FOR THE TEACHER AND THE STUDENT 243 



eties, and notes the likenesses and differences. 

 Now he is studying comparative morphology. 



It is ordinarily a great satisfaction to a col- 

 lege student, and to his parents, when he can 

 write home saying that he is studying com- 

 parative morphology. Let the young man 

 do this after his first exercise in systematic 

 pomology. 



Next, when the pupil seeks the names of 

 his pears, he is studying nomenclature; and 

 later, when he classifies them, he is taking the 

 last step in taxonomy. It is highly proper, 

 too, that he should appreciate that he is at 

 work on a science of wide application and of 

 very great importance. He may very properly 

 have a greater respect for systematic pomol- 

 ogy if he sees that its principles are of such 

 general use in so many great departments of 

 science. 



In general it is the writer's experience with 

 students that they are helped most by those 

 matters in the course of instruction which 

 come into direct contact with other matters 

 already discussed in other courses. It may 

 be that some practice in horticulture is ex- 

 plained by referring it to some principle in 

 chemistry. The principle may have been 



