cent of the boy graduates from high schools entered the Towson and
Frostburg Normal Schools. These normal schools have an enrollment
for 1924-25 of over 1.250 students, the increase of 500 students over the
previous year being due to the closing of the Teachers Training School
by the School Commissioners of Baltimore City, and the taking over at
the •Towson Normal School of the work of teacher training for the ele-
mentary schools of Baltimore City.

Towson and Frostbury gave diplomas in 1924 to 310 young men and
women, 56% of whom went out to teach in one and two-teacher schools
in the fall of 1924. Two-thirds of these graduates returned to teach in
their home counties. In October, 1924, 65% of the white elementary
teachers held first grade certificates, 24% second grade certificates, and
only 11% third grade certificates. In 1920, one-third of the teachers
held first grade certificates, one-third held second grade certificates, and
one-third held third grade certificates. In the financially poorer counties
which can not carry the minimum requirements of the State program
on the county school tax rate of 67 cents, the State provides the addi-
tional amount necessary through an Equalization Fund. This fund will
grow until all county teaching positions are filled by professionally
trained men and women.

For the second year during the school year ending' in June, 1924,
there was ait least one supervising or helping' teacher in every county in
Maryland. The improvement in the result-, of the testa in reading and
arithmetic is one evidence of effective supervision.

Supervision or improving instruction is accomplishing the following
results in the elementary schools:

1. There is organization of what to teach and when it should
be taught where formerly there was chaos.

2, Higher standards of teaching have been set up and main-
tained in place of the low standards which formerly pre-
vailed.

a. Definite standards for the progress of children are held up
and reached where formerly there was no guide.

4, The gradual elimination of the excessive number of over-
age pupils is being biought about since the advent of super-
vision.

5. Physical conditions in the schools are much improved by
reason of the supervisor's insistence.

6, Teachers, from poorly prepared beginners to those of experi-
ence and superior merit, are benefited by supervisory as-
sistance.

7. Supervision is breaking down the isolation of the teacher
in rural schools and is utilizing all the strength of all the
teachers for the benefit of each one of them.

8. Better understanding on the part of the public of what the
schools are trying to accomplish has been brought about.

In 1924 there were twenty-three county superintendents, three as-
sistant superintendents, and forty-three supervising or helping teachers
employed for the 3,065 white elementary teachers scattered over the
9,859 square miles in the counties, an average of forty-five teachers to
a supervisory official The State pays two-thirds of the salaries of these
officials. The large progressive school systems of Cleveland and Detroit
have a supervising principal for each group of twenty-flve professionally
trained teachers, localized in a single building, in Connecticut, each
supervisory agent has from 30 to 40 teachers under his supervision.