MARYLAND MANUAL. 19


In October, 1926, 79% of the white elementary teachers held first grade
certificates, 14% second grade certificates, and only 7% third grade
certificates. In 1920 one-third of the teachers held first grade cer-
tificates, one-third 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 additional 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, 1926, there was at least
one supervising or helping teacher in every county in Maryland. This
is the fourth 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 ef-
fective supervision.
Supervision or improving instruction is accomplishing the follow-
ing results in the elementary schools:
1. There is organization of what to teach and when it should
be taught where formerly there was chaos. The goals in
the various subjects published by the State Department
of Education after criticism of supervisors and teachers
are helping in course of study making.
2. Higher standards of teaching have been set up and main-
tained in place of the low standards which formerly pre-
vailed. Demonstration lessons by supervisors and by su-
perior teachers in teachers’ meetings are one means of ac-
complishing this.
3. Definite standards for the progress of children are held up
and reached where formerly there was no guide. (See 1.)
4. The gradual elimination of the excessive number of over-
age pupils is being brought about since the advent of
supervision. Age grade studies and analysis of the re-
sults of tests are helping to bring better classification of
pupils.
5. Physical conditions in the schools are much improved by
reason of the supervisor’s insistence. Standards for ele-
mentary schools have been set up and more and more
schools are meeting them.
6. Teachers, from poorly prepared beginners to those of ex-
perience and superior merit, are benefited by supervisory
assistance.
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 the fall of 1926 there were fifty-two supervising or helping teach.-
ers employed for the 3,071 white elementary teachers scattered over
the 9,859 square miles in the counties, an average of 60 teachers for
each supervising or helping teacher. The large progressive school sys-
tems of Cleveland and Detroit have a supervising principal for each
group of twenty-five professionally trained teachers, localized in a sin-
gle building. In Connecticut, each supervisory agent has from 30 to
40 teachers under his supervision.
The average current expense cost in 1926 of educating a pupil in
the schools of the twenty-three counties was $50. Graded schools hav-
ing three or more teachers with better trained teachers, more equip-