n. Naturally enough, Huxley
took the keenest interest in this question and made large
contributions to its solution, contributions which have not yet been
put completely into operation. He insisted most strongly upon a point
that we as a nation have not yet completely grasped. There is no
difference between applied science and any other kind of science. The
chemistry of manufactures, the physics of industrial machinery, the
biology of agriculture and of fisheries, are not different from other
chemistries and physics and biologies. They are merely special cases
of the application of the same general fund of knowledge, and the same
general principles of investigation. Huxley wished that the term
"applied science" had never been invented, or that it could be
destroyed. A man cannot study the chemistry of dyeing or make advances
in it unless he be a thoroughly trained chemist in the full sense of
the word. More than that, many of the greatest discoveries, using the
word "great" as applied to commercial advantage rather than to
abstract progress in knowledge, have been made by those who were
pursuing research for its own sake rather than for any immediate
commercial advantage to be derived from it. Hence he regarded it of
vital importance, from the mere point of view of the prosperity of the
country, that there should be a sufficiently large number of
scientific men provided with the means for research in the shape of
income and appliances. The most immediately utilitarian fashion for
the nation to encourage science, was to encourage science in its
highest and most advanced aspects. This meant the endowment of
research and the support of universities and other institutions in
which research might be conducted, and Huxley strove unceasingly for
the benefit of all such great organisations. One of the last public
occasions of his life was his appearance as leader of a deputation to
urge upon the government the formation of a real university in London
which should unite the scattered institutions of that great city and
promote the highest spheres of the pursuit of knowledge. He held the
view, strongly, that a useful combination was to be made by uniting
the functions of teaching and investigation. A teacher taught better
when his mind was kept fresh by the advances he himself was making,
and an investigator, by having a moderate amount of teaching to do,
gained from the need of forcing his mind from time to time to take
broad su