TO TEACHERS. 
The author indulges the hope that this book will not only afford assist- 
ance but gratification to Teachers, in the pursuance of the severe and 
often ennuyanl duties of their profession. Tt is hoped that it may serve to 
interest and quicken the dull intellects of some pupils, to arrest the fugi- 
tive attention of others, and to relax the minds of the over-studious, by 
leading them all into paths strewed with flowers, and teaching them that 
these beautiful creations of Almighty Power are designed, not merely to 
delight by their fragrance, color, and form, but to illustrate the most logi- 
cal divisions of Science, the deepest principles of Physiology, and the 
goodness of God. 
The best time for commencing botanical studies seems to oe that of the 
opening of flowers in the spring; though, where circumstances render it 
convenient to begin in winter, assistance is offered by engravings. The 
arrangement of subjects might be altered, in pursuing the study without 
the aid of natural fioioers. The Second part, which treats of the various 
organs of plants, the formation of buds, and other subjects connected with 
vegetable physiology ; the Fourth part, which gives the history of the 
science, with the distinctions in the kingdoms of nature, might be studied 
to advantage, before attending much to the principles of classificatioa, 
which are mostly illustrated in the First and Third parts. 
On the first meeting of a bo"'nicai class, after sonte explanation as to 
the nature of the study they are about to commence, each member should 
be presented with a flower for analysis. The flower selected should be 
a simple one, exhibiting in a conspicuous manner the ditferent organs of 
fructification; the lily and tulip are both very proper for this purpose. The 
names of the difl*erent parts of the flower should then be explained, and 
each pupil directed to dissect and examine the flower. After noticing the 
parts of fructification, the pupils will be prepared to understand the principles 
on which the artificial classes are founded, and to trace the plant to its proper 
class, order, &c. At each step, they should be required to examine their 
flowers, and to answer simultaneously the questions proposed; as, how 
many stamens has your flower? Suppose it to be a lily, they answer 
six. They are then told it is of the sixth class. How many pistils? 
They answer one — they are told it is of the first order. They should 
then be directed to take their books and turn to the sixth class, first order, 
to find the genus. In each step in the comparison they should be ques- 
tioned as above described, until, having seen in what respects their plant 
agrees with each general division, and difl'ers from each genus under the 
section in which it is found, they ascertain its generic name. They should 
