=The Owner.=--If the farm is operated by the owner himself and his family, there is still greater need of leadership on the part of the father and of cooperation on the part of all. Money and profits are not the only motives or the only results and rewards that come to a family in rural life. As the children grow up to adult life, both boys and girls, for their own education and development in leadership and in cooperation, should be given some share in the business, some interest which they can call their own, and whose success and increase will depend on their attention, care, and industry. That father is a wise leader who can enlist the active cooperation of all his family for the good of each and of all. Such leadership and cooperation are the best forms and means of education, and lead inevitably to good citizenship. How often do we see a grasping, churlish father whose leadership is maintained by fear and force and whose family fade away, one by one, as they come to adolescence. There is no cementing force in such a household, and the centrifugal forces which take the place of true leadership and cordial cooperation soon do their work. =The Teacher as a Leader.=--We have already spoken of the teacher as the natural leader of the activities of a social center, or of a community. In such situations the teacher should be a real leader, not one who wishes or attempts to be the direct and actual leader in every activity, but one "who gets things done" through the secondary leadership of a score or more of men, boys, and girls. The leader in a consolidated district, or social center, who should attempt to bring all the glory upon himself by immediate leadership would be like the teacher who insists on doing all the reciting for his pupils. That would be a false and short-lived leadership. Hence the teacher who is a true leader will keep himself somewhat in the background while, at the same time, he is the hidden mainspring, the power behind the throne. "It is the highest art to conceal art." Fitch, in his lectures on teaching, says that the teacher and the leader should "keep the machinery in the background." The teacher should start things going by suggestion and keep them going by his presence, his attitude, and his silent participation.