Thirdly, the best way to have boys accomplish things is to allow them to do the things.  Many a leader of boys thinks out a plan, gives it to a group of boys and then thinks that the boys are themselves doing it, whereas he is only trying to use the boys as his instrument.  The most effectual way of getting boys to do things themselves is to let them do as much as they can and will do under adequate supervision.  Lead by suggestion, so that unconsciously the boys follow your advice and dictation, 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 gotten out of the difficulty themselves.