3. Capitalizing on the Leadership of the Class. Just as in every band of horses there is a leader, so there is in every group of boys and girls. And as with the leaders, so with the followers. "Get the leaders," says a veteran horseman, "and you have all the rest." It is frequently the case that a teacher does not know intimately all of his pupils. Perhaps in many cases that teacher can know well a few of the outstanding leaders. He can well accompany them on hikes, can take them to a theatre, a ball game, or for a ride. If he wins them they become his lieutenants—they make his class. A word from him and these "under officers" lead the whole class to the desired reaction. "Take your leading pupils into your confidence and they will establish you in the confidence of all the rest." The experience is related of a teacher sent into southern Utah to take charge of a class of boys who had "dismissed" three teachers already, within the first half year of school. When the newcomer arrived, the air was full of rumblings as to what was to become of number four. He was variously cautioned to make an early departure, to go into school "armed" to "expect anything." But this particular teacher appreciated the fact that he was best armed when backed by the confidence and good will of his class. It was an easy matter to have pointed out for him "the meanest boy of the lot." This boy he sought out and found playing a game of horseshoe. Invited to take a place in the game, he entered the circle of the "outlaws" by winning decisively from their champion—"the meanest boy." To this boy, the new teacher was a "real fellow." Whatever he said, went! The word was circulated overnight among the boys of the town. The teacher already was master of the situation. "The meanest boy," instead of being the chief outlaw, now took pride in being chief lieutenant. Winning the leader won the group, and teacher number four not only stayed the year out, but was petitioned to come back a second year. As a matter of fact, he says, he taught school in that town for seven years.
4. Putting a Premium on Participation. One of the most interesting classes the writer has ever visited was a theological class in the Granite Stake. The teacher was committed to the policy of taking as little as possible of the class period himself, but he was also committed to the policy of getting his pupils to do the most possible. For the particular day in question he had assigned a discussion of baptism. One member of the class had been asked to discuss sprinkling as the correct method, another had been assigned immersion. The two young men brought in their findings as if they had been trained for a debate. Within the forty minutes devoted to the recitation baptism had been gone into as thoroughly as the writer has ever seen it gone into during the course of a single lesson, and the members of the class had been delightfully entertained and enlightened. When the bell rang announcing the close of the recitation, the class petitioned to have the discussion continued the following Sunday. It was perfectly clear how the teacher had built up his enrollment.
It is fundamental in human nature to love social combat. The clash of mind versus mind makes a wonderful appeal. Witness a political convention or an open forum debate! Let it be known that a vital subject is to be discussed by men who are really prepared and other men bestir themselves to be in attendance. Surely no subjects are full of more vital significance than questions of life and life eternal. If a teacher will take the pains to select attention-compelling headings and then stimulate representative members of his class really to work out something of a contribution, he need have no fear of the success of his class. Such procedure not only guarantees a good class—it promotes faith on the part of those participating as few other things can. Too frequently we content ourselves with the routine of commonplace "talk." There is no enthusiasm in mere routine as there is none in listless listening to generalities. Our effort should be to make our classes intellectual social centers with everybody participating.
5. Promoting Class Activities Out of Hours. The Seventies who harvested the grain for the widow of one of their members did a splendid bit of service, not only for her but for their own quorum. A common objective in service made for a common bond in fellowship.
The Primary class that was stimulated to take a basket of flowers to one of its sick members was helped not only in the making of someone happy, but in building up a class spirit that guaranteed success.
There are so many possibilities open to the teacher who really cares. Just the other evening the teacher of a class of Bee Hive girls called them together for a little social entertainment that they might talk over plans for the approaching season. What a capital attitude? Not to wait till the season opened, but to take the pains to look up the available, prospective class members and make ready for an enthusiastic campaign. Of course, such a teacher will succeed.
Class socials of all sorts, baseball teams, authors' clubs, bits of ward service, visits to institutions of interest—scores of worthy opportunities present themselves always to the teacher who is anxious to build up a genuine class spirit. And that spirit is the one great guarantee of real joy in teaching—it makes a class one which its members will always hold in memory.
Questions and Suggestions—Chapter XXIII
1. Why is it essential that a teacher build up a class spirit?