TO TEACHERS 



The autlior indulges the hope that this book will not only afford as- 

 sii^tance, but gratification, to Teachers in the pursuance of the severe and 

 often ennuyant duties of their profession ; — that it may serve to interest 

 and quicken the dull intellects of some pupils, to arrest the fugitive 

 attention of others, and to relax the minds of the over-studious, by lead- 

 ing them all into paths strewed with flowers, and teaching them that these 

 beautiful creations of Almighty Power are designed, not merely to delight 

 by their fragrance, color, and form, but to illustrate the most logical 

 divisions of Science, the deepest principles of Physiology, and the benev- 

 olence of God. 



The best time for commencing botanical studies seems to be that of 

 the opening of flowers in the spring ; though, where circumstances render 

 it convenient to begin in winter, assistance is offered by engravings. The 

 arrangement of subjects might be altered, in pursuing the study without 

 the aid of natural flowers. The Second part, which treats of the various 

 organs of plants, the formation of buds, and other subjects connected 

 with vegetable physiology ; the Fourth part, which gives the history of 

 the science, with the distinctions in the kingdoms of nature, might be 

 studied to advantage, before attending much to the principles of classifi- 

 cation, which are mostly illustrated in the First and Third parts. 



On the first meeting of a botanical class, after some explanation as to 

 the nature of the study they are about to commence, each member 

 should be presented with a flower for analysis. The flower selected 

 should be a simple one, exhibiting in a conspicuous manner the different 

 organs of fructification : the lily and tulip are both very proper for this 

 purpose. The names of the different parts of the flower should then be 

 explained, and each pupil directed to dissect and examine the flower. 

 After noticing the parts of fructification, the pupils will be prepared to 

 understand the principles on which the artificial classes are founded, and 

 to trace the plant to its proper class, order, &c. At each step, they 

 should be required to examine their flowers, and to answer simultaneously 

 the questions proposed ; as. How many stamens has your flower ? Sup- 

 pose it to be a lily, they answer six. They are then^told it is of the 

 sixth class. How many pistils ? They answer one — they are told it is 

 of the first order. They should then be directed to take their books 

 and turn to the sixth class, first order, to find the genus. In each step 

 in the comparison they should be questioned as above described, until. 



