PLANT IDENTIFICATION. 197 



There is no reason why teachers should not help each 

 other in a matter of this kind. It is suggested that county 

 or district associations of " Nature Study " teachers might 

 be formed, and one of the members, skilled in plant identifi- 

 cation, appointed to deal with matters of this nature. An 

 arrangement might be made whereby members may send 

 specimens to him for naming and receive replies by post- 

 card. There should be no difficulty in such matters, and 

 the work need not of course be confined to plants, bu.t 

 should include identification of natural history specimens 

 generally. 



Once the trouble of identification is over the teacher 

 should pursue the course suggested above. Teachers should 

 understand that knowledge can be gathered only by degrees 

 and be content to learn slowly. There is, further, no reason 

 why teachers who are beginners should not learn along with 

 the pupils. Many excellent teachers are continually doing 

 this. 



IDENTIFICATION EXEECISES. 



It is possible for a beginner of intelligence to acquire 

 in a comparatively short time by a little persistent applica- 

 tion some mastery of the leading parts of a good many 

 flowering plants. With a view to leading teachers on 

 towards a commencement, the following list of spring 

 flowers is submitted for study. Spring is undoubtedly 

 the best time in which to commence, since the flowers are 

 not too numerous ; the plants named are nearly all common 

 and widely distributed, and a good many at least are likely 

 to be known at sight. As each flower is obtained the 

 teacher should definitely perform the exercises suggested 

 below. 



LIST. 

 Ranunculaeeae, 



Wood Anemone (Anemone nemorosa), woods. 



Marsh Marigold (Caltha palustris), marshy or wet 



places. 

 Lesser Celandine (Ranunculus ficaria) , damp places. 



