"How do you get the interior details?" I once asked the agent of one of the largest map establishments in the United States. "Oh," he answered, "when we cannot get township details from local surveys, we sling them in anyhow." An error once taught from our geographies and maps will remain an error for a generation, and our text-book geographers will continue to repeat it, for they do not travel over the countries they describe, and rarely adopt the results of scientific investigation. The most unpopular study in the schools of the United States is that of the geography of our country. It does not amount merely to a feeling of indifference, but in some colleges to a positive prejudice. The chief mountain-climbing club of America, counting among its members some of the best minds of our day, was confronted by this very prejudice. "If you introduce the study of physical geography in connection with the explorations of mountains, I will not join your association," said a gentleman living almost within the shadow of the buildings of our oldest university. A committee of Chinese who called upon the school authorities of a Pacific-coast city, several years since, respectfully petitioned that "you will not waste the time of our children in teaching them geography. You say the world is ROUND; some of us say it is FLAT. What difference does it make to our business if it be round or flat? The study of geography will not help us to make money. It may do for Melican man, but it is not good for Chinese." I once knew a chairman of the school trustees in a town in New Jersey to remove his daughters from the public school simply because the teacher insisted that it was his duty to instruct his pupils in the study of geography. "My boys may go to sea some day, and then geography may be of service to them," said this chairman to the teacher, "but if my daughters study it they will waste their time. Of what use can geography be to girls who will never command a vessel?" While conscious that I may inflict an uninteresting chapter upon my reader who may have accompanied me with a commendable degree of patience so far upon my lonely voyage, I nevertheless feel it a duty to place on record a few facts that are well known to scientific men, if not to the writers of popular geographies, regarding the existence within the boundaries of our own country of the longest river in the world. It is time that the recognition of this fact should be established in every school in the United States. As this is a very important subject, let us examine it in detail.