. Report of Committee on school inquiry, Board of estimate an apportionment, city of New York .. . no question. A teacher, therefore, may be inclined to appeal overthe head of the assistant, to the principal himself, to settle a disagree-ment, or, at least, to show disrespect for an assistant. This tendencynecessarily makes the assistant principal very wary about offering anynegative criticism, and some omit it entirely on that account. It shouldbe remembered, too, that almost every assistant principal is looking for-ward to a principalship—an ambition that is laudable, but one that doesnot te
. Report of Committee on school inquiry, Board of estimate an apportionment, city of New York .. . no question. A teacher, therefore, may be inclined to appeal overthe head of the assistant, to the principal himself, to settle a disagree-ment, or, at least, to show disrespect for an assistant. This tendencynecessarily makes the assistant principal very wary about offering anynegative criticism, and some omit it entirely on that account. It shouldbe remembered, too, that almost every assistant principal is looking for-ward to a principalship—an ambition that is laudable, but one that doesnot tend to eliminate friction between the principal and an assistant. Further, the very attitude of supervisors toward education is affectedby the size of a school. If a school is small enough to allow personalrelations to prevail, it seems reasonable to strive toward recognition ofthe individuality of both teachers and pupils. But let the number of pu-pils rise into thousands and it begins to seem hopeless to try to make pro-vision for the individual qualities of anybody. The larger the THE SUPERVISION BY THE PRIXCIPALS 34I the more nearly the factory spirit is approached. The absolute necessityof mass action in all external matters is se-lf-evident; and that spirit iscarried over directly into the instruction itself. Thus, the very ideals ofsupervisors—both as to the characteristics of good instruction, and asto what they themselves shall stand for with their teachers—are seriouslyaffected by the size of the schools. In brief, supervision of instruction in the smaller schools is largelycrowded out by administrative duties; but, in the larger schools, super-vision is necessarily even less efficient. 3. Lack of Authority Among Principals and Its Effect Remembering that much less than half of the time and energy ofprincipals goes to supervision, nominally the main thing, let us considerthe degree of freedom that the principal enjoys to do what he believesto be needed i
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