2 8o THE POPULAR SCIENCE MONTHLY 



largely depended for the dissemination of general knowledge as well as 

 for the presentation of social and political problems. It afforded an al- 

 most ideal method of developing a vigorous and independent public 

 opinion through the stimulation of reflection and discussion. The limi- 

 tations of opportunity which made the lecture cour.se a characteristic 

 form of entertainment in New England during the greater part of the 

 nineteenth century had the fortunate effect of fostering an appreciation 

 of good thinking and a demand for it in public speakers. By intel- 

 lectualizing amusement it stimulated the habit of criticism, and through 

 the inducements it offered to scholars and thinkers of the first rank it 

 secured the spread of philosophical ideas and helped to sustain general 

 interest in public questions. 



One has only to contrast with all this the popular lecture of to-day 

 to realize how far we have traveled from these earlier intellectual pre- 

 occupations. Leaving out of question the field of political discussion, 

 which has had an unlike as well as independent development, and limit- 

 ing consideration to matters of common interest, to general information 

 and culture, science, art, literature and philosophy — the transformation 

 will not only be found radical, but will be seen to follow a course parallel 

 to that which has been traced in magazine and book-making. Depend- 

 ence is no longer upon the substance of what is presented alone ; in many 

 cases it has not even chief place. In lyceum days the lecturer relied 

 upon his own resources. Success and failure turned upon the question 

 of his ability alone; there was no dispersion of responsibility. Except 

 for rhetoric and wit he had no means of tricking out his wares. There 

 was no second line of defences to fall back upon ; for his discussion of art 

 was not illustrated with music and Greek dances, nor his lecture on 

 natural history supplemented by lantern slides and moving pictures. 

 What the speaker had to say was all that counted, and it is only when 

 audience and lecturer stand in this direct relation that the intellectual 

 quality of public speaking can be sustained. 



That it has not been sustained is beyond question, and its decline is 

 closely associated with the increased use of pictures. Practically all 

 popular lectures are now illustrated. One scarcely dares come on the 

 platform alone or in full light; whatever one's subject, the text must be 

 supplemented by pictures. If a human life is to be studied, not only are 

 portraits secured, but pictures of parents, birthplace, and associates, 

 copies of autographs and human documents of all kinds. If history is 

 to be discussed, archives and museums are similarly ransacked for illus- 

 trative materials which are reproduced upon the screen. If countries are 

 to be described, their physical features, cities, monuments, architecture, 

 dress, customs and industries are pictured ; and an exhibit of natives in 

 their national garb as well as of their implements and products is not 

 infrequently brought upon the stage. 



