Towson and Frostburg gave diplomas in 1925 to 586 young men and
women, of whom 234 were from Baltimore City. Of the county grad-
uates, 55% went out to teach in one- and two-teacher schools in the fall
of 1925. Over 69% of the county graduates returned to teach in their
home counties. In October, 1925, 73% of the white elementary teach-
ers held their first grade certificates, 19% second grade certificates, and
only 8% 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.

During the school year ending in June, 1925, there was at least one
supervising or helping teacher in every county in Maryland. This is
the third year that this satisfactory situation has existed. The State
pays two-thirds of the salaries of the county supervising and helping
teachers and of county superintendents. The improvement in the results
of the tests in reading and arithmetic is one evidence of effective super-
vision.

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.

3. 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 brought 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 1925 there were eight supervising or helping teachers employed
for the 3,047 white elementary teachers scattered over the 9,859 square
miles in the counties, an average of 63 teachers for each supervising or
helping teacher. The large progressive school systems of Cleveland and
Detroit have a supervising principal for each group of twenty-five pro-
fessionally trained teachers, localized in a single building. In Con-
necticut, each supervisory agent has from 30 to 40 teachers under his
supervision.