LEADERSHIP AND COÖPERATION

The Real Leader.—Real leadership is a scarce and choice article; true leaders are few and far between. The best kind of leader is not one who attempts to be at the head of every movement and to do everything himself, but rather he who makes the greatest number of people active in his cause. It frequently happens that the more a leader does himself, the less his followers are inclined to do. The more active he is, the more passive they are likely to become. As teaching is causing others to know and react educationally, so genuine leadership is causing others to become active in the direction of the leader's purpose, or aim. Some who pose as leaders seek to be conspicuous in every movement, merely to attract attention to themselves. They bid for direct and immediate recognition instead of being content with the more remote, indirect, but truer and more substantial reward of recognition through their followers who are active in their leader's cause. The poor leader does not think that there is glory enough for all, and so he monopolizes all he can of it, leaving the remainder to those who probably do the greater part of the work and deserve as much credit as he. The spectacular football player who ignores the team and team work, in order to attract attention by his individual plays, is not the best leader or the best player. The real leader will frequently be content to see things somewhat poorly done or not so well done, in order that his followers may pass through the experience of doing them. 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 coÖperation 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 CoÖperation 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 coÖperation 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 coÖperation, 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 coÖperation.

Placing Responsibility.—Whether in school or some other station in life, there is scarcely anything that so awakens and develops the best that is in either man or child as the placing of responsibility. Every person is educated and made greater according to the measure of responsibility that is given to him and that he is able to live up to. While it is true that too great a measure of responsibility might be given, this is no reasonable excuse for withholding it altogether for fear the burden would be too great. There is a wide middle ground between no responsibility and too much of it, and it is in this field that leadership and coÖperation can be displayed to much advantage. The greater danger lies in not giving sufficient responsibility to children and youths. It is well known that, in parts of our country, where men who have been proved to be, or are strongly suspected of being crooked, have been placed upon the bench to mete out justice, they have usually risen to the occasion and to their better ideals, and have not betrayed the trust reposed in them, or the responsibility placed upon them. There is probably no finer body of men in America than our railroad engineers; and while it may be true that they are picked in a measure, it is also true that their responsible positions and work bring out their best manhood. As they sit or stand at the throttle, with hand upon the lever and eyes on the lookout for danger, and as they feel the heart-throbs of their engine drawing its precious freight of a thousand souls through the darkness and the storm, they cannot help realizing that this is real life invested with great responsibilities; and with this thought ever before them, they become men who can be trusted anywhere. There is little doubt that Abraham Lincoln's mettle was tempered to the finest quality in the fires of the great struggle from 1860 to 1865, when every hour of his waking days was fraught with the greatest responsibility.

How People Remain Children.—If children and young people are not given responsibilities they are likely to remain children. The old adage, "Don't send a boy to mill," is thoroughly vicious if applied beyond a narrow and youthful range. In some neighborhoods the fathers even when of an advanced age retain entire control of the farm and of all activities, and the younger generation are called the "boys," and, what is worse, are considered such till forty years of age or older—in fact as long as the fathers live and are active. A "boy" is called "Johnnie," "Jimmie," or "Tommie," and is never chosen to do jury duty or to occupy any position connected in the local public mind with a man's work. The father in such cases is not a good leader, for he has given no responsibility to, and receives no genuine coÖperation from, his sons, who are really man grown, but who are regarded, even by themselves, from habit and suggestion, as children. If these middle-aged men should move to another part of the country they would be compelled to stand upon their own feet, and would be regarded as men among men. They would be called Mr. Jones, Mr. Smith, and Mr. Brown, instead of diminutive and pet names; and, what is better, they would regard themselves as men. This would be a wholesome and stimulating suggestion. Hence Horace Greeley's advice to young men, to "Go West," would prove beneficial in more ways than one.

This state of affairs is illustrated on a large scale by the Chinese life and civilization. From time immemorial the Chinese have been taught to regard themselves as children, and the emperor as the common father of all. The head of the family is the head as long as he lives and all his descendants are mere sons and daughters. When he dies he is the object of worship. This custom has tended to influence in a large measure the thought and life of China and to keep the Chinese, for untold generations, a childlike and respectful people. Whatever may come to pass under the new regime, recently established in their country, they have been, since the dawn of history, a passive people, the majority of whom have not been honored with any great measure of responsibility.

On the Farm.—Such lessons from history, written large, are as applicable in rural life as elsewhere. CoÖperation and profit-sharing are probably the key to the solution of the labor problem. Many industrial leaders in various lines, notably Mr. Henry Ford in his automobile factories in Detroit, have come to the conclusion that coÖperation, or some kind of profit-sharing by the rank and file of the workers, is of mutual benefit to employer and laborer. The interest of workers must be enlisted for their own good as well as for the good of society at large. It induces the right attitude toward work on the part of the worker, and the right attitude of employer and employee toward each other. This leads to the solidarity of society and the integrity of the social bond. It tends to establish harmony and to bring contentment to both parties.

Renters.—The renter of a farm must have sufficient interest in it and in all its activities to improve it in every respect, rather than to allow it to deteriorate by getting out of it everything possible, and then leaving it, like a squeezed orange, to repeat the operation elsewhere. A farm, in order to yield its best and to increase in production and value, must be managed with care, foresight, and scientific understanding. There must be, among other things, a careful rotation of crops and the rearing of good breeds of animals of various kinds. But these things cannot be intrusted to the mere renter or the hired man who is nothing more. These are not sufficiently interested. The man who successfully manages a farm must be interested in it and in its various phases, whether he be a renter or a worker. He must be careful, watchful, industrious, intelligent, and a lover of domestic animals; otherwise the farm will go backward and the stock will not thrive and be productive of profits. The man who drives a farm to a successful issue must be a leader, and, if he is not the owner, he must coÖperate with the owner in order that there may be interest, which is the great essential.

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 coÖperation 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 coÖperation, 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 coÖperation of all his family for the good of each and of all. Such leadership and coÖperation 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 coÖperation 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.

Too much participation and direction are fatal to the active coÖperation and secondary leadership of others. Hence the teacher will bring about, in his own good time and way, the organization of a baseball team under the direction of a captain chosen by the boys. The choice, it is true, may probably be inspired by the teacher. The same would take place in regard to every game, sport, or activity, mental, social, or physical, in the community. The danger always is that the initial leader may become too dominant. It is hard on flesh and blood to resist the temptation to be lionized. But it is incomparably better to have partial or almost total failures under self-government than to be governed by a benevolent and beneficent autocrat. And so it is much better that boys and girls work out their own salvation under leaders of their own choice, than to be told to organize, and to do thus and so. It requires a rare power of self-control in a real leader to be compelled to witness only partial success and crude performance under secondary leaders groping toward success, and still be silent and patient. But this is the true process of education—self-activity and self-government.

Self-activity and Self-government.—In order to develop initiative, which is the same thing, practically, as leadership, opportunity must be given for free self-activity. Children and adults alike, if they are to grow, must be induced to do. It is always better to go ahead and blunder than to stand still for fear of blundering. Many kind mothers fondly wish—and frequently attempt to enforce their wish—that children should learn how to swim without going into the water. Children see the folly of this and, in order not to disturb the calm and peace of the household, slip away to a neighboring creek or swimming-hole, for which they ever after retain the most cherished memories. In later years when all danger is over these grown-up children smilingly and jokingly reveal the mysteries of the trick! Children cannot learn to climb trees without climbing trees, or to ride calves and colts without the real animals. Some chances must be taken by parents and guardians, and more chances are usually taken by children than their guardians ever hear of. Accidents will happen, it is true, but in the wise provision of Mother Nature the world moves on through these persistent and instinctive self-activities.

Self-activity is manifested on a larger scale in society and among nations and peoples. Civilization is brought about through self-activity and coÖperation. It were better for the Filipinos to civilize themselves as much as possible than that we impose civilization upon them. It is better that Mexico bring peace into her own household, than that we take the leadership and enforce order among her people. When the Irish captain said to his soldiers, "If you don't obey willingly I'll make you obey willingly," he fused into one the military and the truly civic and educational conceptions. An individual or a nation must energize from within outward in order to truly express itself and thus develop in the best sense. Hence in any community the development of self-expression, self-activity, and coÖperation under true leadership is conducive to the highest type of individuality and of citizenship.

Taking Laws upon One's Self.—It is under proper leadership and coÖperation that children and young people are induced to take laws upon themselves. It is always a joy to a parent or a teacher when a pupil expresses himself with some emotion to the effect that such and such a deed is an "outrage," or "fine" as the case may be. It is an indication that he has adopted a life principle which he means to live by, and that it has been made his own to such an extent that he expresses and commits himself upon it with such feeling. Moralization consists in just this process—the taking upon one's self of a bundle of good life principles. Under the right kind of leadership and coÖperation this moralizing process grows most satisfactorily. Children then take upon themselves laws and become self-governing and law-abiding.

An Educational Column.—One of the best means of creating an atmosphere and spirit of education and culture in a community is to conduct an "educational column" in the local newspaper. The teacher as a real leader in the community could furnish the matter for such a column once every two weeks or once a month, and, before long, if he is the leader we speak of, the people will begin to look eagerly for this column; they will turn to it first on receiving their paper. Here items of interest on almost any subject might be discussed. The column need not be limited narrowly to technically educational topics. The author of such a column could thus create and build up in a community the right kind of traditions and a good spirit, tone, and temper generally. His influence would be potent outside the schoolroom and he would have in his power the shaping and the guiding of the social, or community mind. It is wonderful what can be done in this way by a prudent, intelligent, and interesting writer. The community soon will wish, after the column has been read through, that he had written more. This would be an encouraging sign.

All Along the Educational Line.—The kind of leadership and coÖperation indicated in this chapter should be exemplified through the entire common-school system. It should obtain between the state superintendent and the county superintendents; between the county superintendents and their deputies, or assistants on the one hand and the principals of schools on the other; between principals and teachers; and between teachers and pupils. It should exist between all of these officials and the people variously organized for social and educational betterment. Then there would be a "long pull, a strong pull, and a pull all together" for the solution of the problems of rural life and the rural school.