238 SYSTEMATIC POMOLOGY 



the ape and the chimpanzee, these teachers 

 will immediately adapt these prehistoric lan- 

 guages to their fine pedagogic systems, and 

 will adopt them into the curricula of the 

 strictly classical colleges. 



However, science has a large pedagogic 

 value, too, when it is properly presented, and 

 we are learning slowly how this presentation 

 ought to be made. And although horticul- 

 ture is only partly a science (and partly em- 

 piricism and partly art), still we try usually to 

 teach it from the scientific side. This is be- 

 cause the science of horticulture has greater 

 "pedagogic value" than the empirical art 

 has. 



Now, among the various branches of horti- 

 cultural science none has greater " pedagogic 

 value " than systematic pomology. One rea- 

 son for this is that the subject is really system- 

 atic orderly. It has a logical arrangement, 

 bringing each part into visible relation with 

 with each other part. But a larger and more 

 immediate* reason for its value in a general 

 science course is that it deals directly with the 

 fundamental principles of classification, and 

 these, in turn, are the foundation of all the 

 natural sciences. "Science is classified knowl- 



