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THE MAGIC LANTERN HE LANTERN has long since ceased to be a toy, or regarded as a plaything; as an educator, it now stands in the front rank. Lecturers and teachers are now rapidly making use of it, dispensing with cumbrous diagrams, and by means of well illuminated pictures, attract the attention of the audience, in a manner quite unattainable by any previous method. Physical Geography, and the Natural Sciences, are taught in a more graphic and impressive style by the aid of the lantern, than was possible by the old routine. Teachers are fast recognising this fact, School Boards are slow to intro- duce lanterns generally, from no other cause, than the fear of it looking too juvenile, and also the unwillingness of teachers to take to anything new. In this respect our American cousins are far ahead of us. The impression made on the mind by seeing the actual place or object in front of the pupil, is without doubt the best means to help retention of the lesson. The " Gilchrist trust " have taken the matter up, and send teachers suitable lanterns for this purpose (we shall refer to this later on). The name which has been almost universally associated with the lantern from its very beginning, is that of Athanasius Kircher, a Jesuit priest, who flourished about the seventeenth century, and is mentioned in his work " Ars, Magna lucis et Umbrae," which shows a lantern or box with the oil lamp suspended by a chain, and the said lamp carries a rude reflector. Little can be found on the Magic lantern between the seventeenth and nineteenth centuries, when we find it again mentioned by Sir David Brewster, in a book entitled "Cabinet Cyclop?edia " in 1831. He states that the Magic lantern, has an argand burner, and that the light is