more City. Twenty of the county graduates had completed the four-
year course leading to a bachelor of science degree, 1935 being the
first year when the teachers' colleges awarded degrees. The three-
year course is being continued only for the Baltimore City students at
the Teachers College at Towson, while the four-year course is offered
for the county students at all the teachers' colleges. The names
of the normal schools offering four-year courses -were changed to
teachers' colleges as a result of legislation in 1935. Of the 1935
county teachers' college graduates, 62 per cent. received teaching posi-
tions for 1935-36. Nearly 42 per cent. of the county graduates re-
turned to teach in their home counties. In October, 1935, 98 per cent.
of the white elementary teachers and principals held elementary prin-
cipals', advanced first, or first-grade certificates, I per cent. second-
grade certificates, and only I per cent. third-grade certificates. In
the financially poorer counties, which could not carry the minimum
requirements of the State program on a county school current expenses
tax rate of 67 cents plus other forms of State aid, the State provided
the additional amount necessary through an Equalization Fund from
1923 to 1933. Through legislation in 1933, the 67-cent county school
current expense tax rate required of counties sharing in the Equaliza-
tion Fund was reduced to 47 cents beginning with the school year
1933-34.

During the school year ending in June, 1936, there was at least one
supervising or helping teacher in every county in Maryland. This is
the fourteenth year that this satisfactory situation has existed. The
State pays two-thirds of the salaries according to the minimum sched-
ule of the county supervising and helping teachers and of county super-
intendents. The improvement in the results of the tests in reading and
arithmetic is one evidence of effective supervision.

The improvement of instruction through supervision is accomplished
by organizing the content of the curriculum into definite units of in-
struction in the various subjects; by setting up specific goals of accom-
plishment for each grade in the various subjects; by giving standard-
ized tests in the "three R's" to check on the accomplishment of goals
and to plan appropriate remedial teaching for deficiencies revealed; by
analyzing with teachers the achievements to secure more suitable
classification and to provide adequate guidance for individual pupils
who vary markedly from the average; by constantly urging the im-
provement of physical and hygienic conditions in the schools; by stimu-
lating teachers to do the best work of which they are capable through
visits to the classroom followed by helpful conferences and through
participation in professional group meetings of teachers conducted by
the supervisor; by breaking down the isolation of teachers in rural
schools and giving adequate educational opportunity to country chil-
dren; by building up new content and methods with older experienced
teachers who may be inclined to fall into a dull routine; by utilizing
the strength of superior teachers for the benefit of the entire group
through demonstration lessons; and by helping the public and parents
to understand more clearly what the schools are trying to accomplish
for their children.

In the fall of 1936 there were 47 supervising or helping .teachers
employed for the 2,948 white elementary teachers scattered over the
9,870 square miles in the Maryland counties, an average of 63 teachers
for each supervising or helping teacher. Since there are very few non-
teaching principals in the Maryland county schools, the counties are

t First grade certificates represent two-year normal school graduation or the
equivalent; advanced first grade certificates represent three years of normal school
training or the equivalent. Second and third grade certificates represent legs training
than first grade certificates.