on, giving them the benefit of their decisions and impulses. Pure
self-government in which the boys are entirely the dictators of their
policies and activities cannot be thought of, because such a course is
so generally fatal to successful development. But self-government
fostered and dealt with through suggestion by the adult mind is just
what is needed, and should always be encouraged.

Fourth, in letting the boys run their own affairs in this way the
Teacher must become a real leader. A real leader never stalks in front,
nor gives orders openly. The generals of today fight their battles and
win them twenty-five miles in the rear of the firing line. So it is with
the Teacher. He must be the power behind the throne, rather than the
throne itself. He must be as a conscience--to hold the boys back just a
little when they go too fast and to push just a little when they are
going too slow. The Teacher must recognize himself to be the impetus,
not the goal. The solution of each problem that comes before the class
should not only be considered by the whole group, but should be solved
by the boys. The important thing for the Teacher to remember in these
matters is that the method of practical American citizenship is the
majority rule. But this boy majority rule should, of course, be tempered
by governing leadership. Thus the Teacher will not do anything that the
boy can do himself, and he will be continually placing responsibility on
the lad. Responsibility is the great maker of men.

Fifth, there will be of course noticeable differences among the boys of
any class. The most serious differences arise even among men. The boys
will "scrap" at times, and there will sometimes be a tension and
rigidity about their discussions that will approach the breaking point.
Through it all it will be difficult for the Teacher to keep himself
patiently aloof and allow the thing to work out its own way. Sometimes
an appeal will be made to him to settle the dispute, and he will be
tempted to do so, but often such action will imperil the object for
which he is working. It is best to allow the boys to discuss, and try
out all of their logic before he begins to make suggestions and, if he
can get the boys to settle the matter themselves, it is to his interest
to do so. If a deadlock threatens to exist, then by wise counsel and
judicious suggestions he may be able to lead the boys out of a quandary
in such a way that it will look as if the boys had