These should then be revised, as to form, by principal or supervisors, and returned, with comments, to the teacher for filing. At the close of each term a summarized report in each case would be required, as supplemental to the foregoing. Obviously, the teacher, as a responsible guiding moral agent, could make these observations a basis of effectual influence in the right direction, and, were the advice sought, give to parents the benefit of such study; but this is aside from the end aimed at, which comprehends, in the case of each pupil, a series of systematic observations on character, inclination and capacity, term by term, up to the time of graduation. Each teacher is an independent observer and uninfluenced in any respect. At graduation, the mass of data so collected and arranged would be turned over to the advisory board. This analytical record would be in no sense a public affair, but made primarily in the interest of the pupil concerned. Moreover, it would be as scientific when fully developed, as any physical or mental examination and analysis is now. Nevertheless, should objections be made, this part of the course could be omitted in individual cases. Special attention would need to be given in preparing teachers for this work, and, of course, scientific methods would be used, as far as possible, in ascertaining the facts. But those in charge of the course would possess the exceptional capacities of penetration and judgment needful for the most satisfactory results.

The advisory board might well be composed, in part, of teachers on whom advancement to this position, in recognition of marked ability, would confer merited distinction. The duties of the board would be distinctively individual, and would consist mainly in giving expert advice based on the facts in each case, and supplemented by the trial and test work engaged in.

The public school graduate is, of course, a free agent; and a future career is, so far as decision is concerned, a matter of election. If this be already settled, any further test of inclination or fitness is clearly unnecessary. Nevertheless, the data and advice of the board would be free and willingly given on request. The children of very wealthy parents would ignore, doubtless, a supplementary course of this nature, as would all those who, by the fact of birth, are relieved of any deep concern for the future. But the great majority do have the utmost concern for the future, and any advantage of this kind would be eagerly seized by them.

With respect to demand and supply in the industrial and professional fields, the board would base its advice on the facts returned by statistical and labor bureaus, and on information furnished by the boards of other cities. Knowledge regarding tendency of demand, rather than its strictly mathematical measure, would be the aim in dealing with this matter. And thus would be established an intimate logical connection between demand and supply in occupations, to lack of which may be traced many present evils in every advanced society. The fact of degree in demand might necessitate, oftentimes, a policy of expedience in the advice offered; and, at such times, inclination and inchoate fitness would have to be made secondary to demand. But the turning point would be made at the right time, and the fatuity of preparation for a hopeless uncertainty would be conclusively demonstrated.

The foregoing plan, if it deserves to be called a plan, embraces the merest outline, and, as such, makes no attempt to deal with the details of methods. These would be developed properly only through practical trial, but with increasing effectiveness and influence for good on both the individual and society. And the general adoption of such a plan would go a long way toward solving some of the most vexatious of present day problems.

AMBIGUITY IN PLANT NOMENCLATURE.

BESSIE L. PUTNAM, HARMONSBURG, PENN.

The humorous account of "A Hunt for the Shamrock," which appeared some months ago in EDUCATION, is suggestive of a combination of causes which might be responsible for disappointment in such a quest. It is possible that those interrogated as to the whereabouts of the plant were more susceptible to the charms of a hill of thrifty potatoes than of any vegetation devoid of utility, no matter with how much historical or poetic lore it might be invested; yet, lacking courage to pronounce the three little words, "I don't know" (said by some one to be the most difficult in the English language), or, more probable, endowed with a generous supply of innate Hibernian politeness, their desire to oblige the visitor was gratified, even though at the expense of veracity.

money, but rather that the distinction between the work of the professional teacher and that of the untrained or poorly prepared one should be so apparent that there may be no school small enough or district poor enough for the latter. As those seeking an honorable and remunerative position for our calling, we can only afford to set and maintain a high standard of work ; through our ability and faithfulness, establishing for ourselves and for our profession an appreciation akin to that secured by the great teachers of the past.

There are natural economical forces that tend to regulate pay in other occupations. Most economists claim that the laborer is entitled to what he produces, and that, under normal conditions, he gets it. This sum should be sufficient to support and perpetuate his class in a manner most conducive to the general social welfare. It will, therefore, be pertinent to inquire as to the needs of the teacher, in order to enable him to properly ful fill his calling and best perpetuate his work.

1. First will be his needs for subsistence. And as he is a laborer of a high type, who is expected to be a power for good in the lives of children of all classes, these needs should be met liberally enough to enable him to move even in the best circles of society (using the term in its highest sense), otherwise much of his influence may be lost upon those whose social respect he cannot command.

2. His professional needs. These should be freely provided for, as no calling needs more men abreast of the times, familiar with the latest and best in literature, lecture, appliance and art.

3. Then, too, he should have money for travel. Travel broadens culture and gives definiteness to knowledge. Noted scenery, manners and customs, the wonderfully varied animal and plant life of the world, possess a new meaning when described by one who has seen them in their natural environment. Famous buildings, works of art and places of historical interest have an added charm when pictured by the teacher who has seen them with his own eyes. Surely, of all persons, the teacher should have the means to see the world, and bring it home to many a pupil who will never get any other opportunity of seeing it.

4. The teacher needs to be freed from thoughts of ways and means of maintenance - freed from the care for the morrow

which often so fully saps the vitality of to-day and does not leave the highest and best of our lives for our pupils. It would be interesting, were it not so sad, to trace in our large cities the hundreds of worn-out teachers who, having conscientiously given the best of brain and heart to the common welfare have, in a very literal sense, been "turned out to die." No wonder that time and again the benevolent have been moved to thoughts of pensioning us, thus taking away our independence and making more apparent our dependence. We are neither cripples nor beggars; we ask for no favors, but simply claim pay that shall accord with the intellectual and moral quality of our work. Pay, in the business world, is rated according to the skill and intelligence demanded by the occupation. Work requiring a high order of intellect or exceptional skill may even command a monopoly price, as is evidenced by the fees of noted lawyers and physicians. Especially does the moral quality of the work affect its remuneration. A premium is set upon integrity by business men, particularly when it is coupled with good executive ability. There is a demand for men - men who can plan, originate, control, think for themselves-men who are not mere machines, dependent for their force and guidance upon something from without. Are not these the qualities of the successful teacher? We need only to turn to the pages of history and trace the intelligence, tact, executive ability and faithful use of opportunities that have stepped out of the school-room into worldly position and welldeserved fame, to feel proud of the evidence of these qualities within our ranks. The pity is that such men have not been retained in the school-room to help make teachers what they should be, the recognized leaders of thought and development. Though I love the work I cannot afford to accept the position," said a well-known man in reference to an opening for broad usefulness in education. The community paid him well for his help in the accumulation of sordid gain, but had little to offer him for the training of the immortal minds of their children. The cultured, progressive, conscientious teacher, full of sympathy with child life and competent to mold and develop its infinite possibilities (and there are many such teachers), is worthy a place and appreciation with the highest in the land. There is now, however, no adequate financial return for such service and no

cowslip, pride of Ohio and shooting star. Surely with so many titles, it might relinquish all claims to the contested one. The liatris is not even permitted the sole ownership of either of its nicknames, a member of the parsley family, also called rattlesnake master, claiming the right to the designation, button snakeroot.

By the way, how many different species, on account of real or fancied external features, or medicinal qualities, are forced to bear the name of Eve's tempter. But a few days ago, I was interrogated by one in quest of roots for medicine, in regard to the appearance of the Senaca snakeroot. "They tell me," said the inquirer, "that it is this low plant with white on the leaves." He doubtless had in mind the rattlesnake plantain,- an orchidwhile the plant he sought belongs to the polygala, or milkwort group. The term black snakeroot is applied in botany to both the black cohosh and a member of the parsley family. A pretty, dwarfish thoroughwort is called white snakeroot. The Virginia snakeroot, a birthwort adds another to the list of ophidian compounds. Snake's head is appropriately applied to a plant with gentian-like white flowers, which frequents marshy places, the peculiar shape of the corolla giving rise to the name. hawkweed, having purple-veined leaves, is designated rattlesnake weed. The nabalus, another composite, is rattlesnake root. Thus it will be seen that, since there is such a motley collection, one does well to decline any decoction of "snakeroot," unless the species desired has been positively identified.

A

The mountain laurel, a most noteworthy feature of the Allegheny Mountains, bears no relation to the classic laurel. The term rose bay is applied with equal propriety to the rhododendron of the Appalachian Mountains, and to the willow herb, which follows the forest fire. The adder's tongue may appear in the form of a bright yellow lily, or of a fern.

Among forest trees complications likewise occur. A species of maple shares with the American plane tree the appellation, sycamore; while, in many instances, the term "poplar" applies to the tulip tree rather than to any kinsman of the aspen and cottonwood. But it is unnecessary to prolong the list.

It has been claimed that the jaw-breaking names deter many from studying science. The instances already cited show how ambiguous and misleading popular names of plants sometimes prove. The only positive means of identifying them is by the scientific name. And since botany is studied by all civilized nations and we have no universal language in common use, the simplest method of nomenclature is that derived from the classics.