22 ILLINOIS ACADEMY OF SCIENCE 
dentally the extension of civilization by occupying and using 
new territory. 
If. A second service of science is to apply the results of 
science to human welfare. It sets up as its goal the service of 
man, and expresses itself in what has been called “applied 
science,” in contrast with “pure science,” which is science at 
the work of exploration. The public has begun to recognize the 
fact that pure and applied science are not mutually exclusive 
fields of activity, but complementary, and therefore public sup- 
port for pure science has been growing, and as a consequence 
of the practical achievements of pure science in connection 
with the war, it bids fair to enter upon its own in public esti- 
mation and support. 
The idea, however, that there are two kinds of science, pure 
and applied, not only exists in the public mind, but also is 
reenforced by published statements from colleges and universi- 
ties. An analysis of this impression that there is such a dif- 
ference uncovers the fact that pure science is thought to be of 
no material service to mankind; while applied science has to 
do with the mechanism of our civilization. The distinction, 
therefore, is based upon material output. In other words, pure 
science only knows things, while applied science knows how 
to do things. This impression, rather than distinction, has been 
unfortunate in several ways. The public, as represented by the 
modern American community, believes in doing things, and 
therefore pure science seems to them useless. The reaction of 
this impression upon opportunities for the cultivation of pure 
science is obvious. 
On the other hand, the universities, as represented by their 
investigators, believe in knowing things, and therefore applied 
science seems to them to be a waste of investigative energy, and 
its devotees appear very unscientific; very useful, but not to be 
acknowledged as belonging to the scientific cult, the cult of 
explorers. The reaction of this sentiment sometimes has been 
to avoid the investigation of problems that have an obvious 
practical application. In recent years, however, the spirit of 
service has invaded the universities. The university is no 
longer conceived of as a scholastic cloister, a refuge for the 
