ANALYSIS OF THE POPPY. 23 



In the commencement of a new science, however, it is not to be 

 expected that every idea, or principle of arrangement, will seem per- 

 fectly clear, as such may often relate to other principles not yet ex- 

 plained. In architecture, we know it would be impossible to form a 

 clear idea of the use or beauty of a particular part of an edifice, until 

 it was considered in its relation to the whole. The beginner in any 

 branch of scientific knowledge, is not like one travelUng a straight 

 road, where every step is so much ground actually gained ; but the 

 views which he takes are Uke the faint sketches of a painter, which 

 gradually brighten, and grow more definite as he advances. 



An idea was formerly entertained, that students must learn per- 

 fectly, every thing as they proceed ; but this appears to be founded 

 upon a wrong view both of the nature of the mind, and of the sci- 

 ences. The memory may be so disciplined as to retain a multitude 

 of words, but words are only valuable as instruments of conveying 

 knowledge to the mind ; and if, after a careful attention to a subject, 

 something in your lessons may appear obscure, you must not be dis- 

 couraged ; the confusion may arise from want of clearness in an 

 author's style, or the subject maybe connected with something which 

 is to follow , therefore, you should patiently proceed, with the hope 

 and expectation that difficulties will gradually disappear. 



We shall not at present give any more examples of analyzing 

 plants. With even the little practice you have now had, you can 

 analyze flowers of any of the first thirteen classes ; but it is neces- 

 sary for you to know before proceeding farther, that the two circum- 

 stances of the number and insertion of the stamens, are not all that 

 are considered in the arrangement of the classes ; — this was not 

 sooner observed, that your minds might not be confiised with too 

 many new ideas. 



You are now prepared to comprehend the general features of the 

 Linnaean system, and to study the whole of the classes and orders in 

 a connected view. Before proceeding to this, it seems necessary 

 that you should have some knowledge of Greek and Latin numerala. 

 In our next lecture we shall commence by this necessary prepara- 

 tion, and shall then explain the characters of the classes and orders, 

 and illustrate the same by drawings. Sensible objects are of great 

 assistance to the mind, by enabUng it to form definite ideas of the 

 meamng of words. In abstract studies we cannot have such aid 5 

 and in order to comprehend instructions given upon them, it is ne- 

 cessary that the definitions of words should be well understood. 

 Many persons are satisfied with a general notion of the meaning of 

 abstract terms ; thus, they speak of ' a sensation of pity,' when they 

 mean an emotion. A more critical knowledge of the meaning of 

 words, would enable them to perceive, that sensation is a term appro 

 priated to that state of the mind which immediately follows the pres^ 

 ence of an external object ; it depends on the connexion between 

 the body and the mind. The mind, separated from all the organs of 

 sense, could have no sensations ; but it could have emotions, for they 

 are feelings which the mind has, independently of the senses. 



The great advantage of pursuing studies which relate to material 

 objects, is, as we have before remarked, in being able to illustrate 

 principles, and define terms by a reference to those objects them- 

 selves, or to deUneations of them. 



Remarks respecting the commencement of a new science — Words of use only 88 

 Instruments— Assistance which the mind derives from sensible objects— Example of 

 using terms indefinitely. 



