SUGGESTIONS TO TEACHERS. 
The method to be pursued by the aid of this book is the fol¬ 
lowing: The child, first of all, collects some plants—almost any 
will answer in the start. The roots, stems, and leaves of plants, 
it is assumed, are already known. But they are made up of 
parts that vary in form and structure in different species. The 
object of the learner is to find out these parts, to learn their 
names and the names of their variations, so as to be able to de¬ 
scribe them. 
In the First Exercise, for example, he finds the parts of 
leaves shown by pictures, along with the names by which they 
are known. He now looks at his specimens, and finds the real 
things which the pictures and the words represent. When a 
few of the parts are learned he commences the practice of 
writing down wbat he observes. For this purpose a form, or 
schedule , is used, containing questions which indicate what he 
is to search for. Models of these schedules are given, in which 
a pictured example is described. Children can make their own 
schedules as soon as they have learned to print. At each new 
exercise he carefully observes his specimens and writes down 
what he finds. Having done this, he pins the specimen to the 
paper describing it, and brings all his work to the teacher as 
the report of his observation and judgment in the several cases. 
This operation is constantly repeated upon varying forms, 
and slowly extended by the addition of new characters. He 
thus goes on discovering new parts, and learning their names— 
noting the variations of these parts, and finding the names of 
these variations. The schedules guide him forward in the right 
