This brief forum article reviews texts on lectures and reveals that not much has changed on this topic. What has happened over the years is that lectures have often been maligned and alternatives that promote student engagement, active learning, and experiential learning have been promoted as the (only) way to reach today's students. The use of small groups (think-pair-share) and other interactive approaches have also been encouraged as a way to improve student learning in lectures. It is pretty clear that the lecture, somewhat modified over the years, continues to be a mainstay of higher education, particularly in large classes at large universities. Findings from a study in which the author was involved showed that many professors consider themselves to be "the sage on the stage" in both small and large classes. However, many of them are instead actually "the bore at the board." The author suggests that the challenge of finding a place for lectures in higher education comes down to determining which professors, who prefer to lecture, are an effective "sage on the stage" and allow them, even encourage them, to continue refining their teaching style. At the same time, we need to identify which lecturers are an ineffective "bore at the board" and assist them either in improving their lectures or in changing to other teaching methods. [Other articles in this forum include: The Lecture's Absent Audience (EJ1132073); The Lost Art of Lecturing: Cultivating Student Listening and Notetaking (EJ1132054); Lecture and Active Learning as a Dialectical Tension (EJ1132004); What Is the Place of Lecture in Student Learning Today? (EJ1132078); Sound Decision Making about the Lecture's Role in the College Classroom (EJ1132068); Rethinking Lecture-Learning from Communicative Lenses: A Response to Forum Essays (EJ1132088); and The Lecture and the Learning Paradigm (EJ1132080).]