TO TEACHERS. 
xii 
tions 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 are then directed to take their books and turn to the sixth 
class, first order, to find the genus. In each step, in the comparison, 
they are questioned as above described, until, having seen in what re- 
spects their plant agrees with each general division, and differs from 
each genus under the section in which it is found, they ascertain its 
generic name They are taught in the same manner to trace out its 
species : their minds perceiving at each step, some new circumstances 
of resemblance or difference, until they come to a species, the description 
of which answers to the plant under consideration. 
Technical terms are explained as we proceed ; and the advantage 
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, will, &c. or any other ab- 
stract terms, there is danger that the pupil may, from misunderstanding 
the language used in the explanation, obtain but a very confused and 
imperfect idea of the term ; and, indeed, what two authors or philoso- 
phers give the same definition to abstract terms? 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, corolla bell-form, and 
of a yellow colour, is seen to be so by another. Pupils who find it diffi- 
cult 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 a clear idea 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 
lesson, should be required to give an analysis of a plant ; sometimes the 
whole class having but one species , sometimes giving to each pupil 
permission to bring any flower 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 at- 
tention 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 lor reading, without being considered 
as important matter for recitations. 
An analysis of the subjects of each Lecture is given, as a substitute 
for questions ; the practice of having set questions, appearing too me- 
chanical for teachers, who feel the spirit of the sciences they teach. 
This analysis, it is thought, will answer all the important purposes of 
questions, without being attended with their disadvantages. 
