13 
IOWA ACADEMY OF SCIENCES 
take up the subject of Mineralogy with zeal and determination. Four 
years previous to the first opening of the Gibbs cabinets at New Haven 
he had secured for the institution the second best collection of minerals 
in the country, namely that of Mr. B. D. Perkins of New York. The repu- 
tation in mineralogy thus early secured by Yale and steadfastly main- 
tained ever since, affords the best evidence of the wisdom on the part of 
an institution of securing the best obtainable in equipment and in men. 
The best is none too good. 
Professor Silliman was instrumental in the establishment of the Ameri- 
can Journal of Science in 1818. It was at once very helpful to all branches 
of science, but especially so to Mineralogy, to which special attention was 
given in all the earlier volumes. For more than fifty years he held the 
chair of Chemistry, Mineralogy and Geology, and when by reason of 
advancing years, he gave up the work, he had the pleasure of entrusting 
the two last named to the hands of James D. Dana vfho proved a worthy 
successor, as is abundantly evidenced by the fruits of his labors, both as 
teacher and author. His Geologies and Mineralogies long held the fore- 
most place among American publications of their kind as authoritative 
exponents of the practical value and status of these twm sciences. Since 
his retirement the chair of Mineralogy has been occupied by Professor 
George J. Brush and Samuel L. Penfield who have well maintained the 
high standard set by their distinguished predecessors. 
The scope and intent of this paper forbids even the mention of many 
others who have gained a name and reputation as efiicient promoters of 
the science of Mineralogy in America. At the risk of its seeming 
inappropriate in a gathering not distinctively pedagogical in its character, 
I cannot close, without making an earnest, tho brief, plea for a more 
general interest in the dissemination of at least a fair wmrking knowledge 
of the commoner minerals and rocks. Y/hile mineralogy, perhaps, is 
receiving its share of consideration at the hands of investigators and of 
those who are carrying their studies into the advanced stages of the 
subject, popular interest in the common minerals and rocks is not as 
deep or general as it is in any of the other lines of science, unless it be 
astronomy. The same arguments that are made for a wider dissemination 
of knowledge of the facts and principals of the other sciences apply wnth 
equal, if not greater, force to mineralogy. Just as every one should be 
acquainted with the names and characteristics of the trees about him, 
so should he be familiar with the minerals likely to be met with any day 
and that enter into the make-up of the rocks of common occurrence and 
give to the soils their essential qualities. The idea is quite prevalent 
that an understanding of chemistry is essential to the acquirement of a 
practical knowledge of mineralogy. This is not so, of course. While 
chemistry is contributory to a full knowledge of minerals, they can be 
determined and known in a practical way by a study of their external 
qualities mainly, or wholly, and it is for such a study of them in our 
secondary schools at least that I v/ould here enter my plea. The disciplin- 
ary results of such a study are especially to be commended as bearing 
most effectively upon the development not only of the observing faculties, 
but also in a still higher degree of the power of reflection and judgment. 
