In conclusion it must be said that nothing is too good for the country which is not too good for the city. The rural community must determine to have all these good things at any cost, if it wishes to work out its own salvation.
CHAPTER XI
RURAL SCHOOL SUPERVISION
Important.—Supervision is fully as important as teaching. The supervisor must be, to even a higher degree than the teacher, a strong personality, and this too implies a high standard and an attractive salary. The supervisor or superintendent must be somewhat of an expert in the methods of teaching all the common school subjects. Not only must he understand school discipline and organization in its details, but he must possess the ability to "turn in" and exemplify his qualifications at any time. It will be seen everywhere that the supervisor or superintendent is the expensive person; for, having the elements of leadership, he is in demand in educational positions as well as in outside callings. Consequently it is only by a good financial inducement, as a rule, that a competent supervisor can be retained in the profession.
Supervision Standardizes.—Without the superintendent or supervisor, no common standard can be attained or maintained. It is he who keeps the force up to the line; without him each teacher is a law unto himself and there will be as many standards as there are teachers. Human nature is innately slothful and negligent, and needs the spirit of supervision to keep it toned up to the necessary pitch. Supervision over a large force of workers of any kind is absolutely necessary to secure efficiency, and to keep service up to a high standard.
Supervision Can Be Overdone.—The necessity for supervision is clearly felt in the city systems. There they have a general superintendent, principals of buildings, and supervisors in various special lines. A system of schools in the city without supervision would simply go to pieces. It would soon cease to be a system, and would become chaotic. It may be, it is true, that in some cities there is too much supervision; it may become acute and pass the line of true efficiency. Indeed, in some cities the red tape may become so complicated and systematized that it becomes an end, and schools and pupils seem to exist for supervisors and systems instead of vice versa. It is probably true that the constant presence of a supervisor who is adversely critical may do injury to the efficiency of a good teacher. No one can teach as well under disapprobation as he can where he feels that his hands are free; and so in some places supervision may act as a wet blanket. It may suppress spontaneity, initiative, and real life in the school. But this is only an abuse of a good thing, and probably does not occur frequently. In any event, the exception would only prove the rule. Supervision is as necessary in a system of schools as it is in a railroad or in large industries.
