to embrace so much of systematic botany as will enable scholars "to analyze plants."
If a child, twelve or fourteen years of age, is made to observe the characteristic qualities of a few common minerals so as to enable it to recognize them in the rocks, and is likewise led to examine the structure of a few familiar flowers, not only will a new power have been acquired, but a new interest will have been added to life.
Of course, the faculty of observation thus early exercised in childhood only attains the highest degree of development after long experience and continued practice. The acuteness which practice gives is frequently very remarkable, and rude men often surprise us by the extent to which their power of observation has been cultivated in certain special directions. The sailor who recognizes the outlines of to him a well-known coast, where the ordinary traveler sees nothing but a bank of clouds, or the miner who recognizes in the rock indications of valuable ores, are illustrations which may give a clearer conception of the nature of the power we have been attempting to describe.
Naturally following the power of observation in the order of education is the power of conception with the cognate power of abstraction; that is, the power of forming in the mind distinct and accurate images of objects, and relations, which have been previously apprehended either by direct observation, or through description; and also the power of confining the attention to certain features which these images may present to the exclusion of all others. This is a power which depends very greatly on the imagination and is capable of being cultivated to a very high degree. There is no study which is so well suited to the training both of the powers of conception and of abstraction as the study of geometry.
To this end the study of geometry should be begun at an early period in school-life, and it should be studied at first not as a series of propositions logically connected, but as a description of the properties and relations of lines, surfaces, and solids—what has sometimes been called "the science of form." A text-book prepared on this idea by Mr. G. A. Hill forms an admirable introduction to the study.
I esteem very highly the system of geometry of Euclid, either in its original form or as it has been modified by modern writers, as a means of developing the logical faculty. The completeness of the proof of the successive propositions and their mutual dependence by means of which, as on a series of steps, we mount from simple axiomatic truths to the most complex relations, furnish an admirable discipline for the reasoning power; but too often the whole value of this discipline is lost by the failure of the pupil to form a clear conception of the very relations about which he is reasoning, and the study becomes an exercise of the memory and nothing more. Often have I seen a conscientious and faithful student draw an excellent figure, and write out an accurate demonstration, without noticing that the two were not
