Had our education been purely scientific, or had it been sufficiently detached from influences which, however ennobling in another domain, have always proved hindrances and delusions when introduced as factors into the domain of physics, the scientific mind never could have swerved from the search for a law of growth, or allowed itself to accept the anthropomorphism which regarded each successive stratum as a kind of mechanic's bench for the manufacture of new species out of all relation to the old.