kind of passivity, willingness to let experiences accumulate and sink in and ripen, which is an essential of development. Results (external answers or solutions) may be hurried; processes may not be forced. They take their own time to mature. Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.
3. Single-mindedness. So far as the word is concerned, much that was said under the head of "directness" is applicable. But what the word is here intended to convey is completeness of interest, unity of purpose; the absence of suppressed but effectual ulterior aims for which the professed aim is but a mask. It is equivalent to mental integrity. Absorption, engrossment, full concern with subject matter for its own sake, nurture it. Divided interest and evasion destroy it.
Intellectual integrity, honesty, and sincerity are at bottom not matters of conscious purpose but of quality of active response. Their acquisition is fostered of course by conscious intent, but self-deception is very easy. Desires are urgent. When the demands and wishes of others forbid their direct expression they are easily driven into subterranean and deep channels. Entire surrender, and whole-hearted adoption of the course of action demanded by others are almost impossible. Deliberate revolt or deliberate attempts to deceive others may result. But the more frequent outcome is a confused and divided state of interest in which one is fooled as to one's own real intent. One tries to serve two masters at once. Social instincts, the strong desire to please others and get their approval, social training, the general sense of duty and of authority, apprehension of penalty, all lead to a half-hearted effort to conform, to "pay attention to the lesson," or whatever the requirement is. Amiable individuals want to do what they are expected to do. Consciously the pupil thinks
