TO TEACHERS. 
The author indulges the hope that this book will not only afford assistance, 
but gratification to Teachers, in the pursuance of the severe and often ennuyant 
duties of their profession. It is hoped 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 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, colour, and form, 
but to illustrate the most logical divisions of Science, the deepest principles of 
Physiology, and the goodness of God. 
The best time for commencing botanical studies seems to be that of the open¬ 
ing of flowers in the spring; though, where circumstances render it convenient to 
begin in winter, assistance is offered by engravings. The arrangement of sub¬ 
jects might be altered, in pursuing the study without the aid of natural flowers. 
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 
classification, which are mostly illustrated in the First and Third parts. 
The Botanical Class in this Institution has, for some years past, been composed 
of about forty pupils. The method pursued in teaching has been very labori¬ 
ous, as the want of suitable books rendered it necessary for the Author of these 
Lectures, who has had charge of the class, to devote much time and attention in 
gleaning from different writers such facts and principles as would illustrate the 
science, and make it interesting to the pupils. This work contains the substance 
of what has been thus collected, and the method in which those facts and prin¬ 
ciples were illustrated and arranged. A brief view of the mode of teachingpur- 
sued by the author, may be satisfactory to those about to commence the science. 
On the first meeting of the class, after some explanation as to the nature of 
the study.they are about to commence, each member is presented with a flovrnr 
for analysis. The flower selected is always a simple one, exhibiting in a con¬ 
spicuous manner the different organs of fructification; the lilyand tulip are both 
very proper for this purpose. The names of the different parts of the flower 
are then explained, each pupil beings directed to dissect and examine her flower 
as we proceed. After noticing the parts of fructification, the pupils are 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 are required to 
examine their flowers, and to answer simultaneously the questions proposed fas, 
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 'l 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 respects 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 per¬ 
ceiving at each step some new circumstance of resemblance or difference, until 
they come to a species, the description of which answers to the plant under con-> 
sideration. 
