3°4 DAVENPORT ACADEMY OF SCIENCES. 



PRESIDENT'S INAUGURAL ADDRESS. 



Mrs. Mary L. D. Putnam, April 27, 1900. 



In accepting the presidency of the Academy for the second time, 

 and after a lapse of twenty-one years, it would not be out of place for 

 me to turn backward and review the noble record of devotion and 

 achievement in the past. But my purpose is rather to look at the 

 Academy as it exists today and to find wherein it can accomplish the 

 most good. 



An academy of science in a city like Davenport has many and varied 

 functions to fulfill. One of these, the original object of this Academy, 

 and perhaps its highest aim, is to be the center for active scientific 

 work by those who devote their lives to science. In the thirty-three 

 years of its existence the Academy has been such a center. It has 

 reason to be proud of the scientific research and investigation done 

 within its walls by such men as Professor Sheldon, Dr. Parry, Pro- 

 fessor Pratt, Dr. Farquharson, J. Duncan Putnam, Dr. Barris, and 

 many others. Let us be thankful for the pist and let us be 

 courageous enough to hope that in the rising generation there may be 

 bright young men and women with observing eyes, with clear minds, 

 and with devotion to the pursuit of truth — young men and women 

 who will here do scientific work worthy of the world-wide reputation 

 given to the Academy by its early members. 



EDUCATIONAL OPPORTUNITIES. 



This suggests that the Academy has a great opportunity before it 

 in the line of education. It is not a teaching institution, but in other 

 wajs it can assist in the development of young eyes and minds. 



Cordial relations should exist between the Academy and the public 

 schools, St. Katharine's Hall, Augustana College, St. Ambrose Col- 

 lege, and all the other educational institutions of Davenport and its 

 vicinity, including the district schools of Scott county. Every oppor- 

 tunity should be offered for the students of these schools and colleges 

 to come to the Acadamy, to become interested in the museum, to 

 learn by observing. Members of the Academy can accomplish much 

 good by being present on such occasions to explain the collections in 

 which they are specially interested. Afternoon or evening talks, 

 illustrated by actual specimens or by lantern slides, as the case may 

 be, would arouse more interest in the students than whole rows of text 

 books. So, too, the Academy might cooperate in planning excursions 

 to-points of natural interest, where the students may see for themselves 

 how valleys are made, learn to know a glacial deposit when they see it, 

 and may appreciate animal and vegetable life in its natu-al conditions. 

 How otherwise can the physical geography of the country about Dav- 

 enport be taught, and what does physical geography amount to unless 

 taken out of the books and applied to the region that is best known ? 

 Excursions of this sort, for old as well as young, are regular features 



