Scientific Supervision
Such a statement gives a view of the principalship or superintendency of schools which is wholly different from that which is expressed by applying to these offices the title “head teacher.” In England the chief officer in a school building is the head teacher or the head master. These names imply merely an extension of the teaching function and fail to recognize the necessity of a scientific study and administration of the schools.
The view advocated in this chapter is also at variance with the conception expressed in the titles of the chief school officers of German schools. There the head of a school is a rector or director. His personal authority is large. He continues in many cases to teach; his administrative influence as implied in his title arises from the fact that he represents the state. His task is that of dictating school policies, not that of organizing the school on the basis of a complete scientific study of the educational situation in the community in which he works.
It cannot be asserted that the American principals of schools are everywhere devoted and competent students of the science of education. There is, however, a freer opportunity in our schools than in those of any other nation for a complete realization of the scientific ideal. There is comparative freedom of organization, and there is comparative adequacy of equipment. There is at hand a body of broadly collected information. With this background there is every prospect of a more intelligent use of all the opportunities which are gradually being evolved for intelligent scientific supervision.
EXERCISES AND READINGS
The study of community needs has been carried on most vigorously in trying to answer the question, What industrial training do pupils in cities need? The National Society for the Promotion of Industrial Education has organized three extensive surveys, one in Richmond, Virginia, one in Minneapolis, Minnesota, and one in the state of Indiana. One of the best exercises which can be suggested is for the class to study the needs of a community after the model of one of these surveys.
A second exercise that may be suggested is that of examining the operations of a school building in detail. How does a building get its supplies? How many janitors are there? Who supervises the janitors? How much time does a principal spend in visiting rooms? What reports does a principal have to render? What reports do the teachers render to the principal?
The volumes of the Cleveland survey, including those which deal with industrial education, are models of exposition of community needs. (Copies may be secured from the Russell Sage Foundation, New York City.)
There is a body of sociological material with which students of this chapter ought to become acquainted. See the Survey (New York City), a journal devoted to the discussion of sociological problems.