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Remarks on the New Method of Arranging Ferns. 
By Epwarp Newman. 
Part I.—History of the New Method. 
SysTEeMs in Natural History are the results of methodizing obser- 
vations. The decadence of systems arises either from our having 
assigned too great importance to the facts observed, or from our 
observations having been imperfect. The latter alternative is self- 
evident; the former may be made more clear by the following illus- 
tration:—A naturalist finds himself possessed of a multitude of 
shells; he makes a thousand observations on their wonderfully and 
beautifully varied forms; he classifies them; form of shell is the 
basis of his classification. Another naturalist goes to the sea-coast ; 
he finds the animals that inhabit the shells; and he finds other ani- 
mals very much like the inhabitants of the shells, but without shells ; 
he makes a thousand observations on the forms of the animals; he 
then constructs a classification of the animals independently of their 
shells. Learned men come forward and say to this second observer, 
“Thou art right: rem acu éetigisti.” But what security have we for 
this? May not there arise a more profound observer than either of 
these? May not some anatomist examine the intimate structure of 
the animals, the circulation of their blood, their mode of respiration 
and generation; and, founding a system on these, may he not 
supersede both the previous systems? Linneus, with that wisdom for 
which all his writings are so remarkable, seized on those organs in 
plants which are developed for the most important of physiological 
functions; but he laid too great stress on number; and on this 
account the most important cee of all was superseded by Jus- 
sien’s appeal to intimate structure and mode of growth. Linneus is 
deposed and Jussieu enthroned, because Linneus made his system 
arithmetical, not because the mode of growth was of more importance 
than the mode of generation. But it must never be overlooked that 
this arithmetical mode is much the easiest both to teach and to learn; 
and teachers will long be found who are not only unwilling, but un- 
able, to grapple with intimate structure and physiological facts; and 
these, as a matter of course, will pillow their heads on a system where 
the ability to count twenty is the great desideratum ; and this they 
will pretend to do as disciples of Linneus. They load with 
their praises both Linneus and his method, not because of the 
profound wisdom of that method, but because the application of the 
