Difficulties.--But biology is so comprehensive a field, and involves so many details, that it is fair to inquire: can its progress be made clear to the reader who is unacquainted with it as a laboratory study? The matter will be simplified by two general observations--first, that the growth of biology is owing to concurrent progress in three fields of research, concerned, respectively, with the structure or architecture of living beings, their development, and their physiology. We recognize also a parallel advance in the systematic classification of animals and plants, and we note, furthermore, that the idea of evolution permeates the whole. It will be necessary to consider the advances in these fields separately, and to indicate the union of the results into the main channel of progress. Secondly, in attempting to trace the growth of ideas in this department of learning one sees that there has been a continuity of development. The growth of these notions has not been that of a chaotic assemblage of ideas, but a well-connected story in which the new is built upon the old in orderly succession. The old ideas have not been completely superseded by the new, but they have been molded into new forms to keep pace with the advance of investigation. In its early phases, the growth of biology was slow and discursive, but from the time of Linnæus to Darwin, although the details were greatly multiplied, there has been a relatively simple and orderly progress. Facts and Ideas.--There are many books about biology, with directions for laboratory observation and experiment, and also many of the leading facts of the science have been given to the public, but an account of the growth of the ideas, which are interpretations of the facts, has been rarely attempted. From the books referred to, it is almost impossible to get an idea of biology as a unit; this even the students in our universities acquire only through a coherent presentation of the subject in the classroom, on the basis of their work in the laboratory. The critical training in the laboratory is most important, but, after all, it is only a part, although an essential part, of a knowledge of biology. In general, too little attention is paid to interpretations and the drill is confined to a few facts. Now, the facts are related to the ideas of the science as statistics to history--meaningless without interpretation. In the rise of biology the facts have accumulated constantly, through observation and experiment, but the general truths have emerged slowly and periodically, whenever there has been granted to some mind an insight into the meaning of the facts. The detached facts are sometimes tedious, the interpretations always interesting.