Excerpt from Lectures on School Supervision, Vol. 1
School supervision in the United States is recognized to-day as a definite rank of professional service. This profession has come into existence in response to the peculiar demands of our American communities, and owes its origin and character to the genius of our American institutions. In no other country do we find an educational office that corresponds in its duties and requirements to that of the American superintendent of public schools.
It has been only within the last few years that special emphasis has been placed upon the qualifications and duties of the school superintendent. At first it was too commonly the practice to divorce the work of supervision from that of teaching. This was especially true with regard to the supervision of rural schools. But there are few communities in this country today, urban or rural, in which the people do not recognize the fundamental principle that real supervision involves real teaching, and that the expert superintendent must first of all be an expert teacher. To the progressive recognition of this principle may be attributed the rapid development of our educational systems during the past decade.
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