x ii TO TEACHERS. 



answer one they are told it is of the first order. They are then 

 directed to take their books and turn to the sixth class, first order, to 

 find the genus. In each step, in the comparison, they are questioned 

 as above described, until, having seen in what respects their plant 

 agrees with each general division, and differs from each genus under 

 the section in which it is found, they ascertain its generic name. 

 They are taught in the same manner to trace out its species : their 

 minds perceiving at each step, some new circumstances of resem- 

 blance or difference, until they come to a species, the description of 

 which answers to the plant under consideration. 



Technical terms are explained as we proceed ; and the advantage 

 in this kind of explanation, over that of any abstract idea, is, that it is 

 manifested to the senses of the pupils, by the object before them. If 

 a teacher attempt to define the words, reason, ioill, $c. or any other 

 abstract terms, there is danger that the pupil may, from misunder- 

 standing the language used in the explanation, obtain but a very 

 confused and imperfect idea of the definition ; and, indeed, what two 

 authors or philosophers give to abstract terms the same definition ? 

 Though mankind do not, in the purely mental operations, exhibit an 

 entire uniformity, yet, in their external senses, they seldom disagree, 

 A flower which appears to one person to be composed of six petate, 

 corolla bell-form, and of a yellow colour, is seen to be so by another. 

 Pupils who find it difficult to understand their other studies, (which 

 in early youth are often too abstract,) are usually delighted with this 

 method of analyzing plants; they feel that they understand the 

 whole process, by which they have brought out the result, and IHT- 

 haps for the first time enjoy the pleasure of a clear idea upon a scien- 

 tific subject. 



It is necessary, before the meeting of the class, to have a suitable 

 number of plants collected, so that all may have specimens. In ex- 

 amining the pupils as they proceed in their study, each one, boi.U-s 

 reciting a lesson, should be required to give an analysis of a plant ; 

 aometimes the whole class having but one species ; sometimes giv- 

 ing to each pupil permission to bring any flower she chooses. This, 

 also, at public examinations, is a satisfactory method of testing their 

 knowledge of the subject. With respect to those portions of the work 

 to which their attention should most particularly oe paid, it must be 

 left to the judgment of the teacher. Whatever relates to modes of 

 classification, and makes part of a system, should be noted ; many re- 

 marks, illustrations, and quotations, are designed merely for reading, 

 without being considered as important matter for recitations. 



An analysis of the subjects of each Lecture is given, as a substi- 

 tute for questions ; the practice of having set questions, appearing too 

 mechanical for teachers, who feel an interest in the sciences they 

 teach. This analysis, it is thought, will answer all the purposes of 

 questions, without being attended with their disadvantages. 



