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 travelhng a straight 
road, where every step is so much ground actually gained ; but the 
views which he takes are hke 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 ma}^ be so disciplined as to retain a multitude 
of Avords, 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 confused 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 numerals. 
In our next lecture w^e 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 enabhng it to form definite ideas of the 
meaning of words. In abstract studies we cannot have such aid ; 
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 delineations of them. 
P^emarks respecting the commencement, of a new science — Words of use only as 
instruments— Assistance which the mind derives from sensible objects— Example of 
usmg terms indefinitely. 
