6 TO TEACHERS 



moment with the study of elementary terms, separately 

 from the anlysis of plants. When a term occurs, which is 

 essential to their progress, stop and explain it. Remem- 

 ber that you are to teach the science of plants ; and that 

 technical names are hut a necessary incumbrance, always 

 to be avoided when it is possible to dispense with them. 

 After your students have made considerable progress in 

 analyzing plain simple plants, your lectures should com- 

 mence with those families of plants whose descriptions re- 

 quire a peculiar application of the language of Botany. 

 For example, the proper grasses are chiefly distinguish- 

 ed by the number of flowers to each glume calyx, forms 

 of valves, spikelets, &c. Plants of the 1st section of the 1st 

 order, of the 5th class, by the form and throat of the corol, 

 &c. The umbelliferous plants by the fruit. The plants 

 of the 14th class by the form of the lips of the corol. Plants 

 of the 18th class by the calyx, egret and receptacle, &c. 

 Every thing which requires a departure from the plain, 

 simple course of analysis in the most simple flowers, should 

 he explained in your lectures and illustrated by speci- 

 mens. 



The physiology of vegetation requires very little labor 

 and still less experience. It is therefore harped upon by 

 every ignorant blockhead, who can read a book and tran- 

 scribe its contents, i advise you not to give more than four 

 or five lectures in a whole course, relating to that sub- 

 ject. And let these embrace subjects the most essential 

 to your purpose. Make practical botanists of your pu- 

 pils, and they can then read physiological botany in their 

 closets to advantage. 



I have found no exercise so effectual as that of writing 

 out full descriptions of plants. Direct your pupils each to 

 select a plant, and to bring in the specimen with a writ- 

 ten description for your examination. Let the order of 

 the description follow the arrangement adopted in the 

 grammar. First the kind of calyx, next the corol, &c. 

 proceeding to the appendages. By this exercise, habits 

 of accuracy will be acquired, which you can never incul- 

 cate by any other method. 



No particular mode of questioning pupils is necessary 

 to be prescribed. The proper questions will naturally 

 present themselves to every reflecting teacher. Perhaps 

 the following specimens may not be useless. 



