acher 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.

=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 cooperation 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