5. Physical conditions in the schools are much improved by
reason of the supervisor's insistence. Standards for elemen-
tary schools have been set up and more and more schools
are meeting them.

6. All teachers, whether beginners or those of experience and
superior merit, are receiving helpful supervisory visits in
their classroom and are participating in professional group
meetings conducted by the county supervisors.

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 is the result of an increas-
ing number of visits to the schools by parents, the organi-
zation of active parent-teacher associations, and talks made
by the supervisors before men's and women's clubs, in ad-
dition a large number of visitors from other States come
to Maryland for the purpose of studying teaching and
supervision.

In the fall of 1930 there were forty-nine supervising or helping
teachers employed for the 2,996 white elementary teachers scattered
over the 9,859 square miles in the Maryland counties, an average of
61 teachers for each supervising or helping teacher. The large progres-
sive school systems of Cleveland and Detroit have a supervising prin-
cipal for each group of 25 professionally trained teachers, localized in
a single building. In Connecticut each supervisory agent has from 30
to 40 teachers under his supervision.

The average current expense cost in 1930 of educating a pupil in
the schools of the twenty-three counties was $55. Graded schools having
three or more teachers with better trained teachers, more equipment,
and expenditures for transportation cost less per pupil than rural
schools having one or two teachers chiefly because the classes were
larger. Transportation was provided at public expense for 22,749 pupils
at a cost of $603,148.

Over 48 per cent of the white county schools, and 71 per cent of the
colored schools in the counties reported that they had parent-teacher
associations organized in 1930.

Maryland's school system is frequently visited and studied by other
states and counties because of its plan for effective administration and
supervision in a county unit system, and because of its plan of dis-
tributing school funds on the basis of need through its Equalization
Fund.

Board of Education..Baltimore City.

* The public school system of Baltimore is separate and distinct
from the school system of the State, is controlled by a board of nine
members appointed by the Mayor of Baltimore, and not under the
jurisdiction of the State Board of Education.
William L. Rawls, President.

Theodore E. Straus Mrs. John Wesley Brown
Dr. Frank J. Goodnow Mrs. Louis H. Levin
J. Alan Fledderman John H. Duncan
Addison E. Mullikin Lewis W. Lake
Superintendent:
David E. Weglein..............................Baltimore