ABSTRACT
The good leader is aloof and gives praise sparingly. He hoards approval, keeps it scarce, and so maintains its value. He communicates infrequently with his subordinates and, if he is a school headmaster, he is unlikely to have taken courses in educational administration. His staff see his authority as legitimate not only by virtue of his appointment according to established procedures, but because he has appropriate academic qualifications and relevant experience of suitable duration. He has suffered as they have. The headmaster is in difficulty from the outset because the qualities which gained him promotion have little bearing on his new tasks. The good headmaster will remain aloof from his assistant staff but he will interfere with their work. The good headmaster will make of loneliness an effective tool of command; but if he is necessarily socially distant, this is precisely why his deputy must not be.
