lated of all other means, to serve for what is relative to the education of the Deaf and Dumb, and to improve their intellectual faculties. Such means are used in the celebrated institutions for the Deaf and Dumb in France and Italy, and also in ours.

COMPOSITION

OF

DARLINGTON, OF THE PHILADELPHIA SCHOOL.

BOTANY.

Botany is that science which explains the nomenclature, arrangement, description and locality of plants.

The learned ancients had little leisure to bestow on the cultivation of botany. It was not till the eighteenth century that the science of botany was successfully cultivated by the extraordinary genius of Linnæus; whose sexual system of vegetables at first met with opposition, but at last with approbation from almost every botanist. This rapid progress has been aided by the advancement of civilization, by the munificence of sovereigns, and by the zealous researches of travellers.

Linnæus and Jussien were the most accomplished philosophical botanists of their days. Smith, Willdenow, Withering and Pursh, have been considered the greatest British botanists, who have rendered honor and industry to the improvement of British botony. Michaux, Persoon and De Contelle, have honored and improved French botany.

Within about a fifth of a century, American botany has been cultivated with a rapidity and success, which have excited the wonder and delight of foreign botanists, and will be carried to the highest summit of perfection in several years. Recent scientific travellers in the western country, have contributed largely to the accomplishment of our hopes for its speedy progress.

Among those most intelligent Americans, who have principally devoted a handsome portion of their time and talents to the culti vation of botanical science, have ranked Bartram, Muhlenberg, Nuttall, Elliott, Schueinitz, Bigelow, Barton, Eaton, Torrey and Darlington, whose botanical talents have all been regarded by impartial and zealous Americans, with respect and delight. Their lives ought to be recorded as a sufficient tribute of memory to the honor and zeal which they have afforded to the promotion of botanical knowledge, and chiefly as examples held up for the imitation of botanical students.

Muhlenberg may be allowed to be entitled the father of American botany, while Linnæus is of systematic botany.

Botany is a good guide to abundant reflections upon the goodness and wisdom of the Creator, and then upon our own nature. It is the best way to furnish plants for medicine, dyeing, furniture and other necessaries, and to distinguish good plants from bad ones. It is the surest way to improve and strengthen the memory of man so much as to enable him to acquire every scientific attainment with facility. It is one of the most useful, pleasing and instructive studies recommended to the attention of youth. It is a comfortable relief from the most laborious cares of the world. Botany and agriculture, which ought to be studied together, are very pleasing studies for a country life, where persons have ample opportunities for selecting their flowers and cultivating their grounds. These joint studies will raise them to great wealth and extensive respectability, and will make them enjoy the plenteous fruits of industry.

Botany, as an innocent and healthy recreation for the fatigued mind, is remarkably delightful for a summer study. So is natural history for a winter one.

It is to be regretted that a complete biography of all those who have cultivated this branch of natural history, has not been transmitted to us. The study of botanical biography, although hitherto never much attended to, ought to be established as an easy introduction to a thorough acquaintance with the works of botanical authors; and if so cultivated, will give the sharpest thirst for traversing over all the departments of scientific and literary knowledge.

Pennsylvania Institution for the Deaf and Dumb, Oct. 9, 1827.

18 years of age; was 5 years under instruction.

STEPHEN MCGUIRE, OF THE NEW-YORK SCHOOL.

NAPOLEON BONAPARTE.

Napoleon was the Corsican emperor of France, whose native place was on the Island of Corsica which is situated several miles north of Sardinia Island, in the Mediterranean Sea. It is under the government of France and is considerably famous that it has a

great deal of sweet honey. There are but a few commercial towns because the island is not large. Bonaparte was a poor boy, yet he tried to succeed in commanding the French troops who increased with rapidity and afterwards he usurped the throne over France, which caused him to become more ambitious and thus he commanded his army to march with him for the purpose of conquering some parts of Europe and they proceeded towards the city of Moscow in the centre of Russia, and they intended to take possession of that city but its inhabitants set fire on their own houses themselves, and then fled from the city into the forest to seek an Asylum, the army perished with cold and hunger. Bonaparte thought with confusion of his army and therefore they were scattered among the parts of Europe. He embarked in a vessel for England and soon after the English seized him: the parliament of England, and other kings determined that he should be confined on the island of St. Helena for life because he dethroned several kings and princes, &c. He was carried in a ship to St. Helena which is situated in the Southern Atlantic Ocean. It belongs to England, the island produces poultry and cattle and is considerably fertile but it has severe droughts, it is occupied by 400 English families. Bonaparte was confined on that island in A D 1815 till he died there on the fifth day of May 1821.*

* In Mr. Flagg's printed report, Document E, this piece of McGuire's was omitted, it is presumed, by mistake; and it is restored from the copy preserved at the School. This boy has been two years in the Asylum as a boarding pupil. The remainder of his time he has attended irregularly as a day scholar.

The following Cut is used in the New-York School to explain the Prepositions, and was designed by one of the Teachers.

PREPOSITIONS are a peculiar class of words, designating most generally, the position of objects, and have a relative signification. The employment of them in language is sometimes obscure to the Deaf and Dumb, and without particular explanation, they are as difficult to understand as words of an abstract meaning. Most of them, however, may have their signification rendered sensible and visible, by an action. The teacher may place an apple, under, over or on the table. He may hang a map, above, below, or beside another. These and other local prepositions are explained

in this manner, and also by means of a picture designed by Mr. Stansbury, former teacher in this Institution. The picture illusstrates the prepositions in a more sensible and striking manner than the diagram of Wilkins, as given in Horne Tooke's diversions of Purley, in which that learned author calls it "an ingenious attempt." Wilkins' diagram is too complicated and abstract for use in teaching the Deaf and Dumb, and there are no objects delineated on it to be compared, or their relative positions to be shown.

The little picture, however, which we claim as a production of this School, and an improvement in teaching Mutes, has many figures delineated upon it, by means of which the prepositions are easily explained. The picture contains the figure of a man, several children, a dog, a bird, a tree, a house, a boat, &c. By signs, and by reference to this picture, the teacher cannot fail to make his pupils understand the use and application of the prepositions. When he writes that, the man is before the dog; the dog is behind the man; the dog runs after the man, &c. the picture renders the whole visible and clear.

Prepositions are also used in relation to time and events, and may be explained after the pupil acquires a knowledge of their local application. The following examples will illustrate. He came to New-York after visiting Hartford. We dine at two o'clock, I will accompany you after that time.

They are sometimes employed figuratively; as when a man is intoxicated, he is said to be beside himself; or if he gives in charity, more than his means will allow, he gives beyond his ability. Prepositions, when thus used apart from their sensible application, require pantomimic explanations, and examples to illustrate them. "But though the original use of prepositions was to denote the relations of place, they could not be confined to this office only. They by degrees extended themselves to subjects incorporeal, and came to denote relations, as well intellectual as local. Thus, because in place, he who is above, has commonly the advantage over him who is below, hence we transfer (over) and (under) to dominion and obedience; of a king we say-He ruled over his people; of a common soldier-He served under such a general. So too we say-With thought; without attention; thinking over a subject; under anxiety; from fear; out of love; through jealousy, &c. All which instances, with many others of like kind, show that the first words of men, like their first ideas, had an immediate reference to sensible objects, and that in after days, when they began to discern with their intellect, they took those words, which they found already made, and transferred them by metaphor to intellectual conceptions. There is indeed no method to express new ideas, but either this of metaphor, or that of coining new words, both which have been practised by philosophers and wise men, according to the nature and exigence of the occasion."*

Harris' Hermes. p. 91.