25° 
method which enables him to acquire these points 
of knowledge with the least distraction, and the 
_ most certainty ; is, without doubt, the pr me- 
thod. Eleven years habit of teaching the Materia 
Medica, has assured me of the total inutility of 
the common methods of arrangement in teaching ; 
and the never-ending perplexities encountered by the 
student, owing to the repeated returns of the same 
article into the lecturers discourse, for some vir- 
tue or effect possessed by it, besides that for which 
it had already been classed and treated of. The 
pupil tires and is perplexed, the teacher flags at. 
perceiving the weariness and confusion of his tyro, 
and mutual embarrassmente 3. Thealp rabetical 
method is, to speak without figure, as clear as A. 
B. C.; never burthens the students memory by 2 
repetition of any call on it by the same articles ; 
and encourages him by_a reflection on the fact, that 
when the teacher leaves the discussion of any ar- 
ticle of the course, heis done with it. When he de- 
sires to refresh his memory by his notes, they too 
have a unity of subject in consonance with the 
Be 8 his — discourse. pros onze 
Subsection o. - 
The preceding objections are not to thet terms 
used to designate the properties or operation of 
medicines, as emetics, tonics, &c. but to the feasi- 
bility, consistently with fitness and utility in teach- 
ing, of arranging the medicaments of the Materia 
Medica, under classes designating such emetic, to- 
nic or other effect, when in fact the substances so 
— are -endued er —, ean fe- 
