supplement the personal acquaintance gained by the teacher. But methods remain the personal concern, approach, and attack of an individual, and no catalogue can ever exhaust their diversity of form and tint.
Some attitudes may be named, however, which are central in effective intellectual ways of dealing with subject matter. Among the most important are directness, open-mindedness, single-mindedness (or whole-heartedness), and responsibility.
1. It is easier to indicate what is meant by directness through negative terms than in positive ones. Self-consciousness, embarrassment, and constraint are its menacing foes. They indicate that a person is not immediately concerned with subject matter. Something has come between which deflects concern to side issues. A self-conscious person is partly thinking about his problem and partly about what others think of his performances. Diverted energy means loss of power and confusion of ideas. Taking an attitude is by no means identical with being conscious of one's attitude. The former is spontaneous, naïve, and simple. It is a sign of whole-souled relationship between a person and what he is dealing with. The latter is not of necessity abnormal. It is sometimes the easiest way of correcting a false method of approach, and of improving the effectiveness of the means one is employing,—as golf players, piano players, public speakers, etc., have occasionally to give especial attention to their position and movements. But this need is occasional and temporary. When it is effectual a person thinks of himself in terms of what is to be done, as one means among others of the realization of an end—as in the case of a tennis player practicing to get the "feel" of a stroke. In abnormal cases, one thinks of himself not as part of the agencies of execution, but as a separate object—as when the player strikes an attitude thinking of the impression it will make upon spectators, or is worried because of the impression he fears his movements give rise to.
