Juxty 5, 1918] 
tended outlook upon biology as applied 
science in the larger sense that we now need 
for the purposes of general and liberal edu- 
cation. We are living in an age that is emi- 
nently industrial, commercial and practical. 
There are signs that we tend to consider 
education as productive of results measur- 
able in purely material terms. If we fol- 
low closely such tendencies while we are 
reorganizing biology into applied science, 
we are likely to interpret the word ‘‘ap- 
plied’’ as limited to the material and espe- 
cially the commercial affairs of life, and 
then we shall leave no place for the intellec- 
tual and esthetic values of biological study. 
I have thus at some length advocated a 
larger conception of biology as applied sci- 
ence that functions in our daily life in that 
it definitely concerns intellectual welfare. 
This is why I believe in education that pres- 
ent applied biology in the largest sense of 
the word ‘‘applied,’’ namely, biology that 
sets forth in bold relief the great facts and 
leading ideas which touch human life in 
its combined economic, industrial, hy- 
gienic, intellectual and esthetic outlook. 
Applied biology, then, should be under- 
stood in the larger sense as meaning a selec- 
tion from the vast field of biological learn- 
ing of those facts and ideas which are likely 
to mean most in the life of the average edu- 
cated man and woman. Thus, zoology may 
through education come to make the great- 
est possible contribution to human welfare. 
There has long been a feeling, even 
among scientific men themselves, that the 
philosophical applications of biological 
generalizations are more or less interesting 
for the purposes of mental gymnastics; but 
that they have no important bearing on the 
practical relations of science to human life. 
How often have we heard the theory of 
evolution referred to as a strictly pure sci- 
ence generalization without possible appli- 
cation to practical affairs. In all this we 
SCIENCE 3 
seem to have been decidedly in error, for 
we have overlooked the fact that a philo- 
sophical application of a pure-science 
theory may come to be a guiding force in 
the material affairs to which science is di- 
rectly applied. Such is the case in the re- 
lation of certain phases of evolutionary 
philosophy to the Great War. 
A striking illustration of the profound 
bearing of philosophical biology, particu- 
larly zoology, on human welfare is found 
in the German justification of the present 
world struggle which seems to be opening 
the way to overwhelming revolutions of 
our economic, social, political, ethical and 
even religious systems. It is clear to many 
American men of science that the German 
philosophy of the superior state or nation 
and the superior race or people and the 
superior qualities of Kultur of the people 
aS a group is at bottom an evolutionary 
philosophy based on the German zoologist’s 
conception of the Allmacht or all-suffi- 
ciency of the Darwinian theory of survival 
of the fittest in the universal struggle for 
existence among living things. This biolog- 
ical principle in the extreme interpretation 
of Neo-Darwinism has been widely adopted 
by influential German philosophers. 
Of course the German doctrine of supe- 
riority is not all an application of philo- 
sophical biology, for there is obviously an 
admixture of the peculiar religious state of 
mind characteristic of many German writ- 
ers in the universities and in the govern- 
ment. As proof of this we may call to mind 
the long-standing dual alliance between the 
Kaiser and his Gott; and judging from 
many fervently religious phrases in imper- 
ial proclamations relating to ‘‘glorious’’ 
victories in Belgium and Serbia, the mutual 
understanding between Wilhelm II., and 
his invisible and silent partner continues 
to exist. However, we must not allow the 
religious attitude of those at the center of 
