TO TEACHERS. 
9 
be taught m the same manner to trace out its species: they will perceive 
at each step some new circumstance of resemblance or difference, until 
they come to a species, the description of which answers to the plant 
under consideration. 
Technical terms should be explainer dS the pupil proceeds. The ad- 
vantage 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, ivill, &c., or any other ab- 
stract terms, there is danger that the pupil may, from misunderstandins 
the language used in the explanation, obtain but a very confused and im- 
perfect idea of the defmition ; and, indeed, what two authors or philoso- 
phers give to abstract terms the same definition? 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 color, 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 delighted 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 num- 
ber of plants collected, so that all may have specimens. In examining 
the pupils as they proceed in their study, each one, besides reciting a les- 
son, should be required to give an analysis of one or more plants ; some- 
times the whole class having similar flowers; sometimes giving to each 
pupil permission to bring any plant she chooses. This, also, at public 
examinations, is a satisfactory method of testing their knowledge of the 
subject. With respect to those portions of the work to which their atten- 
tion should most particularly be paid, it must be left to the judgment 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 name of the Natural Order is connected with the name of each 
genus under the head of Descriptions of Species ; indeed, the subject of 
the natural affinities of plants is kept in view through the whole work, 
although the artificial system is considered as the groundwork of botani- 
cal knowledge. The origin of the generic name is also given, as far as 
this could be ascertained with any degree of certainty. 
The analysis at the bottom of each page, is designed rather to suggest 
the leading subjects, than as a form of questions ; for every experienced 
teacher must perceive the importance of varying his mode of questioning. 
