PREFACE IX 



1st. Education by the eyes is that which is least fatiguing to the 

 intelligence and memory. In truth, when a fact is stated, 

 and illustrated by a figure, or by a natural object, it is under- 

 stood, and is easily fixed in the memory, and prepares it for 

 the harder efforts of learning by heart. 



2nd. Nothing is more attractive to children than the coloured 

 representations of objects with which they are acquainted, and 

 better still, of natural objects, when they find their name and 

 use explained at the same time. 



3rd. This education can only produce good results if all the 

 ideas instilled into the child's mind are rigorously exact. 



This work has been arranged in diagrams, composed either 

 of natural objects, whenever this was possible, or of good coloured 

 figures, representing with the greatest accuracy the types which 

 we wished to illustrate, of their natural size ; and we have 

 always given the preference to those objects which come most 

 frequently under the notice of children. 



In the twenty diagrams which compose this work, we have 

 attempted to illustrate all branches of natural history, by 

 teaching children the most indispensable elements, or those 

 which were most suitable to excite their curiosity, and to lead 

 them to the desire of knowledge, from the special interest that 

 they possess. 



But that the study of these diagrams should be really 

 instructive, some explanations besides the objects or figures 

 were necessary; and we have supplied them as briefly and 

 concisely as possible, so that the child may be able to read 

 them as soon as he can spell, and we have arranged them in 

 such a manner as to attract all possible attention, as the dia- 

 grams cannot be looked at without reading them. 



To render the work complete, we have been requested to add 

 a handbook, in order, by means of brief, clear, and scrupu- 

 lously exact definitions, to illustrate those points OD which it 

 was necessary, and particulars which could not be introduced 

 into the diagrams. This book is not intended for the use of 



