test 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 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 te