of exercises of 

 this kind. The power to name plants at sight is an 

 achievement upon which even skilled botanists pride them- 

 selves, and there is no doubt that it gives to pupils a sense 

 of satisfaction. A feeling of " ownership " is acquired with 

 reference to the plants named, which is the best guarantee 

 of continued interest. It is also the case that pupils are 

 stimulated to recognise out of doors the plants they know, 

 and thus their observational powers are cultivated. Doubt- 

 less the gain is not great if pupils are allowed to rest 

 content with mere naming of specimens, but we aim at 

 more than this. 



The question for us at present is : How is the teacher 

 who is unfamiliar with plants himself to qualify for this 

 kind of work ? 



No doubt most teachers are familiar with the appearance 

 and know the names of a few of the common wild flowers, 

 but unless they are prepared to extend their knowledge 

 in this direction, difficulties will early #rise. Pupils soon 

 evince a keenness for asking names and will be found eager 

 to bring fresh subjects for recognition. 



It is no immediate solution of the present difficulty to 

 ask the teacher to master the details of systematic botany. 

 This is the sound course to recommend, if time is no object. 

 In due course such knowledge will be built up, but we 



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