TRANSACTIONS. OF VASSAR BROTHERS INSTITUTE, AND ITS SCIENTIFIC: SECTION. POUGHKEEPSIE, N.Y. 1883-1884. VOL. II. PART I. PUSLISHING COMMITTEE: W. G. STEVENSON, W. B. DWIGHT, A. P. VAN GIESON, H. V. PELTON. ? EDITOR : W. G. STEVENSON. CONTENTS OF VOLUME IL PART I. Address by the President, J. Elmendorf, D.D., : Address by the Chairman of the Literary Section, Mr. E. Bareeee London Stone—Mr. E. J. Miller, The Eternal Heavens—J. M. DeGarmo, Ph. D, Evolution and its Relation to the Mosaic Account | of Creation—C. B. Warring, Ph.D., \ Education by the State—Mr. John I.’ Pkatt, Colorado—Rey. H. L. Ziegenfuss, The Objects and Duties of the Art Becton ero H. van ingen: Annual Meeting, May 6, 1884, Treasurer’s Report, Curator’s Report, Librarian’s Report, Secretary’s Report, é Trustees and Officers elec ted for 1884 85, CONTENTS OF VOLUME II. PART II. Specialization in Natural Science—Prof. W. B. Dwight, } Chairman of the Scientific Section, ee Gyroscope—C. B. Warring, Ph.D., An Interesting Geological Locality—Prof. Ww. 1B}. Dvishe Carcharodon Carcharias—W. G. Stevenson, M.D., Odontaspis Littoralis—W. G. Stevenson, M.D., Our Local Mammalian Fauna—W. G. Stevenson, M.D., Uniformity of Climate in Past Ages, C. B. Warring, Ph.D Saturn—Prof. Maria Mitchell, : Cyclopterus Lumpus—W. G. Stevenson, M. D., From Boyle to Mendeleef on the Compressibility of Gases—L. C. Cooley, Ph.D., A New Apparatus for Boyle’s Law eu C Cooley, Ph.D., Embryonic Forms of Limulus Polyphemus—Prof. W. B. ei Fossil Gums and Resins—Mr. C. N. Arnold, : Intelligence in Butterflies—J. M. DeGarmo, Ph.D., Papilio Turnus, Melanic Variety—W. G. Stevenson, M.D., Ventilation for the Laboratory Table—L. C. Cooley, Ph.D., A List of the Gases, with Temperature and Pressure ) of their Liquefaction—L. C. Cooley, Ph.D., Simple Devices for Locking Laboratory Drawers and | Cupboards—L, C. Cooley, Ph.D,, \ Report of Progress in Geological Investigation in the } Vicinity of Poughkeepsie—Prof. W. B. Dwight, ) ° List of our Local Birds—W. G. Stevenson, M. D., Chairman’s Annual Report for 1883-84, TRUSTEES. 1883-1884. JoHN Guy VASSAR, Wu. G. STEVENSON, S. M. BuckINGHAM, Epwarp ELswortnH, JOACHIM ELMENDORE, Henry V. PELTON, Witiiam B. DwiIGcuHt, CHARLES B. HERRICK, CHARLES N. ARNOLD, A. P. Van GrIzEson, LreRoy C. Cooiry, HENRY VAN INGEN. 1884-1885. JoHN Guy VASSAR, Wu. G. STEVENSON, S. M. BuckINGHAM, EDWARD ELSWORTH, JOACHIM ELMENDORF, Hpwry Vi Peron, Witiiam B. Dwient, CHARLES B. HERRICK, CHARLES N. ARNOLD, A. P. Vaw GIEson, LrRoy C. Coo.ury, FRANK L. Moors. OFFICERS 1885-1884. JOACHIM ELMENDORE, D. D., : iowor . Coommny, Ph, D- - Wm. G. Srevenson, M. D., - Epwarpb Exswortn, Esq., - Pror. WiLiiAm B. Dwiceirt, : Rosert F. WILKINSON, Esa, - FRANK L. Moors, C. E., - 1884-1885. LrRoy C. Cooiry, Ph. D., - REV. Henry L.. ZIEGENFUSS, | - Wm. G. STEVENSON, M. D., - EDWARD ELswortH, Esq., - Pro¥r. WILLIAM B. DwiGcut, - Pror. HENRY VAN INGEN, - FRANK L. Moors, C. E., President. Vice President. Secretary. Treasurer. Curator. Art Director. Librarian. President. Vice President. Secretary. Treasurer. Curator. Art Director. Librarian. TRANSACTIONS OF VASSAR BROTHERS INSTITUTE, POUGHKEEPSIE, N. Y. 1883—1884. OCTOBER 2, 18883—ELEVENTH REGULAR MEETING. J. Elmendorf, D. D., president, in the chair; thirty- six members and one hundred fifty guests present. Dr. Stevenson announced the receipt, by the trustees, of $25,000 from Mr. Vassar, as an endowment fund for the Institute, and moved the adoption of the following preamble and resolution : Wuereas, Mr. John Guy Vassar has given to Vassar Brothers Institute twenty-five thousand dollars, the in- come of which is to be applied for museum and library purposes and for the general work of the society ; there- fore, Resolved, That in this generous gift we have renewed evidence of Mr. Vassar’s desire to benefit this community by securing the objects for which this society was founded—the promotion of useful knowledge in science, letters and art—and we return to Mr. Vassar our earnest thanks and gratitude. One member was elected. Joachim Elmendorf, D.D., president of the Institute, gave the following INAUGURAL ADDRESS. Members of the Institute, Ladies and Gentlemen: I cordially welcome you to this opening service of our 6 INAUGURAL ADDRESS. course for 1883-84. It occurred to me that Vassar Brothers Institute might furnish a topic, whose discus- sion would not be destitute of interest and might permit some useful suggestions. Because the dedication address, as we will gratefully remember it, of Dr. T. Sterry Hunt, to which many of us listened with so much delight and profit, was so ex- clusively the masterly treatment of a strictly scientific subject, the theme I have chosen, seemed thus to be left for me. The genuine Institute, like the true poet, is born and not made. And as, at its birth, it is a symbol of the intellectual life of the community from which it springs, so in all its growth and through the period of its maturity, it is an index of the quality and quantity of that life. It can come forth and exist and thrive amid most scanty, defective and depressing material appointments, but it is most fortunate when it can command, at once, an archi- tectural expression and realization, every way confirma- tive of its existence, helpful in its work and worthy as its home and temple, to share its fame. The essential conditions of an Institute, with objects as definite, varied and elevated as this has, as thoroughly organized and established and as liberally endowed as this already is, are rarely found in a city of the size of ours. Mind and money in sufficient measure there may be, but the will to consecrate both with adeqnate labor and liberality to such cause, results from a combination of unusual and harmonious influences. It might suffice the historian in his search for its origin, to find the mind whose aggressive thought grew into the first definite idea of its need and possibility. Yet that mind, consciously, or unconsciously, felt the inspiration of forces that were issuing from favoring facts. The presence in our community of both literary and scientific taste and ability cultured, organizing, persistent and JOACHIM ELMENDORF. 7 progressive, had been demonstrated. Teachers of the natural sciences, whose eminence had shed luster upon the educational institutions with which they had been connected, were of us, and were known to be ready to contribute freely of the rich treasures of their mental acquisitions. Art too, had its representatives here, whose merited repute and known public spirit easily suggested a distinct department for the promotion of its interests, and the exemplification of its principles of beauty and truth. And the large pecuniary means, in- dispensable to the undertaking, were marvelously wait ing for princely bestowment, in the hands of those who, with full appreciation of its glory and beneficence, would follow the example of an illustrious kindred, and farther create and link the honored name—Vassar—with the best facilities for the cultivation and triumphs of mind. So the idea rapidly became a realization, and Pough- keepsie was enriched with an Institute that merits our warmest gratitude, and may properly stir our best pride. But possessions that are easily gained are not always” valued at their full worth. Few, surely, fail to appreciate the great addition to our public buildings, which the costly and elegant struc- ture in which we are gathered makes, or in a general way, the proof it furnishes of a superior and influential intellectuality. But whether the important ends which it was designed to subserve shall be effected, depends upon several things, which ought to be understood and kept in mind. The declared objects of Vassar Brothers Institute ‘‘ are to promote education and useful knowledge in the de- partments of science, literature, and art, by investi- gating and discussing subjects appertaining thereto, and by establishing and maintaining a museum, a library, and a collection of works of art and objects of historic interest in furtherance of such objects.”’ These objects, 8 INAUGURAL ADDRESS. by natural distribution, furnish the specific end of each section, according to the meaning of its title. To promote education seems at first glance an object as definite and comprehensible as it is admirable and im- portant. Yet, if it were permissible to raise and press the question, ‘‘ How is education contemplated to be pro- moted ?”’ we might be plunged in a sea of controversy of unknown depths. Since the discussion began between Socrates and his successor, Plato, on one side, and the sophists of their day on the other, and which soon grew into a bitter contest, there have been the most conflicting views among teachers as to the best methods of intellect- ual discipline, of imparting instruction, the subjects of study, the supreme aim of education and the like, and these questions were never more rife than they are now. Reformations and radical revolutions in our ideas and systems of education are urged with growing intensity in the ascent, from the primary school to the university. While all these will be proper subjects for the Institute’s investigations and discussions, the education which it proposes to promote may be understood in the large sense, which Prof. Faraday once gave the term, ‘‘as in- cluding all that belongs to the improvement of the mind, either by the acquisition of the knowledge of others, or by the increase of it through its own exertions.”’ Then the Knowledge to be promoted is ‘‘ useful know- ledge’? in the departments of science, literature, and art. How useful? is a fair inquiry, which merits a thoughtful answer. Is only that knowledge useful, which is capable of application to some practical enter- prise or work, and so may be seen to possess a pecuniary value? In other words, is the usefulness of knowledge to be estimated according to its mere qualifying power in the discharge of life’s duties? Such conclusion were sadly utilitarian. Lord Bacon, said: ‘‘ Knowledge is not a shop for barter and sale; but a rich store-house for JOACHIM ELMENDORF. 9 the glory of the Creator and the relief of man’s estate.” Is not that knowledge useful, apart from any use to be made of it, which abides as the sign of the permanent mental discipline and development, which resulted from its methodical acquisition? Is not the joy of knowledge useful? When after the laborious mastery of the appa- rently arbitrary and disjointed elements of a new lan- guage or a new science, their union in the mind of the student opens to his enraptured perception the treasures of the promised truths, is not that intense exhilaration and satisfaction of learning useful, with an elevation and strength of meaning that shames the idea of low utility ? Whether or not we agree with Aristotle, who like Pla- to, as Herbert Spencer tells us, ‘‘ comes to the conclusion that the pleasures of the intellect, reached by the con- templative life, constitute the highest happiness,’’ we believe that knowledge, that is not essentially evil, is a good, and, like virtue, is its own reward. And while its purposeless acquisition may create only walking cyclope- dias, who ‘‘affect us as rich possibilities, but helpless to themselves and their times, do not speak to our want,” yet its increase in any mind enlarges the measure or heightens the quality of individual existence, and best endows one with the power of usefulness, if the habit of imparting be connected with that of acquiring it. This, too, as Mrs. Sigourney wrote, ‘‘increases mental wealth, by putting it in circulation. And it enhances the value of our knowledge to ourselves, not only in its depth, con- firmation and readiness for use, but in that acquaintance of human nature, that self-command and that reaction of moral training, which are above all price.” The fields in which the Institute proposes to promote useful knowledge are most ample and inviting. These, as we have seen, are the departments of science, litera- ture and art. 10 INAUGURAL ADDRESS. SCIENCE. The term science possesses a resistless charm for hon- est acquirers and promoters of knowledge, because its object is truth, and its very name is a perpetual promise of the communication of certain knowledge: of wholly reliable conclusions or facts. Only pure science, however, which is built on self-evi- dent truths, can fully redeem the promise. Much knowl- edge, that is properly scientific is, and will necessarily continue to be, tentative. Its authority will rule until discoveries shall show that it was incomplete or errone- ous, when it must be corrected or discarded. The science of chemistry, for example, is showing that even sub- stances which were accepted and declared to be elemental are compounds. Scientific theories, which from time to time have been held to be true and received the confident endorsement of the scientists of their period, have been found to be altogether untenable. Baron Paul Holbach’s System of Nature, which com- manded the sweeping assent of the mind of his day, is -now almost wholly neglected or disregarded. President Porter in accounting for this says, ‘‘ that its science is antiquated, having literally been left behind in every point of detail, by the rush of discovery and experiment since he wrote.”’ We hear the suggestion occasionally issuing from in- fluential sources, that even the great science of geology may need to be greatly modified or radically recon- structed. Certain is it, that the reading of the masterly address of the retiring President, Principal Dawson, made at the recent meeting of the American Association for the Advancement of Science, leaves no distincter im- pression upon the mind, than the unsettledness of many geological conclusions that have been deemed most firmly settled. He refers as to other points, to the theory of ‘‘the mode of the formation of coal,’’ held most confi- JOACHIM ELMENDORFEF. 1] dently by himself and many of the most eminent geolo- gists that have lived. And then after citing discoveries of authoritative microscopists in different countries, which bear against their theory, and the impression these have made he declares, ‘‘it may be, that all that we can do, will be required to rescue from total ruin the results of our labors.” Such are the experiences, in connection with the nat- ural modesty of really gifted natures, which make true scientists so cautious and unassuming in their assertions of and claims for scientific knowledge. In its very na- ture all finite knowledge that is not axiomatic is progress- ive. ‘‘ Knowledge grows,’’ remarks Prof. Youmans, and throughout his writings we find such statements as these: ‘‘ Perhaps the most correct conception of science that has yet been formed is that, which regards it as the highest stage of growing knowledge.’’ In another place : “It matters nothing whether the subjects are stones or stars, human souls or the complication of social relation ; that most perfect Knowledge of each, which reveals its uniformities constitutes its special science. Science, therefore, he adds, is the revelation to reason of the policy by which God administers the affairs of the world.”’ ) Prof. Dawson years ago said: ‘‘In the wider sense of the term science, it really includes all that intellectual education can effect.”’ ’ Dr. Peabody declares: ‘‘Science is literally appli- cable to all knowledge, and its use might be extended to daily events and ordinary affairs without any departure from the peculiar or technical sense in which it is com- monly employed.” So we see that, from the atom of the universe up to its Infinite Creator and Governor, whether it be earth or ele- ment, creature, material or sentient, body, mind, spirit, anything, concerning which a rational theory can be pro- 12 INAUGURAL ADDRESS. pounded, in the measure that it can be established, be- comes a subject of science. The essential character and relative importance of par- ticular sciences and classes of science change with the changing conditions of humanity. If the ruling mind of the age be visionary, the wildest speculations and most baseless dreams will be dignified with the titles, philosophy and science. If a healthier intellectual activ- ity bear sway, metaphysical studies will prevail and the science of mind become the absorbing subject. And, when from discoverable or unknown causes, the best thought, tiring of subjective analyses and subtleties, turns to external objects with patient and penetrating observation and experiment, the physical sciences rise into corresponding prominence and make sublime prog- ress. It is not necessary to say that this is pre-eminently the scientific epoch in which we live. The slightest acquaintance with the history of the growth of knowledge shows us that the opening doors into new sections of the temple of science have hinged upon the discoveries, and been forced by the power of rarely endowed individuals. The providential method of progress has been the taking captive a great soul with some great truth, and then the preparation of the way for its revelation, as its earthly author, with self-sacrifi- cing devotion and exhaustless energy, through all difficul- ties and over all opposition, pressed on to its demonstra- tion. Such minds can spurn routine, and, without trans- gressing, transcend formulated law ; or better, can rise into affinity with higher laws of their spheres, and becom- ing their expositors, sweep away consecrated and cum- brous formulas and realize the grand idea of ‘‘lengthen- ing life by shortening the road to knowledge.”’ In an instructive address, before the Royal Society of Great Britain, a few years ago, ‘‘ On the influence of science upon intellectual education,’’ Rev. Dr. Whewell JOACHIM ELMENDORF. 13 held the view, ‘‘ that every great advance in intellectual education has been the effect of some considerable scien- tific discovery or group of discoveries ;’? and he declared with equal confidence, that ‘‘ the influence which has ef- fected the advance has been that of the intellectual achievements of one or two gifted men at the beginning of those epochs.”’ When we remember what the inversion of the methods of interpreting nature, from the deductive to the induct- ive effected at once, and has since accomplished, who shall limit the possibilities of impulse, expansion, con- quest, which may be given to the whole family of sciences, by the discoveries of any single heaven appointed mind 4 And when we think of the incompleteness of all the great sciences and the warring theories within them, and then remember the demonstrated quality and recognized standing of minds in our own association, why may we not expect the flashing of some grand, harmonizing prin- ciple into one or more of them, that shall make and mark an era of scientific progress, and link our Institute with a glory that shall grow with the ages ? Whether this shall be or not, the influence of all true work here will surely make more probable the realization of the expressed thrilling hope, when ‘‘a science of sciences’? shall show that the sciences are not isolated things, but are so bound together as to constitute a unity, which is a reflection of the unity of nature and of the unity of that Supreme Reason which pervades all and originates all intelligence. LITERATURE. The range of the department of literature is world- wide and extends backward to the first historical record. Craik’s conception goes quite beyond this. He says, ‘* Literature is composed of words, of thought reduced to the form of words ; but the words need not be written ; 14 INAUGURAL ADDRESS. it is enough that they be spoken or sung, or even only conceived.’? Unwritten or unuttered co-temporaneous literary conceptions may be worthy of consideration, and may indeed seem very important to those who have them and who dream that they are clever, and are compla- cently waiting for circumstances to disclose the rich mines of their intellects, but it is improbable that either ambition or enthusiasm will start any member of the In- stitute on a search after the unrecorded conceptions of Shakspeare, Bacon or Homer for investigation and dis- cussion. Better, and surely enough for us, is the literature that is defined, ‘‘ the collective body of literary productions embracing the entire results of knowledge and fancy preserved in writings.” The contemplation of this aggregation, by one in any way responsibly related to it, is well nigh overwhelming. All that is called poetry, from the song that thrills the ages to that which chills as agues: all the annals of his- toric research : all the reports of the sayings and doings of the endless sessions of numberless deliberative bodies ; all the sermons, orations, dissertations, countless as the leaves of primeval forests: all the tomes little and big of philosophers, scientists and authors of every name : all the unclassified wisdom of the wise, all the unclassi- fiable folly of the fools, all the drivel of idiotic conceit and assurance, which have found their way into enduring forms, have been increasing century after century, until the wonder is, that St. John’s supposition that, ‘‘even the world itself could not contain the books that should be written,’ has not become a literal fact. W hen one recalls the groaning of Solomon over the mea- sure of study obligatory on the men of his day, through the persistence of their book-makers, it is affecting to think what his agitation would be, if he could make the round of one of our greatest modern libraries, like the JOACHIM ELMENDORF. 15 Paris National, with its two million bound volumes and one hundred fifty thousand manuscripts. There is no doubt that a great plague of our day is the plague of books. Like the frogs of Egypt, books force themselves in distressing numbers into our houses, bed- chambers, beds; into the houses of our servants, and into the very kneading-troughs, where, generally, they are found in the worst yellow covers, badly begrimed. The best parts of the earth would be cleaner, sweeter, safer, if mountains of superfluous and worse, literature, might ilumine them with a bon-fire bigger than the world ever saw. gases, without exception, are less compressible than this ratio indicates—the rarefaction of the gas as well as its condensation rendering it less compressible. A NEW APPARATUS FOR BOYLE’S LAW. * BY LE ROY C. COOLEY, PH.D. This new form of apparatus for experiments on Boyle’s Jaw was devised for the following purposes, viz. : First, To avoid the necessity of adjusting the volume of the air to the zero of the scale. Second, To secure a quick, easy and certain transition from one definite degree of pressure to another. Third, To combine in one piece the means of employ- 1 For descriptions of some recent forms of apparatus for the demonstration of. this law, see Weinhold’s Experimental Physics, by Loewy—p. 240. Science, Vol. II—284. 7S LEROY C. COOLEY. 125 ing pressures both above and below the pressure of an atmosphere. Fourth, To provide AN APPARATUS FOR PROJECTION wherewith the mathematical relation of volume to pres- sure may be accurately exhibited to large classes. Fig. 1. A vertical standard made of wood is provided with a groove which extends throughout its length. In this groove a wooden block, A, (fig. 1), moves, with little friction, and carries a glass reser- voir of mercury counterpoised by a weight acting over a pulley on the top of the standard. Caen Oe | Areurpio I . ok SP "Hi ia) ale) ¢) Rs ek Gam ee wo) “SLY NI ‘VTIONYOW FHOL WAI NAL) AU OSsaud “HW VN ‘HTIAVIAHNOIT Ad OL NMON GNV HHHHdSONLVY AHL HO AHOSSHYd AUVNIGHO LV ‘0 .0 LV SQOUSVN AUYV HOIHM SHONVLISHAS ‘I WITavib ‘GHd ‘AGIOOO (O AOURT AG “NOILOVAHADIT WIHHL FO ANASSAUd GNV AVNLVUAMINAL AHL HLIM ‘SASVD AHL AO LSIT V fe) ® 39 iL uY. 4 ) COOLI LE ROY C. 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TABLE II. SUBSTANCES WHICH ARE GASEOUS AT ORDINARY TEMPERATURES AND PRESSURES, BUT CONDENSED BY COLD ABOVE 0° ©. NAME. FORMULA. TEMP. Butane, 2ty.6 8 rye Che lal ale Butylene........: ao) | Caleb. 3° Chlorine peroxide. . CROs Se Methylamine. ....... CH, Teh N Dimethylamine ...... (GH. HN | 8° or9° TABLE III. SUBSTANCES GASEOUS AT ORDINARY TEMPERATURES AND PRESSURES, TEMPERATURE AND PRESSURE FOR LIQUEFACTION NOT STATED. NAME. FORMULA. Al vileme reer ive ie hanes Coir, Carbonyl sulphide.... | COS Hydric selenide...... | H, Se Methyl fluoride....... CaS E Phosphorus fluoride... | P F; Silicon hydride....... Si H, Total number of gases, 47. SIMPLE DEVICES FOR LOCKING LABORATORY DRAW- ERS AND CUPBOARDS. BY LEROY C. COOLEY, PH.D. A strong small staple is fixed in the framework be- tween the adjacent corners of four drawers.