he aid afforded by the Principals
of the several Academies and Normal Schools who formed classes in
their institutions, and examined the revised edition as their pupils
progressed, thus giving the work the best possible test trial, namely,
the recitation-room.

To the examination of an intelligent public, the work is respectfully
submitted by

CALVIN CUTTER.

WARREN, MASS., _Sept. 1, 1852_.

TO TEACHERS AND PARENTS.

As the work is divided into chapters, the subjects of which are
complete in themselves, the pupil may commence the study of the
structure, use, and laws of the several parts of which the human
system is composed, by selecting such chapters as fancy or utility may
dictate, without reference to their present arrangement,--as well
commence with the chapter on the digestive organs as on the bones.

The acquisition of a correct pronunciation of the technical words is
of great importance, both in recitation and in conversation. In this
work, the technical words interspersed with the text, have been
divided into syllables, and the accented syllables designated. An
ample Glossary of technical terms has also been appended to the work,
to which reference should be made.

It is recommended that the subject be examined in the form of
_topics_. The questions in _Italics_ are designed for this method of
recitation. The teacher may call on a pupil of the class to describe
the anatomy of an organ from an anatomical outline plate; afterwards
call upon another to give the physiology of the part, while a third
may state the hygiene, after which, the questions at the bottom of
the page may be asked promiscuously, and thus the detailed knowledge
of the subject possessed by the pupils will be tested.

At the close of the chapters upon the Hygiene of the several portions
of the system, it is advised that the instructor give a lecture
reviewing the anatomy, physiology, and hygiene, of the topic last
considered. This may be followed by a general examination of the class
upon the same subject. By this course a clear and definite knowledge
of the mutual relation of the Anatomy, Physiology, and Hygiene, of
different parts of the human body, will be presented.

We also suggest the utility of the pupils' giving analogous
illustrations, examples, and observations, where these are interspersed
in the different chapters, not only to induce inventive thought, but to