THE SCIENTIFIC MOOD 33 



of the Faerie Queene, yet it is idle to pretend 

 that we cannot to some extent influence the 

 development of our inherited moods by appro- 

 priate nurture. 



By dint of hammering, one becomes a smith, 

 and it is by doing scientific work that one culti- 

 vates the scientific habit of mind. Those who 

 mean to become teachers and investigators may 

 find inspiration in being apprenticed to a great 

 master and in a laboratory with great traditions; 

 those who mean only to become intelligent 

 citizens of the world to whom this volume, 

 with the rest of the Library, is primarily ad- 

 dressed may find inspiration in reading scien- 

 tific "classics," histories of science (astronomy, 

 best of all), and biographies of the great masters 

 (such as Faraday, Clerk Maxwell, Helmholtz, 

 Kelvin, Huxley, Darwin, and Pasteur), but the 

 scientific temper must be wrought out by each one 

 for himself. 



What we wish to make clear is that the scien- 

 tific mood does not necessarily demand for its 

 development the long sea- voyages that meant so 

 much to Darwin and Huxley, nor the extensive 

 explorations and long solitudes that meant so 

 much to Humboldt and Wallace, nor dramatic op- 

 portunities such as came to Pasteur, nor splendidly 

 equipped laboratories, nor costly instruments. 



What is demanded is within the reach of all 



