One science, and one only, is rationally taught in our schools at present. I mean geography. And the example of geography is so eminently useful for illustrating the difference I am trying to point out, that I will venture to dwell upon it for a moment in passing. It is good for us all to know that the world is round, without its being necessary for every one of us to follow in detail the intricate reasoning by which that result has been arrived at. It is good for us all to know the position of New York and Rio and Calcutta on the map, without its being necessary for us to understand, far less to work out for ourselves, the observations and calculations which fixed their latitude and longitude. Knowledge of the map is a good thing in itself, though it is a very different thing indeed from the technical knowledge which enables a man to make a chart of an unknown region, or to explore and survey it. Furthermore, it is a form of knowledge far more generally useful. A fair acquaintance with the results embodied in the atlas, in the gazetteer, in Baedeker, and in Bradshaw, is much oftener useful to us on our way through the world than a special acquaintance with the methods of map-making. It would be absurd to say that because a man is not going to be a Stanley or a Nansen, therefore it is no good for him to learn geography. It would be absurd to say that unless he learned geography in accordance with its methods instead of its results, he could have but a smattering, and that a little knowledge is a dangerous thing. A little knowledge of the position of New York is indeed a dangerous thing, if a man uses it to navigate a Cunard vessel across the Atlantic. But the absence of the smattering is a much more dangerous and fatal thing if the man wishes to do business with the Argentine and the Transvaal, or to enter into practical relations of any sort with anybody outside his own parish. The results of geography are useful and valuable in themselves, quite apart from the methods employed in obtaining them.