e same origin, and the same result upon alert and
varied intellectual interest.

Open-mindedness is not the same as empty-mindedness. To hang out a sign
saying "Come right in; there is no one at home" is not the equivalent
of hospitality. But there is a 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 wholehearted
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 he is
doing this. But his own desires are not abolished. Only their evident
exhibition is suppressed. Strain of attention to what is hostile to
desire is irksome; in spite of one's conscious