It is only by having such experiences that followers are enabled, in turn, to become leaders. =Teaching vs. Telling.=--As has been shown in an earlier chapter, the lack of leadership is frequently exhibited in the classroom when the teacher, instead of inducing self-activity and self-expression on the part of the pupils, proceeds to recite the whole lesson himself. He asks leading questions and then, at the slightest hesitation on the part of a pupil, he suggests the answer; he asks another leading question from another point of view; he puts words into the mouth of the pupil who is trying in a pitiable way to recite; and ends by covering the topic all over with words, words, words of his own. This is poor leadership on the part of the teacher and gives no opportunity for real cooperation on the part of the pupils. The teacher takes all the glory of reciting, and leaves the pupil without an opportunity or the reward of self-expression. =Enlisting the Cooeperation of Pupils.=--All children--and in fact all people--if approached or stimulated in the proper way--like to _do_ things, to perform services for others. A pupil always considers it a compliment to be asked by his teacher to do something for him, if the relations between the teacher and pupil are normal and cordial. This must, of course, be the case if any truly educative response is to be elicited. Socrates once said that a person cannot learn from one whom he does not love. The relation between pupil and teacher should be one of mutual love and respect, if the educational process is to obtain. If this relation does not exist, the first duty of the teacher is to bring it about. Sometimes this is difficult. I once heard a teacher say that it took him about three weeks to establish this relation between himself and one of his pupils. He finally invited the pupil out hunting with him one Saturday, and after that they were the best of friends. The pupil became one of the leaders in his school and his cooperation was secured from that time forward. In this instance the teacher showed marked leadership as well as practical knowledge of psychology and pedagogy. Francis Murphy, the great temperance orator, understood both leadership and cooperation, for he always, as he said, made it a point to approach a man from the "south side." A pupil, if approached in the right way, will do anything in his power for his teacher. There may be times when wood or fuel must be provided, when the room must be swept and cleaned, when little repairs become necessary, or an errand must be performed. In such situations, if the teacher is a real leader and if his school and he are _en rapport_, volunteers will vie with each other for the privilege of carrying out the teacher's wishes. This would indicate genuine leadership and cooperation.