TO TEACHERS. 
The author indulges the hope that this book will not only afford as- 
sistance, but gratification, to Teachers in the pursuance of the severe and 
often ennuyant duties of their profession ; — that it may serve to interest 
and quicken the dull intellects of some pupils, to arrest the fugitive 
attention of others, and to relax the minds of the over-studious, by lead- 
ing them all into paths strewed with Jlowers, 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 logical 
divisions of Science, the deepest principles of Physiology, and the benev- 
olence of God. 
The best time for commencing botanical studies seems to be 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 Jlowers. 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 classifi- 
cation, which are mostly illustrated in the First and Third parts. 
On the first meeting of a botanical class, after some 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 different 
organs of fructification : the lily and tulip are both very proper for this 
purpose. The names of the different 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 
*;o trace the plant to its proper class, order, <fec. 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 ? Sup- 
pose it to be a lily, they answer six. They are then told it is of the 
sixth class. How many pistils ? They answer rnie — 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 questioned as above described, until. 
