Confidence is a good name for what is intended by the term directness. It should not be confused, however, with self-confidence which may be a form of self-consciousness—or of "cheek." Confidence is not a name for what one thinks or feels about his attitude; it is not reflex. It denotes the straightforwardness with which one goes at what he has to do. It denotes not conscious trust in the efficacy of one's powers but unconscious faith in the possibilities of the situation. It signifies rising to the needs of the situation.
We have already pointed out (See p. 199) the objections to making students emphatically aware of the fact that they are studying or learning. Just in the degree in which they are induced by the conditions to be so aware, they are not studying and learning. They are in a divided and complicated attitude. Whatever methods of a teacher call a pupil's attention off from what he has to do and transfer it to his own attitude towards what he is doing impair directness of concern and action. Persisted in, the pupil acquires a permanent tendency to fumble, to gaze about aimlessly, to look for some clew of action beside that which the subject matter supplies. Dependence upon extraneous suggestions and directions, a state of foggy confusion, take the place of that sureness with which children (and grown-up people who have not been sophisticated by "education") confront the situations of life.
2. Open-mindedness. Partiality is, as we have seen, an accompaniment of the existence of interest, since this means sharing, partaking, taking sides in some movement. All the more reason, therefore, for an attitude of mind which actively welcomes suggestions and relevant information from all sides. In the chapter on Aims it was shown that foreseen ends are factors in the development of a changing situation. They are the means by which the direction of action is controlled. They are subordinate to the situation, therefore, not the situation to them. They are not ends in the sense of finalities to
