PHOTOGRAPHY—ITS RELATION TO POPULAR EDUCATION. 93 
form, the object of his remarks ; it is supposed to be an embodi- 
ment of his teaching, and, as such, ought to be of the best descrip- 
on. 
__ Now, I claim for photography the power of producing these 
illustrations in a manner superior to all others, in a pleasing, 
instructive, and, above all, truthful manner, and I think that the 
method I propose explaining to you will speak for itself, and 
require little advocating from me. It is simply photographic 
transparencies thrown upon a screen in an enlarged form, and 
illuminated by a powerful light, depending upon the quality of 
the slides used and the size of the image required. In speaking 
. 
5 
of a collection of views of Cyprus, by Mr. Thompson, a critic 
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; assist in dissipating the large amount of 
a Ignorance existing among us. 
3 uu .® well-written article in the Photographic News, on 
Photography as a means of ar instruction,” the following 
3 remarks occur :—‘¢ Wherever photography penetrates, there it 
: tes, to prove that, owing igin to light, it is 
called upon to diffuse light.” It then goes on to say what is now 
to the French Government, viz, “to org 
'§ proposed es 
public courses of lessons (illustrated by the means already spoken 
of), not only in the school, but also in the public halls.” 
_ The plan roposed i 
Jection apparatus.” This, in a 
Would be a powerful one, and in the case of less important places, 
Some less powerful apparatus would be chosen, more easy and 
