On 28th May 1855, the council of the Royal Geographical Society (RGS) reported that the Society's Map Room was 'daily visited by intelligent strangers as well as by members [of the Society]' and that its premises 'afford [ed] facilities not before possessed for the collection and diffusion of geographical information'. There were two things going on here. First, professional geographersmembers of the societywere meeting to consult maps and to contribute and share geographical information orally, and second, discerning members of the publicintelligent strangerswere seeking geographical information in the maps and in the persons of the geographers with whom they mixed. Both processes were making geography as a discipline. Although the RGS was 25 years old at this point, there were 32 years to go before an enduring university position in the discipline was established (Clout, 2003 and 2020 discounts a brief earlier personal position at University College London in that department's centenary volume), and the subject's place in the school curriculum was patchy at best. Establishing geography in the minds of a discerning public as a discipline with specialist practitioners and expertise was an important step in its professional maturation, and personal encounter and conversation had important parts to play in the process. It was, after all, non-geographers' presence in the RGS and their chance to secure geographical information there from maps and people which substantiated the RGS's claim to be the 'Map Office of the Nation' and it was to secure non-geographers' access that the map room received an annual