Not only his attitude is a vital factor—­his preparation must be of the same enthusiastic type.  A pupil of a very successful teacher in Salt Lake City recently made the remark, “I wouldn’t think of missing Brother ——­’s class.  He gives me food for a week.”  Pressed as to the explanation of this enthusiasm, he added, “Brother ——­ is unique.  He always attacks a subject in such a new and thorough way.  He goes below the surface and really teaches us the Gospel.”  It is not strange, of course, that such advertising on the part of class members has built up an enrollment of some seventy-five pupils.  Let us, then, remind ourselves that boys like a teacher

  “Who has pep,”
  “Who tells us something new,”
  “Who doesn’t preach at us.”

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.