put their names after "critical species:" but what we do all want to
know is as much about plants and animals as will enable us to walk
through life intelligently, and to understand the meaning of the things
that surround us. We want, in one word, a general acquaintance with the
_results_ rather than with the _methods_ of science.

"In short," says the specialist, with his familiar sneer, "you want a
smattering."

Well, yes, dear Sir Smelfungus, if it gives you pleasure to put it
so--just that; a smattering, an all-round smattering. But remember that
in this matter the man of science is always influenced by ideas derived
from his own pursuits as specialist. He is for ever thinking what sort
of education will produce more specialists in future; and as a rule he
is thinking what sort of education will produce men capable in future of
advancing science. Now to advance science, to discover new snails, or
invent new ethyl compounds, is not and cannot be the main object of the
mass of humanity. What the mass wants is just unspecialised
knowledge--the kind of knowledge that enables men to get comfortably and
creditably and profitably through life, to meet emergencies as they
rise, to know their way through the world, to use their faculties in all
circumstances to the best advantage. And for this purpose what is wanted
is, not the methods, but the results of science.

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