524 
southern race of savages have it all their own way to the 
extent that they do? Here, no doubt, our Government 
has been greatly at fault, for after all, humble local 
museums, farvis componere magna, are little British 
Museums, and there is no help provided by the govern- 
ment for any physical, or chemical, or astronomical 
students in the British Museum. But though our govern- 
ment is behind the age in London, the South Kensington 
authorities are alive to the weak point in the armour, as 
regards the provinces, and if a local society will only 
establish a Science Class, travelling collections of the most 
important modern scientific instruments are to be had for 
the asking; and we may hope that ere long there may 
be ‘a model museum at South Kensington, doing for 
physical science what is done for it in Paris by the magni- 
ficent Conservatoire des Arts et Métiers,a museum in 
which the applications of Science, and the implements for 
the teaching of Science hold the first place. 
FARADAY ON SCIENTIFIC LECTURING 
T a time when the lecture season is commencing, we 
believe we shall be doing good service by placing 
before those of our readers who are not already ac- 
quainted with them in Dr. Bence Jones’ “Life of 
Faraday,” the opinions of that great man on many points 
connected with lectures on Science. 
They were written to a friend when Faraday was but 21 
years of age, but we believe he would have changed little 
though he might have added much if he had revised them 
in his later years. He commences by explaining that :—- 
“The subject upon which I shall dwell more particu- 
larly at present has been in my head for some considerable 
time, and it now bursts forth in all its confusion. The 
opportunities that I have latterly had of attending and 
obtaining instructions from various lecturers in their 
performance of the duty attached to that office, has 
enabled me to observe the various habits, peculiarities, 
excellencies, and defects of each of them as they were 
evident to me during the delivery. I did not wholly 
let this part of the things occurrent escape my notice, 
but when I found myself pleased, endeavoured to ascer- 
tain the particular circumstance that had affected me ; 
also, whilst attending Mr. Brand and Mr. Powell in their 
lectures, I observed how the audience were affected, and 
by what their pleasure and their censure were drawn 
forth. 
“On going to a lecture I generally get there before it 
begins ; indeed, I consider it as an impropriety of no 
small magnitude to disturb the attention of an audience 
by entering amongst them in the midst of a lecture, and, 
indeed, bordering on an insult to the lecturer. By arriv- 
ing there before the commencement,’ I have avoided this 
error, and have had time to observe the lecture-room,” 
He dwells on the form of the lecture-room, and then 
indicates how important a matter ventilation is. 
“There is another circumstance to be considered with 
respect to a lecture-room of as much importance almost 
as light itself, and that is ventilation. How often have I 
felt oppression in the highest degree when surrounded by 
a number of other persons, and confined in one portion 
of air! How have I wished the lecture finished, the 
lights extinguished, and myself away merely to obtain a 
fresh supply of that element! The want of it caused the 
want of attention, of pleasure, and even of comfort, and 
not to be regained without its previous admission. At- 
tention to this is more particularly necessary in a lecture- 
room intended for night delivery, as the lights burning 
NATURE 
[Oce. 23, 1873 
add considerably to the oppression produced on the 
body.” 
He then goes on :— 
“ Having thus thrown off, in a cursory manner, such - 
thoughts as spontaneously entered my mind on this 
part of the subject, it appears proper next to consider 
the subject fit -for the purposes of a lecture. Science is 
undeniably the most eminent in its fitness for this pur- 
ose. There is no part of it that may not be treated 
of, illustrated, and explained with profit and pleasure to 
the hearers in this manner. The facility, too, with which 
it allows of manual and experimental illustration, places 
it foremost in this class of subjects. After it come (as I 
conceive) arts and manufactures, the polite arts, belles 
lettres, and a list which may be extended until it includes 
almost every thought and idea in the mind of man, 
politics excepted. I was going to add religion to the 
exception, but remembered that it is explained and laid 
forth in the most popular and eminent manner in this 
way. The fitness of subjects, however, is connected in an 
inseparable manner with the kind of audience that is to 
be present, since excellent lectures in themselves would 
appear absurd if delivered before an audience that did 
not understand them. Anatomy would not do for the 
generality of audiences at the R. I. (Royal Institution), 
neither would metaphysics engage the attention of a 
company of schoolboys. Let the subject fit the audience, 
or otherwise success may be despaired of.” 
Now for the lecturer :-— ; 
“A lecturer may consider his audience as being polite 
or vulgar (terms I wish you to understand according to 
Shuffleton’s new dictionary), learned or unlearned (with 
respect to the subject), listeners or gazers. Polite 
company expect to be entertained not only by the subject 
of the lecture, but by the manner of the lecturer; they 
look for respect, for language consonant to their dignity, 
and ideas on a level with their own. The vulgar—that is 
to say in general, those who will take the trouble of 
thinking, and the bees of business—wish for something 
that they can comprehend. This may be deep and 
elaborate for the learned, but for those who are as yet 
tyros and unacquainted with the subject must be simple 
and plain. Lastly, listeners expect reason and sense, 
whilst gazers only require a succession of words, 
“These considerations should all of them engage the — 
attention of the lecturer whilst preparing for his occupa- 
tion, each particular having an influence on his arrange- 
ments proportionate to the nature of the company he - 
expects. He should consider them connectedly, so as to 
keep engaged completely during the whole of the lecture 
the attention of his audience. ey 
“T need not point out to the active mind of my friend 
the astonishing disproportion, or rather difference, in the 
perceptive powers of the eye and the ear, and the facility 
and clearness with which the first of these organs conveys 
ideas to the mind—ideas which, being thus gained, are 
held far more retentively and firmly in the memory than 
when introduced by the ear. ’Tis true the ear here 
labours under a disadvantage, which is that the lecturer 
may not always be qualified to state a fact with the utmost 
precision and clearness that language allows him and 
that the ear cannot understand, and thus the complete 
action of the organ, or rather of its assigned portion of 
the sensorium, is not called forth; but this evidently 
points out to us the necessity of aiding it by using the — 
eye also as a medium for the attainment of knowledge, 
and strikingly shows the necessity of apparatus. 
“ Apparatus, therefore, is an essential part of every 
lecture in which it can be introduced ; but to apparatus 
should be added, at every convenient opportunity, 
illustrations that may not perhaps deserve the name of 
apparatus and of experiments, and yet may be introduced — 
with considerable force and effect in proper places. Dia- 
grams, and tables too, are necessary, or at least add in an 
