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PREFACE.

WHILE We have recent and improved systems of Geography, of Arithmetic, and of Grammar, in ample variety,—and Reading and Spelling Books in corresponding abundance, many of which show our advancement in the science of education, no one has offered to the public, for the use of our schools, any new or improved system of Natural Philosophy. And yet this is a branch of education very extensively studied at the present time, and probably would be much more so, were some of its parts so explained and illustrated as to make them more easily understood.

The author therefore undertook the following work at the suggestion of several eminent teachers, who for years have regretted the want of a book on this subject, more familiar in its explanations, and more ample in its details, than any now in common use.

The Conversations on Natural Philosophy, a foreign work now extensively used in schools, though beautifully written, and often highly interesting, is, on the whole, considered by most instructors as exceedingly deficient-particularly in wanting such a method in its explanations, as to convey to the mind of the pupil precise and definite ideas; and also in the omission of many subjects, in themselves most useful to the student, and at the same time most easily taught.

It is also doubted by many instructors, whether Conversations is the best form for a book of instruction, and particu. larly on the several subjects embraced in a system of Natu⚫ ral Philosophy. Indeed, those who have had most experience as teachers, are decidedly of the opinion that it is not; and hence, we learn, that in those parts of Europe where the subject of education has received the most attention, and, consequently, where the best methods of conveying instruction are supposed to have been adopted, school books, in the form of conversations, are at present entirely out of use.

The author of the following system hopes to have illustrated and explained most subjects treated of, in a manner so familiar as to be understood by the pupil, without requiring additional diagrams, or new modes of explanations from the teacher.

Every one who has attempted to make himself master of a difficult proposition by means of diagrams, knows that the great number of letters of reference with which they are sometimes loaded, is often the most perplexing part of the subject, and particularly when one figure is made to answer several purposes, and is placed at a distance from the explanation. To avoid this difficulty, the author has introduced additional figures to illustrate the different parts of the subject, instead of referring back to former ones, so that the student is never perplexed with many letters on any one figure. The figures are also placed under the eye, and in immediate connexion with their descriptions, so that the letters of reference in the text, and those on the diagrams, can be seen at the same time. In respect to the language employed, it has been the chief object of the author to make himself understood by those who know nothing of mathematics, and who, indeed, had no previous knowledge of Natural Philosophy. Terms of science have therefore been as much as possible avoided, and when used, are explained in connexion with the subjects to which they belong, and, it is hoped, to the comprehension of common readers. This method was thought preferable to that of adding a glossary of scientific terms.

The author has also endeavoured to illustrate the subjects as much as possible by means of common occurrences, or com mon things, and in this manner to bring philosophical truths as much as practicable within ordinary acquirements. It is noped, therefore, that the practical mechanic may take some useful hints concerning his business, from several parts of the work.

Hartford, May, 1830.

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