PREFACE. 



the pupil is qualified to enter upon the other departments of 

 of the science. For nothing, it will readily be conceded, 

 is calculated to produce a more unhappy effect upon the 

 attainments of the pupil, than to enter upon the determina- 

 tive and descriptive parts, without the requisite familiarity 

 with the preliminary considerations of Terminology. It is 

 pursuing a course equally injudicious with that of studying 

 Trigonometrical Analysis, while ignorant of Algebra. 



Such teachers as may have occasion to use this treatise, 

 and as would wish to employ it in conformity with the views 

 with which it was written, will adopt a course with their 

 pupils, considerably different from that now in use. The 

 Characteristic, instead of the general descriptions, is intend- 

 ed to succeed to Terminology. The pupil must be as- 

 sisted to determine a few minerals in each order, and then 

 be thrown upon his own resources and referred directly to 

 the mineral kingdom. Indeed the author cannot acquiesce 

 in the method so often pursued of attempting to illustrate 

 to the beginner in succession, the general descriptions of the 

 species by the exhibition of specimens. The utility of this 

 practice, it is believed cannot be made to appear. In many 

 instances, it seems to be practiced with a view to familiar- 

 ize the student with Terminology; but this should have 

 been acquired systematically by itself, as the preliminary 

 to every other knowledge of minerals. 



The duty of the Teacher of Mineralogy appears to be 

 best discharged, when he has led his pupils through the 

 consideration of the properties of minerals, exercised them 

 with the Characteristic, and engaged them fully in the prac- 

 tice of the science; to which may be added, the opening 

 to them eventually of a collection of specimens, arranged 

 so as to exhibit the most important relations of the species, 

 as well as to illustrate the contents of each in all the se- 



