It is deemed disgraceful--and ought to be--for any young man at this day to be ignorant of the geography and history of the country in which he lives. And yet it is no uncommon occurrence. However it argues much against the excellence of our systems of education, that almost every child should be carried apparently through a wide range of science, and over the whole material universe, and yet know nothing, or next to nothing, practically, of his own country. 3. ARITHMETIC. No young man is excusable who is destitute of a knowledge of Arithmetic. It is probable, however, that no individual will read this book, who has not some knowledge of the fundamental branches; numeration, addition, subtraction, multiplication, and division. But with these, every person has the key to a thorough acquaintance with the whole subject, so far as his situation in life requires. To avail himself of these keys to mathematical knowledge, he must pursue a course not unlike that which I have recommended in relation to geography and history. He must seize on every circumstance which occurs in his reading, where reckoning is required, and if possible, stop at once and compute it. Or if not, let the place be marked, and at the first leisure moment, let him turn to it, and make the estimates. Suppose he reads of a shipwreck. The crew is said to consist of thirty men besides the captain and mate, with three hundred and thirteen passengers, and a company of sixty grenadiers. The captain and mate, and ten of the crew escaped in the long boat. The rest were drowned, except twelve of the grenadiers, who clung to a floating fragment of the wreck till they were taken off by another vessel. Now is there a single person in existence, who would read such an account, without being anxious to know how many persons in the whole were lost? Yet nine readers in ten would _not_ know; and why? Simply because they will not stop to use what little addition and subtraction they possess. I do not say that, in reading to a company, who did not expect it, a young man would be required to stop and make the computation; but I do say that in all ordinary cases, no person is excusable who omits it, for it is a flagrant wrong to his own mind. Long practice, it is true, will render it unnecessary for an individual to _pause_, in order to estimate a sum like that abovementioned. Many, indeed most persons who are familiar with figures, might compute these numbers while reading, and without the slightest pause; but it certainly requires some practice. And the most important use of arithmetical studies (except as a discipline to the mind) is to enable us to reckon without slates and pencils. He has but a miserable knowledge of arithmetic, who is no arithmetician without a pen or pencil in his hand. These are but the ladders upon which he should ascend to the science, and not the science itself. 4. CHEMISTRY AND OTHER NATURAL SCIENCES.