2 SCIENCE 
ogy (1) as it concerns human intellectual 
welfare and (2) as it concerns racial wel- 
fare. 
I. BIOLOGY AND INTELLECTUAL LIFE 
One who studies critically the educa- 
tional essays of the pioneer educator-biol- 
ogist, Thomas Henry Huxley, must be 
deeply impressed with the important rela- 
tions and possible applications of biology 
to daily life. In Huxley’s remarkable ad- 
dress, ‘‘The Educational Value of the Nat- 
ural History Sciences,’’ delivered in 1854, 
and in those maturer ones, ‘‘On the Study 
of Biology,’’ in 1876, and ‘‘Science and 
Culture,’’ in 1880, Huxley grasped the vast 
significance of biology in relation to human 
life at the fullest development of its phys- 
ical, intellectual, ethical, moral, and esthetic 
possibilities. Looking, as he always did, 
at human life and science and education 
with a far-reaching vision, Huxley needed 
for his own estimate of the value of science 
no such a sharp distinction between pure 
science and applied science as hag become 
common in these later years. To most 
educated people to-day the terms ‘‘applied 
science’ or ‘‘practical science’’ suggest 
some phase of technology, such as indus- 
trial chemistry, or electrical engineering, 
or scientific housekeeping, or modern agri- 
culture, or hygienic problems; in short, ap- 
plied science now commonly means the use 
of science in the material or physical 
affairs of life. Rarely indeed do we now 
find educational discussions which consider 
science as applicable to the intellectual and 
emotional aspects of the life of educated 
citizens. No such a limited view of ap- 
plied science appealed to Huxley. He saw 
clearly many applications of science, and of 
biology in particular, to the intellectual 
and emotional aspects of life in addition 
to the physical or material welfare to which 
he often gave appropriate emphasis. I 
refer especially to his lecture ‘‘On the 
(N. S. Vou. XLVIII. No. 1227 
Study of Biology,’’ only one of many lec- 
tures in which he showed that to him biol- 
ogy had an applied or practical bearing 
on our lives through the intellectual or 
philosophical problems which evolution and 
other scientific doctrines have forced to the 
attention of most well-educated people. 
Huxley illustrated his view of the higher 
intellectual value of biology as applied 
science by pointing out the great signifi- 
cance to intelligent people of the evolution- 
ary theory of man’s relation to nature. 
Evidently, this theory has nothing to do 
with biology applied to the material affairs 
which affect our physical welfare, for it is 
of no value in hygiene, agriculture, or other 
practical applications of biology; but If 
think that most of us will agree that courses 
which do not open up for students the 
great intellectual value of evolution and 
other biological theories do not deserve to 
be named either pure biology or applied 
biology. In fact, I have come to believe 
that no phase of biology which has a purely 
physical application to human welfare, 
such as bacteria and disease, or biology 
applied to agriculture, is more important 
for the average educated citizen than a 
general understanding of the evolution 
theory. Hence, I urge that our conception 
of applied biology for general education 
must ‘be large enough to include the in- 
tellectual as well ag the more directly prac- 
tical aspects which affect human welfare 
economically and hygienically. 
Summarizing Huxley’s views of biology 
as applied science, biological knowledge is 
practical, utilitarian and applicable to hu- 
man welfare (1) in many lines (e. g., agri- 
culture) which are industrial or economic, 
(2) in hygienic problems aiming at life con- 
servation, (3) in esthetic outlook upon na- 
ture in general, and (4) in intellectual or 
philosophical interpretations of human life 
in its relations to nature. It is such an ex- 
