92  PHOTOGRAPHY—ITS RELATION TO POPULAR EDUCATION. 
to lecture at the Sorbonne ; and what a splendid success was that 
first important lecture on Photography in this great centre of 
learning, and whose threshold it had never yet crossed, except as 
a servant—but now it had risen to claim its own ; and to whom 
did it address itself? I will continue the paragraph :—“ 
the audience were scientific men, members of the Academy, pro- 
fessors of the University, distinguished artists, and men of 
world known for the extent of their knowledge and the depth of 
their learning.” 
All these were present as at an elementary school, to listen to 
truths of which they knew but little, and admire results whose 
causes they never would have guessed at. And all honours 
due to the admirable spirit shown by the various establis 
employing the different photo-mechanical processes ; each one 
came forward to assist the learned Davaune by exhibiting the 
particular process in use in their establishments. Thus, photo-litho- 
graphy, Gillottage, heliotype, Woodburytype, photo-engraving were 
pba yin review. It was felt that the time of emancip 
tion had come ; heretofore its services had been largelyavailed of but 
but now, by the force of its own great power and truth, all are 
obliged to acknowledge its position as the art-scienceof photography. 
This brilliant change was followed up by a lecture at the Cenb 
Union of the Fine Arts applied to Manufactures “Onthe appli 
of Photography to the Industrial Arts.” Then came a cours’ 
lectures on photography at the “National School of se 
Art,” and a petition has since been made to the Minister ¢ ne i 
Instruction that a similar course may be delivered before 
“Training Institution.” «ais 
And now, how can this knowledge be applied or introduced 0 
our public schools? Firstly, by means of the photo-mec 
neat their nature, but at the same time it implanted oe 
ou ~ ful heart that spirit of ambition that led to highly 0. : 
a“ 
