INTRODUCTORY REMARKS. 13 



class merely read the General Analysis during class-hour the 

 first time going through the book. 



In the fourth place, it may be suggested that blackboard 

 exercises should be conducted in connection with recitations. 

 The tables or synopses should be built, or grow up, line by line, 

 as the ideas that underlie them are unfolded, and should be 

 allowed to remain from day to day before the pupil, and be 

 frequently reviewed or rehearsed. Each table can be transferred, 

 for convenience of preservation, to a large sheet of paper or of 

 cloth. But when such sheets, exhibiting the table in full, are 

 possessed, they should not be used till made up on the board by 

 the pupil.* Tables should also be constructed with initials 

 only, and in several forms, and be made, if convenient, with 

 colored chalks, pencils, inks, or paints, and with letters of differ- 

 ent shape and size, in order to make the distinctions of the 

 classifications and their suggestions evident to the eye. 



This leads to the fifth idea, or means : The classifications 

 should be represented by objects when possible; by models, by 

 pictures and drawings, and by outlines and sketches on the 

 blackboard. All such illustrations are very impressive and 

 lasting in their effects. Many classifications of parts of the body 

 can be illustrated by corresponding parts of animals, which al- 

 ways proves exceedingly interesting to pupils. By illustrations 

 and classifications something more is meant than the illustration 

 of single and isolated parts ; it means a systematic illustration of 

 all the classifications so far as possible making the illustrations 

 by themselves a complete epitome or abstract of relations. Every 

 teacher will of course understand, without a hint, the advantage 

 and iihportance of illustrating individual parts. 



* Sheets exhibiting the most important tables, in colored letters of various 

 forms, can be had of the Publishers of this work. 



