TO TEACHERS. 9 



Technical terms are explained as we proceed ; and the advantage in this kind 

 of explanation, over that of any abstract idea, is, that it is manifested to the 

 senses of the pupils by the object before them. If a teacher attempt to define the 

 ■words reason, will, &c., or any other abstract terms, there is danger that the pu- 



Eil may, from misitnderstanding the language used in the explanation, obtain 

 ut a very confused and imperfect idea of the definition ; and, indeed, what two 

 authors or philosophers give to abstract terms the same definition 1 Though 

 mankind do not, in the purely mental operations, exhibit an entire uniformity, 

 yet, in their external senses, they seldom disagree. A flower which appears to 

 one person to be composed of six petals, with corolla bell-form, and of a yellow 

 colour, is seen to be so by another. Pupils who find it difficult to understand 

 their other studies, (which in early youth are often too abstract,) are usually de- 

 lighted with this method of analyzing plants ; they feel that they understand the 

 whole process by which they have brought out the result, and perhaps, for the 

 first time, enjoy the pleasure of clear ideas upon a scientific subject. 



It is necessary, before the meeting of the class, to have a suitable number of 

 plants collected, so that all may have specimens. In examining the pupils as they 

 proceed in their study, each one, besides reciting a lesson, should be required to 

 give an analysis of one or more plants ; sometimes the whole class having simi- 

 lar flowers ; sometimes giving to each pupil permission to bring any plant she 

 chooses. This, also, at ptiblic examinations, is a satisfactory method of testing 

 their knowledge of the subject. With respect to those portions of the work to 

 which their attention should most particularly be paid, it must be left to the judg- 

 ment of the teacher. Whatever relates to modes of classification, and makes 

 part of a system, should be noted; many remarks, illustrations, and quotations, 

 are designed merely for reading, without being considered as important matter 

 for recitation. 



The analysis at the bottom of each page, is designed rather to suggest the lead- 

 ing subjects, 'Jian as a form of questions; for every experienced teacher must 

 perceive the importance of varying his mode of questioning. 



