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LIBRARY— COLLEGE  PARK 


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STATE  OF  MARYLAND 

DEPARTMENT  OF  EDUCATION 


Sixtieth  Annual  Report 

OF  THE 

State  Board  of  Education 

SHOWING  CONDITION 


OF  THE 


Public  Schools  of  Maryland 


.  FOR  THE 


YEAR  ENDING  JULY  31,  1926 


VSSHif  m  ^"MUm 


20th    Century   Printing   Co. 
Baltimore.    Md. 


20146 


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LETTER  OF  TRANSMITTAL 


May  1,  1927. 
Honorable  Albert  C.  Ritchie, 

Governor  of  the  State  of  Maryland, 
Annapolis,  Maryland. 

My  dear  Governor  Ritchie : 

We  herewith  transmit  to  you  the  Sixtieth  Annual  Report 
of  the  State  Board  of  Education  for  the  school  year  ending  July 
31,  1926. 

Respectfully, 

Henry  M.  Fitzhugh,  President; 

Thomas  H.  Chambers, 
Emory  L.  Coblentz, 
J.  M.  T.  Finney, 
Tasker  G.  Lowndes, 
Edgar  W.  McMaster, 
Mary  E.  W.  Risteau, 

Albert  S.  Cook, 

Secretary  and  Treasurer. 


STATE  OI    MARYLAND 
STATE     BOARD     OF     EDUCATION 

DR.  HENRY  M.  FITZHUGH,   President Westminstei- 

ALBERT   S.    COOK.    Secielary-Treasuier : Towson 

MARY  E.  W.  RISTEAU Sharon 

EMORY  L.  COBLENTZ Frederick 

THOMAS    H.    CHAMBERS Federalsburg 

DR.  J.  M.  T.  FINNEY Baltimore 

TASKER   G.    LOWNDES Cumberland 

E.   W.   McMASTER Pocomoke   Ctiy 


OFFICE  OF  THE  STATE  SUPERINTENDENT  OF  SCHOOLS 
2014  Lexington  Buildinjj,  Baltimore,  Md. 

ALBERT  S.  COOK State  Superintendent  of  Schools 

I.  JEWELL  SIMPSON Assistant  Superintendent  in  Charge  of  Elemjentary  Instruction 

SAMUEL  M.  NORTH Supervisor  of  High  Schools 

E.   CLARKE  FONTAINE   (Pocomoke  City) - Supervisor  of  High   Schools 

W.  K.  KLINGAMAN  (Hagerstown) Supervisor  of  High  Schools 

M.  THERESA  WIEDEFELD Assistant  Supervisor  of  Elementary  Schools 

J.  WALTER  HUFFINGTON Supervisor  of  Colored  Schools 

J.  D.   BLACKWELL ~ Director  of  Vocational   Education 

THOMAS   L.   GIBSON Supervisor   of   Music 

DR.   WILLIAM   BURDICK Director  of   Physical   Education 

BESSIE    C.    STERN Statistician 

JULIA  K.   SPRENKELl Assistant  Statistician 

MERLE  S.   BATEMAN Credential   Secretary 

GRACE  STEELE  TRAVERS Financial  Secretary 

E.   SUE  WALTER _ Clerk 

RUTH  E.   HOBBS _ Stenographer 

CLARA   McDONAGH    SIMERING - Stenographer 

T.    NATALIE    THOMAS Stenographer 

ELIZABETH    McGINNlTY Stenographer 


PRINCIPALS  OF  STATE  NORMAL  SCHOOLS 

LIDA  LEE  TALL Maryland   State   Normal    School Towson 

JOHN  L.  DUNKLE State  Normal    School Frostburg 

WILLIAM  J.  HOLLOWAY Salisbury  Normal  School _ SalisbuiT 

LEONIDAS    S.    JAMES Maryland  Normal    and  Industrial   School 

( for  Colored  Students) _ Bowie 


ADMINISTRATIVE  AND  SUPERVISORY   OFFICIALS 
MARYLAND  COUNTIES,  MAY,  1927 


ALLEGANY    COUNTY— Cumberland,    Md. 

Edward   F.   Webb,    Superintendent. 
Lillian    Compton,    S.    T. 
Mrs.   Anna  B.   Higgins,   S.  T. 
Winifred   Greene,   H.   T. 
Loretta   McGeady,   H.   T. 

ANNE    ARUNDEL    COUNTY— Annapolis, 
Md. 

George   Fox,    Superintendent. 
Ruth  Parker,   S.   T.    (Glen  Burnie). 
M.   Clarice   Bersch,   S.  T. 

BALTIMORE  COUNTY— Towson,  Md. 

Clarence  G.  Cooper,  Superintendent. 

John  T.  Hershner,  Assistant  Supt. 

Amy    C.    Crewe,    S.    T.  1  300  Park  Ave., 

M.  Annie  Grace,   S.  T.  j        Baltimore. 

Jennie  E.  Jessop,   S.  T. 

MaiT   Grogan,   S.   T.  ] 

Nellie  V.  Gray,  S.  T.  L  300  Park  Ave., 

E.  Heighe  Hill,   S.   T.         f      Baltimore. 
Emma  H.  Boettner,   H.  T.  J 

CALVERT   COUNTY— Prince   Frederick, 
Md. 

Frank  D.   Day,   Superintendent. 
Mattie  V.  Hardesty,  H.   T. 

CAROLINE  COUNTY— Etenton,  Md. 

Edward  M.  Noble,  Superintendent. 
Virginia   Harwood,    S.   T. 

CARROLL  COUNTY— Westminster,  Md. 

M.  S.  H.  Unger,   Superintendent. 
Lula  H.  Crim,  S.  T. 
Mrs.   Gerti-ude   M.    Shipley,   H.   T. 
Mrs.    Marv   Norris   Lynch,   H.    T. 
Ruth   DeVore,   H.   T. 

CECIL  COUNTY— Elkton,  Md, 

Howard  T.   Ruhl,    Superintendent. 
Fannie   B.   Miller,   S.    T. 

CHARLES   COUNTY— La  Plata,  Md. 

F.  Bernard  Gwynn,  Superintendent. 
Janie  Bowie,   H.   T. 

DORCHESTER  COUNTY— Cambridge,  Md. 

James    B.   Noble,    Superintendent. 
Hazel   Fisher,    S.   T. 
Evelyn   Johnson,   H.    T. 

FREDERICK  COUNTY— Frederick,  Md. 

G.  Lloyd  Palmer,   Superintendent   . 

Mrs.  Marguerite  Linthicum  Hopkins,  S.  T. 
Mrs.   Angeline   Sunday,    S.   T. 
Hal    Lee   T.    Ott.   H.   T. 

GARRETT    COUNTY— Oakland,    Md. 

Franklin  E.   Rathbun,   Superintendent. 

Helen    Kinnick,    S.   T. 

Marion  Henion,   S.  T. 

Mary   Selby,    H.   T.    (Selby sport). 

Kate  Bannatyne,   H.   T.    (Grantsville). 


HARFORD  COUNTY— Bel  Air,  Md. 

C.   Milton   Wright,   Superintendent. 

Jane  Naylor,    S.   T. 

Mary  L.  Grau,   S.  T.    (Havre  de  Grace). 

HOWARD  COUNTY— Ellicott  City,  Md. 

W.    C.    Phillips,    Superintendent. 
Gail   W.   Chadwick,    S.   T. 

KENT    COUNTY— Chestertown,   Md. 

Louis    C.   Robinson,    Superintendent. 
Helen   Jane   Woodley,    S.   T. 

MONTGOMERY  COUNTY— Rockville,  Md. 

Edwin   W.    Broome,    Superintendent. 
Huldah   Brust,    S.   T. 
Kristin    Nilsson,    S.    T. 
Eleanor    L.    Smith,    H.    T. 

PRINCE    GEORGE'S   COUNTY— Upper 
Marlboro,   Md. 

Nicholas   Orem,    Sujierintendent. 
Maude   A.    Gibbs,    H.    T. 
Ruth    Youngblood,    H.    T. 
Mary    Kemp,    H.    T. 

QUEEN   ANNE'S   COUNTY— Centerville, 
Md. 

T.  Gordon  Bennett,   Superintendent. 
Tempe  Dameron,  S.  T. 

ST.  MARY'S  COUNTY— Leonardtown,  Md. 

Georg-e  W.  Joy,   Sur)erintendent. 
Mrs.  Virginia  Kennedy,   S.  T. 

SOMERSET  COUNTY— Princess  Anne,  Md. 

Eugene   W.    Pniitt,    Superintendent. 
Jane    D.    Wilson,    H.    T. 

TALBOT  COUNTY— Fasten,  Md. 

Oscar   M.   Fogle,    Superintendent. 

A.  May   Thompson,   H.    T. 

WASHINGTON  COUNTY— Hagerstown 
Md. 

B.  J.    Grimes,   Superintendent. 
Mrs.    Grace   B.   Downin,    S.    T. 
Katharine    L.    Healy,    S.    T. 
Ruth   Noble,   H.   T. 

Anne   Richardson,   H.   T. 

WICOMICO    COUNTY— Salisbury,   Md. 

James   M.    Bennett,    Superintendent. 

C.  Nettie    Holloway,    S.    T. 
L.   Cora  Gilliss,   S.  T. 

WORCESTER   COUNTY— Snow  Hill,  Md. 

Arthur    C.    Humiihreys.    Superintendent. 
Elizabeth    Mundy,   H.    T. 


NOTE:   S.  T. — Supervising  Teacher. 
H.  T.— Helping  Teacher. 


TABLE  OF  CONTENTS 


Page 

Summary 6 

Objectives   for   1926-27 - 11 

Growth  in  Public  School  Enrollment  and  Attendance 23 

School  Attendance 35 

Late  Entrant?  and  Withdrawals 47 

How  Long  Were  Schools  Kept  Open 54 

Grades  in  Which  Maryland  County  Pupils  Are  Found 56 

Graduates  and  Non-Promotions  in  Elementary  Schools 59 

Tests  in  Elementary  Schools 77 

High   School   Graduates  and  Their  Occupations 80 

High  School  Subjects  Studied  and  Failed 88 

Vocational  Subjects,  Music,  and  Physical  Education 94 

Baltimore  City  Summer  and  Evening  Schools 115 

Administration  and  Supervision _ _ 117 

Certification  and  Experience  of  Teachers 133 

Size  of  Classes  and  Teachers'  Salaries 165 

Financing  the  Maryland  Schools 185 

Transportation  of  Pupils  and  Consolidation  of  Schools. _ 212 

Capital  Outlay,  Standard  Schools,  and  Bond  Issues - 219 

County  Budgets   and   Tax  Rates 229 

Parent-Teacher  Associations 233 

The  1926  Index  Number 237 

The  Maryland  State  Normal  Schools 242 

Financial  Statements,  State  Department  and  Normal  Schools - 267 

Statistical   Tables 275 

Index 318 


6  Annual  Report  of  State  Department  of  Education 

DO  YOU  KNOW 

That  in  the  year  ending  in  June,  1926,  there  were  263,000  dif- 
ferent pupils  enrolled  in  Maryland  imhlic  schools,  of  whom 
approximately  155,000  were  in  the  counties,  and  108,000  in  Balti- 
more?    (See  page  277.) 

That  of  35,000  white  children  in  the  State  in  parochicd  schools, 
28,000  were  in  Baltimore  and  7,000  in  the  counties ;  and  of  1,700 
colored  children  in  parochial  schools,  1,300  were  in  Baltimore  and 
400  in  the  counties  ?     {See  page  2^.) 

That  because  there  were  late  entrants  and  withdrawals,  the 
"average  number  belonging"  in  the  public  elementary  and  sec- 
ondary schools  of  the  State  aggregated  242,000  boys  and  girls,  of 
whom  142,200  were  in  the  counties  and  99,800  in  the  City  of 
Baltimore?     {See  jKige  23.) 

That  of  the  98,634  pupils  "belonging"  in  county  white  ele- 
mentary schools,  23,138  were  in  956  schools  having  one  teacher, 
15,121  were  in  256  two-teacher  schools,  and  60,375  were  in  264 
schools  having  three  or  more  teachers?  There  was  a  decrease 
from  1925  of  49  in  the  number  of  white  one-teacher  schools.  Less 
than  one-third  of  the  white  elementary  teachers  and  one-fourth 
of  the  white  elementary  pupils  were  in  one-teacher  schools  in 
1926.    {See  pages  279  and  216.) 

That  the  average  number  belonging  in  county  white  high 
schools  was  17,516  pupils,  under  the  instruction  of  865  teachers 
in  150  high  schools?  There  were  1,350  more  pupils  than  the  pre- 
vious year,  60  more  teachers,  and  2  more  schools.  Of  the  schools, 
124  were  of  the  first  group,  16  were  of  the  second  group,  and  14 
of  the  third.    {See  page  27.) 

That  county  white  schools  were  open  on  the  average  187  days, 
and  colored  elementary  schools  166  days?    {See  page  54.) 

That  for  each  100  pupils  belonging  in  the  counties,  84  attended 
on  the  average  each  day  in  white  one-teacher  schools,  86  in  two- 
teacher  schools,  and  89  in  the  larger  graded  schools,  making  the 
average  in  all  white  elementary  schools  87.2?  In  county  colored 
elementary  schools  the  average  per  cent  of  attendance  was  80.4. 
The  white  rural  and  the  colored  schools  showed  a  gain  over  1925 
in  the  per  cent  of  attendance.    {See  page  36.) 

That  the  enrollment  in  the  first  grade  in  county  elementary 
schools  is  larger  than  that  in  any  other  grade?  That,  through 
grade  six  in  county  schools  for  white  pupils,  boys  exceed  the  girls 
in  number  in  each  grade,  but  that  thereafter,  the  girls  exceed  the 
boys  in  increasing  numbers  in  each  grade?    {See  page  56.) 


Summary  of  Outstanding  Facts  7 

That  of  each  100  white  pupils  attending  public  school  in  the 
counties,  16  were  in  high  school?  In  1925  there  were  less  than 
15.  For  each  100  girls  in  white  county  high  schools  there  were 
78.6  boys.    (See  pages  32  and  35.) 

That  there  were  8,653  graduates  from  county  white  elementary 
schools,  of  whom  4,054  were  boys  and  4,599  girls?  This  was  an 
increase  of  399  over  1925.  From  county  colored  elementary 
schools  483  boys  and  820  girls  were  graduated.    (See  page  59.) 

That  although  20  per  cent  of  the  county  white  elementary 
school  boys  and  13  per  cent  of  the  girls  were  not  promoted,  the 
number  of  failures  was  less  than  the  previous  year  by  500?  Of 
the  colored  boys  31  per  cent  and  of  the  girls  25  per  cent  failed  of 
promotion.  This  is  nearly  2  per  cent  better  than  in  1925.  (See 
page  64.) 

That  nearly  half  of  the  922  boys  and  1,603  girls  who  graduated 
from  county  high  schools  in  1925  continued  their  education  in  col- 
leges, universities,  normal,  and  business  schools?  For  vocations 
entered  by  those  who  took  no  further  training,  see  page  85. 

That  the  county  high  schools  graduated  from  the  four-year 
course  1,045  white  boys  and  1,574  girls,  a  total  of  2,619,  an  in- 
crease over  the  previous  year  of  80  ?  Of  these  high  school  grad- 
uates of  the  year  1926,  312  girls,  or  19.8  per  cent  of  the  girl 
graduates,  and  29  boys,  or  2.8  per  cent  of  the  boy  graduates, 
entered  the  Towson,  Frostburg  and  Salisbury  Normal  Schools. 
(See  page  80.) 

That  for  each  100  boys  and  girls  enrolled  in  the  first  year  of 
county  high  schools  in  1922-23,  45  per  cent  graduated  in  1926? 
Of  the  boys  38  per  cent  were  graduated  and  of  the  girls  52  per 
cent.    (See  page  80.) 

That  all  county  white  high  school  students  took  English ;  82  per 
cent  of  the  boys  and  76  per  cent  of  the  girls  had  instruction  in 
mathematics;  78  per  cent  were  enrolled  for  the  social  studies; 
69  per  cent  of  the  boys  and  65  per  cent  of  the  girls  had  science 
courses ;  Latin  was  studied  by  26  per  cent  of  the  boys  and  34  per 
cent  of  the  girls  enrolled ;  and  French  by  17  per  cent  of  the  boys 
and  23  per  cent  of  the  girls  ?  For  the  per  cent  of  pupils  who  had 
opportunities  for  agriculture,  commercial  subjects,  home  eco- 
nomics, manual  training,  music,  and  physical  education,  see  page 
88. 

That  more  boys  than  girls  left  school  and  failed  of  promotion 
in  the  high  school  subjects  in  the  Maryland  counties?  Latin  and 
mathematics  proved  the  greatest  stumbling  blocks  to  promotion 
for  both  boys  and  girls.  For  withdrawals  and  failures  in  all  the 
subjects,  see  page  90. 


8  Annual  Report  of  State  Department  of  Education 

DO  YOU  KNOW 

That  of  the  white  high  school  boys  examined  by  physicians  of 
the  Playground  Athletic  League  staff,  1,386  or  25  per  cent,  re- 
ceived health  buttons,  indicating  that  they  had  no  physical 
defects?  The  range  was  from  11  to  42  per  cent.    (See  page  113.) 

That  each  of  the  counties  had  from  one  to  six  supervising  or 
helping  teachers  working  with  the  white  elementary  teachers  to 
improve  classroom  instruction?  That  in  20  counties  the  super- 
visors used  standard  tests  for  diagnosis  and  remedial  work  in 
the  three  R's?  That  the  supervisors  and  teachers  in  many  of  the 
counties  were  cooperating  in  making  a  course  of  study  in  one  or 
several  subjects?    (See  page  117.) 

That  the  total  teaching  staff  in  Maryland  public  schools  for  the 
year  ending  in  June,  1926,  included  7,834  teachers,  4,705  working 
in  the  counties  and  3,129  in  Baltimore  City;  that  the  county 
teachers  of  white  pupils  numbered  3,932  and  of  colored  pupils 
773;  that  in  county  white  elementary  schools  there  were  3,067 
teachers?    {See  page  287.) 

That  a  check  of  915  white  county  high  school  teachers  in  serv- 
ice in  November,  1926,  showed  that  92.8  per  cent  met  the  require- 
ments for  regular  certificates,  10.6  per  cent  more  than  in  Decem- 
ber, 1925?    {See  page  136.) 

That  the  number  of  white  elementary  teachers  in  county 
schools  holding  first  grade  certificates  in  October,  1926,  was  2,414 
compared  with  1,259  in  October,  1921?  That  the  number  holding 
third  grade  certificates  was  207,  while  in  October,  1921,  it  was 
659?  For  this  present  school  year,  80  per  cent  of  the  white  ele- 
mentary teachers  hold  first  grade  certificates,  14  per  cent  second 
grade  certificates,  and  6  per  cent  third  grade  certificates.  {See 
page  140.) 

That  in  October,  1926,  the  one-teacher  schools  had  a  certifica- 
tion score  of  75,  the  two-teacher  schools  88,  and  the  graded 
schools  94,  an  average  for  all  county  elementary  schools  of  87? 
The  one-teacher  schools  made  the  greatest  improvement  over  last 
year.  In  county  colored  elementary  schools  the  score  was  76 
points.    {See  page  147.) 

That  in  October,  1926,  there  were  390  teachers  in  county  white 
elementary  schools  having  their  first  year  of  teaching  experience? 
This  included  12.7  per  cent  of  the  entire  staff.  The  one-teacher 
schools  had  208  of  these  teachers,  or  23  per  cent  of  the  914 
teachers  in  one-teacher  schools.  Of  these  inexperienced  teachers, 
300  were  1926  normal  school  graduates  from  Towson,  Frostburg, 
and  Salisbury.    {See  page  156.) 


Summary  of  Outstanding  Facts  9 

That  of  the  321  normal  school  graduates  teaching  in  the  coun- 
ties in  the  fail  of  1926,  nearly  63  per  cent  went  out  to  teach  in 
one-  and  two-teacher  schools,  and  two-thirds  of  the  county  grad- 
uates returned  to  teach  in  their  home  counties?    (See  page  243.) 

That  in  the  fall  of  1926  the  county  enrollment  at  the  normal 
schools,  834  (not  quite  "iV-y  times  what  it  was  in  1920),  was  dis- 
tributed as  follows:  At  Towson  475,  at  Frostburg  201,  at  Salis- 
bury 158?  Towson  also  had  275  students  from  Baltimore  City, 
136  fewer  than  last  year.    (See  page  246.) 

That  summer  schools  in  1926  were  attended  by  888  white  ele- 
mentary school  teachers  now  teaching  in  the  counties,  281  white 
high  school  teachers,  and  281  colored  teachers  who  desired  to 
improve  themselves  and  satisfy  requirements  for  renewal  of  cer- 
tificates? Teachers  College — Columbia,  Johns  Hopkins,  the  Uni- 
versity of  Maryland,  Towson,  and  Frostburg  were  chosen  by  80 
per  cent  of  the  white  county  teachers  who  attended  summer 
schools.    (See  page  149.) 

That  the  white  county  high  schools  in  October,  1926,  had  166 
inexperienced  teachers,  18.1  per  cent  of  the  entire  number  (915)  ? 
Additional  high  school  positions  due  to  increased  enrollment 
partially  explain  this  large  proportion  of  new  teachers.  The 
county  colored  schools  had  183  new  to  the  profession  or  23.6  per 
cent  of  the  773  teachers  in  these  schools.    (See  page  156.) 

That  one-half  of  Maryland's  county  high  schools  for  white 
pupils  giving  a  four-year  course  have  fewer  than  5.2  teachers 
and  92  pupils ;  that  there  is  a  teacher  for  every  20  pupils  belong- 
ing in  high  schools ;  that,  in  white  elementary  schools  the  average 
number  belonging  per  teacher  is  32.0;  that,  one-teacher  schools 
have  24,  two-teacher  30,  and  larger  schools  38  pupils  belonging 
per  teacher?    (See  page  165.) 

That  the  average  salary  of  white  teachers  in  the  counties  was 
higher  by  $32  in  high  schools  and  $46  in  elementary  schools  and 
of  colored  elementary  teachers  by  $17  in  1926  than  in  1925,  due 
to  improvement  in  certificate  grade  and  lengthened  experience; 
that,  the  average  salary  of  a  high  school  teacher  and  principal 
in  the  counties  was  $1,517  and  of  an  elementary  teacher  $1,103? 
In  one-teacher  schools  the  average  salary  was  $960,  in  two- 
teacher  schools  $1,101,  and  in  the  larger  schools  $1,188.  (See 
page  173.) 


10  Annual  Eeport  of  State  Department  of  Education 

DO  YOU  KNOW 

That  the  running  expenses  of  the  county  schools  were  $7,143,- 
000,  of  which  $4,895,000  came  from  local  sources  and  $2,248,000 
from  State  and  Federal  funds,  making  the  proportion  from  the 
State  and  Federal  funds  36.5  per  cent?  Baltimore  City  spent  for 
current  expense  of  elementary  and  secondary  schools  $7,568,000, 
of  which  $6,511,000  came  from  City  funds,  and  $1,057,000,  or 
14.0  per  cent,  from  State  and  Federal  funds.  For  Maryland  as 
a  whole  the  total  cost  of  keeping  the  schools  running  was  $14,- 
711,000,  of  which  $3,305,000,  or  22.5  per  cent,  came  from  State 
funds.    (See  jmge  185.) 

That  thirteen  counties  received  aid  from  the  Equalization 
Fund,  totalling  $401,055?  This  made  it  possible  for  these  coun- 
ties to  employ  a  larger  number  of  trained  teachers  and  to  equip 
the  schools  with  a  more  adequate  supply  of  books  and  materials 
of  instruction  without  increasing  the  local  county  tax  rates  above 
the  average  for  all  of  the  counties.    (See  page  187.) 

That  the  current  expense  cost  of  educating  a  pupil  in  the  county 
schools  was  $50  in  1926?  When  analyzed,  the  cost  is  found  to 
be  $48  in  white  elementary  schools,  $99  in  white  high,  and  $23 
in  colored  elementary  schools.    (See  page  191.) 

That  transportation  was  provided  for  10,567  county  pupils,  of 
whom  2,849  were  in  high  schools,  and  7,718  in  elementary  schools 
at  a  cost  to  the  counties  of  $312,495?  Last  year  8,600  pupils  were 
transportated  at  a  cost  of  $242,000.    {See  page  212.) 

That  capital  outlay  expenditures  totaled  $2,600,000  in  the  coun- 
ties, and  $3,485,000  in  Baltimore?  In  the  counties  bonds  out- 
standing for  school  purposes  totaled  $8,690,000,  and  in  Baltimore 
City  $19,653,000.    {See  page  219.) 

That  of  773  teachers  in  colored  schools  in  the  counties,  195,  or 
over  one-fourth,  are  teaching  in  rooms  built  since  1919,  chiefly 
through  the  stimulus  of  the  aid  furnished  by  the  Rosenwald 
Fund?    {Seepage  197.) 

That  parent-teacher  associations  functioned  in  627,  or  43  per 
cent,  of  the  county  schools  for  white  pupils  ?  This  was  2  per  cent 
higher  than  in  1925.  In  351,  or  two-thirds  of  the  county  colored 
schools  there  were  patrons'  organizations.  Nearly  three-fourths 
of  the  county  white  high  schools  had  P.  T.  A.'s.    {See  page  233.) 

That  these  facts,  briefly  summarized  for  the  State  and  counties 
as  a  whole,  are  also  available  regarding  each  county  in  the  State? 
A  careful  study  of  the  report  from  the  point  of  view  of  each 
county  by  teachers,  school  officials  and  interested  citizens  will  be 
found  worthwhile.  By  looking  up  questions  of  interest  in  the 
index  on  page  318,  it  will  be  possible  to  secure  facts  on  any  mat- 
ter discussed  in  the  report. 


ACTIVITIES  AND  OBJECTIVES  OF 

THE  MEMBERS  OF  THE  STATE  DEPARTMENT  OF 

EDUCATION,  1926-1927 

THE  STATE  SUPERINTENDENT  OF  SCHOOLS 

Albert  S.  Cook 

The  State  Superintendent  will  keep  in  close  touch  with  all 
activities  of  the  Department,  and  perfor-yn  all  of  the  functions  of 
the  Department  required  of  him  by  the  State  School  Law  that 
he  has  not  specifically  delegated  to  his  professional  assistants. 
Along  with  these  duties  he  will  undertake : 

I.  To  assist  members  of  the  Department  in  keeping  the  main 
purposes  of  the  State  Program  for  Education  before 
the  people  of  the  State : 

1.  By   speaking   before    State-wide   and   county-wide   organi- 

zations, and  befoi'e  general  meetings  of  all  the  teachers 
of  a  county. 

2.  By   giving   out   statements    to   the    press   concerning   the 

schools,  so  that  the  public  may  be  informed  on  the 
needs  of  the  schools  and  on  evidences  of  progress  in 
realizing  the  State  Program. 

3.  By  reading  critically  all  material   for  courses  of   study, 

bulletins,  reports,  circular  letters,  etc.,  before  they  are 
issued. 

4.  By  assisting  in  the  preparation  of  material  for  publica- 

tion and  suggesting  sources  of  material  for  bulletins. 

II.    To  keep  in  close  personal  touch  with  administration  and 
supervision  in  the  various  counties : 

1.  By  personal  visitation   with   county   superintendents   and 

supervisors. 

2.  By  discussing  in   detail   the  findings   of  his   professional 

assistants  on  their  supervisory  visits. 

3.  By  studying  carefully  all  statistical  studies  made  by  the 

Department  which  give  the  relative  standing  of  each 
county  in  the  measurable  administrative  and  supervis- 
ory activities,  including  both  educational  and  financial 
items. 

4.  By  study  of  county  superintendents'  and  county  supervis- 

ors' reports. 

5.  By  conducting  or  assisting  in  conducting  all  called  meet- 

ings of  the  Department  with  county  school  officials. 

III.  To  keep  the  staffs  of  the  State  Normal  Schools  in  close 
touch  with  the  progress  of  the  State  Program  in  the 
several  counties;  also  to  assist  in  checking  the  reasons 
for  success  or  failure  of  the  products  of  the  State  Nor- 
mal Schools. 

11 


12  Annual  Report  of  State  Department  of  Education 

The  major  part  of  the  State  Superintendent's  time  to 
December  1,  1926,  devoted  to  other  than  routine  admin- 
istrative matters,  will  be  given  to  work  connected  with 
the  State  School  Budget.  While  the  1927  legislature 
is  in  session,  the  State  Superintendent  will  keep  in  close 
touch  with  the  members  in  order  to  follow  the  progress 
of  all  bills  introduced  relating  to  education. 

OBJECTIVES  OF  THE  DEPARTMENT  OF  ELEMENTARY 
INSTRUCTION 

/.  Jewell  Simpson,  M.  Theresa  Wiedefeld 

The  Elementary  School  Supervisors  will  endeavor  this  year: 

I.    To  give  impetus  to  Course  of  Study  making  in  the  coun- 
ties: 

1.  By  formulating  "goals"  in  English,  history,  and  geogra- 

phy, with  the  assistance  of  the  supervisory  staff  in  the 
counties. 

2.  By  conferring  with  the  supervisory  staff  as  to  ways  and 

means  of  attacking  the  course  of  study  problem  in  a 
particular  county. 

II.  To  strengthen  the  teaching  of  English    (language   and 

literature),  history,  geography,  spelling,  reading,  and 
arithmetic  in  the  grades : 

1.  By  use  of  informal  tests  sent  out  by  the  Department  in 

the  fall  and  spring  to  sei-ve  as  a  stimulus  to  effoi-t. 

2.  By  the  use  of  a  standardized  reading  test  in  the  spring 

to  measure  progress. 

3.  By  endeavoring  to  secure  more  uniform  standards  for  pro- 

motion in  the  various  counties. 

III.  To  promote  continued  progress  toward  attaining  the  ob- 

jectives of  the  preceding  years  by  studying  each  coun- 
ty with  respect  to : 

1.  Achievement  in  the  Three  R's. 

2.  Quality  of  teachers'  meetings. 

3.  Teachers'  preparation  for  their  daily  work. 

4.  Use  of  group  schedule  in  one-teacher  schools. 

5.  Methods  for  reducing  excessive  number  of  over-age  pupils. 

6.  Organization  of  parent-teacher  associations. 

IV.  To  keep  in  close  touch  with  supervision  in  the  counties: 

1.  By  visiting  schools  with  the  sui:)ei'visors. 

2.  By  attending  teachers'  meetings  conducted  by  supervisors. 

3.  By  studying  the  annual  reports  of  supervisors. 

4.  By    planning    for    State-wide    and    sectional    meetings    of 

supervisors. 


Objectives  of  Elementary  and  High  School  Supervisors  13 

5.  By  furthering  the  use  of  the  Maryland  School  Bulletins. 

V.  To  prepare  for  publication  the  follow^ing  bulletins  as  an 
aid  to  teaching  and  supervision: 

1.  Books  for  the  Elementary  School  Library   (an  annotated, 

graded  and  classified  list  of  1,375  titles  of  books  for  rec- 
reational and  reference  I'eading.) 

2.  A  Supervisor  of  Town  Schools  Analyzes  Her  Work   (The 

annual    report    of    Miss    Crim,    supervising   teacher   in 
Carroll  County) . 

3.  Goals  in  English,  History  and  Geography. 

4.  The  Teaching  of  English.     (This  will  include  "goals"  for 

each  grade). 

5.  The  Planning  of  Lessons.     (This  will  include  lesson  plans 

used  by  strong  Maryland  teachers). 

OBJECTIVES  OF  THE  HIGH  SCHOOL  SUPERVISORS 

Samuel  M.  North,  E.  Clarke  Fontaine^  W.  K.  KUngaman. 

The  high  school  supervisors  present  the  following  as  their 
objectives  for  the  session  1926-27. 

I.    Continuance  of  the  administrative  aspects  of  the  work — 
i.  e.,  studying  each  high  school  with  regard  to: 

1.  Library  facilities. 

2.  Laboratory  equipment. 

3.  Curriculums  offered. 

4.  Departmentalization  of  work. 

5.  Daily  schedule. 

6.  Units  offered. 

7.  Distribution  of  principal's  time. 

8.  Size  of  classes. 

9.  Efficiency  of  record  system. 
10.  Extra-curricular  activities. 

II.  Continuance  of  the  regional  principals'  conferences,  each 
conference  to  be  based  upon  curriculum  making  in  the 
high  school.  Notifications  of  dates  of  conferences  and 
principals  designated  to  take  part  in  each  will  be  sent 
to  the  county  superintendents  and  principals  by  Decem- 
ber 31,  1926.  The  basal  text  will  be  Brigg's  CurH- 
culum  Problems   (Macmillan). 

III.  Attendance,  as  far  as  possible,  upon  the  meetings  of  the 

county  high  school  teachers'  associations,  assisting  the 
officers  in  planning  the  programs  of  these  meetings,  etc. 

IV.  Conducting,  in  each  county,  a  series  of  not  more  than  four 

professional  meetings,  one  of  which  is  to  be  a  general 
meeting  of  the  high  school  principals  and  teachers  of 


14  Annual  Report  of  State  Department  of  Education 

the  county;  the  remaining  three  to  be  group  subject- 
matter  meetings,  probably  featuring  a  demonstration 
lesson  and  critique.  Ample  preparation  for  each  meet- 
ing will  be  made  to  insure  active  participation  of  teach- 
ers. 
V.  Stressing,  with  each  principal,  the  importance  of  planning 
carefully  the  programs  of  his  series  of  professional 
faculty  meetings. 

VI.  Stimulating  and  checking  up  on  the  professional  attitude 
of  each  high  school  principal  by  filling  out,  after  Feb- 
ruary 1,  1927,  in  the  presence  of  the  principal,  the 
questionnaire — "Additional  Inquiries  for  High  School 
Supervisor's  Report,  1926-27." 

VIL  Attending,  when  possible,  professional  faculty  meetings 
in  individual  schools. 

VIII.  Making  sure  that,  so  far  as  is  possible,  every  high  school 
teacher  is  taking  and  studying  at  least  one  professional 
journal. 

IX.  Keeping  the  county  superintendents  in  close  touch  with 
the  work  and  progress  of  their  respective  high  schools. 

X.  The  exercise,  as  heretofore,  of  their  paramount  function 
of  cooperative  professional  supervision  of  actual  class- 
room instruction. 

XL  Stressing  with  the  high  school  people  of  the  State,  at 
every  professional  opportunity,  the  vital  importance  of 
agreeing  upon  certain  fundamental  principles  under- 
lying necessary  changes  in  our  high  school  curriculums, 
to  the  end  that  our  instruction  may  more  nearly  meet 
the  present  and  probable  future  needs  of  our  pupils. 

XII.  Before  recommending  a  school  for  State  aid,  checking 
with  each  county  superintendent  on  the  basis  of  data 
furnished  by  the  Credential  Secretary,  the  number  of 
provisionally  certificated  teachers,  and  those  uncertifi- 
cated ;  and  including  in  the  annual  report  to  the  County 
Superintendent  and  County  Board  of  Education  the 
status  of  each  school  in  this  respect. 

Additional  Inquiries  for  High   School  Supervisor's  Report,  1926-1927. 

1.  What  are  you  doing  this  year  regarding  professional  faculty  meetings? 

What  topics  are  you  discussing  in  the  meetings? 

2.  What  professional  journals  do  you  take  or  read?     Does  each  of  your 

teachers  take  a   professional   journal?     Have  you   definitely  recom- 
mended this? 

3.  Is  there  a  school  publication?     Of  what  character? 


Objectives  of  Supervisors  of  High  Schools  15 

4.  Have  you  worked  out  a  definite  plan  for  securing  real  faculty  co-opera- 

tion tow^ard  the  improvement  of  the  quality  of  the  pupils'  English? 

5.  Is  there  a  parent-teachers'  association? 

6.  Has  the  status  of  every  pupil  been  recorded  up  to  date  on  his  orange 

record  card? 

7.  What  steps  have  you  taken  to  make  the  "study  periods"  of  your  pupils 

ejffective? 

8.  To  vi^hat  extent,  if  at  all,  have  you  been  studying  current  professional 

opinion  on  curriculum  making  in  the  high  school? 

9.  Have  you  worked  out  a  practical  plan  for  the  use  of  the  school  library 

by  the  pupils  during  the  school  day? 

10.  How   many   periods   per   week    (on   the   average)    do   you   give   to   the 

supervision  of  classroom  instruction? 

11.  Are  accurate  and  complete  records  of  attendance  and  class  standing  of 

pupils  kept  in  such  form  that  they  can  be  conveniently  referred  to 
and  preserved? 

12.  Have  you  read  and  studied  the  State  Department  Bulletins? 

OBJECTIVES  OF  THE  STATE  DIRECTOR  OF  VOCATIONAL 
EDUCATION 

/.  D.  Blackivell 

I.    Administration — approximately  14  time : 

A.  Direct  and  assist  in  the  revision  of  State  plans  for 
vocational  education  for  1927-32. 

B.  Collect  data  and  assist  in  the  preparation  of  annual 
descriptive,  financial  and  statistical  reports  for  the 
State  and  Federal  Boards. 

C.  Assist  in  the  co-ordination  of  the  different  types  of 
vocational  education. 

1.  Conduct  a  conference  of  the  State  and  city  supervisory  and 

teacher-training  staffs. 

2.  Visit  industrial  and  home  economics  classes  for  the  purpose 

of  assisting   State   supervisors  in   adapting  their  work 
to  existing  conditions. 

3.  Assist  the  training  departments  in  the  preparation  of  voca- 

tional teachers. 

4.  Conduct  the  State  Society  for  Vocational  Education  meet- 

ing, to  be  held  in  connection  with  the  State  Teachers' 
Association  in  Baltimore  in  November*,  1926. 

5.  Conduct  the  Annual  State  Vocational  Conference  in  Balti- 

more in  February,  1927. 


16  Annual  Report  of  State  Department  of  Education 

II.    Supervision    of   Agricultural    Education — approximately 

%  time: 

A.  Submit  blanks  and  instructions  to  teachers  of  vo- 
cational agriculture. 

B.  Assist,  at  an  early  date,  ne2v  teachers  at  Brandy- 
wine,  Centerville,  Clarkesville,  Friendsville,  Middle- 
town,  Mount  Airy,  and  Sudlersville,  in  getting  the 
work  well  organized. 

C.  Visitation : 

1.  During  September  and  October  each  teacher  will  be  vis- 

ited for  the  purpose  of  checking  schedule,  references, 
equipment,  annual  plan  of  work,  etc. 

2.  Between  November  1  and  April  1,  the  preparation  of  les- 

son plans  by  teachers  will  be  stressed.  Each  teacher 
will  be  visited  during  that  period  for  the  purpose  of 
supervising  a  lesson  taught  from  a  plan  previously  pre- 
pared. 

3.  Each  teacher  will  be  visited  between  April  1  and  June  1 

for  the  purpose  of  checking  up  on  results  accomplished 
and  rendering  the  assistance  necessary  in  the  prepara- 
tion of  annual  reports. 

4.  Between  June  1  and  September  1  the  State  Director  will 

accompany  teachers  to  the  home  farms  of  pupils  enrolled 
for  vocational  agriculture,  in  order  to  personally  super- 
vise project  work.  (Between  June  16  and  August  20, 
1926,  309  projects  throughout  the  State  were  visited  by 
the  State  Director.) 

D.  District  Conferences: 

1.  Between  November  1  and  December  15  district  conferences 
will  be  held.  A  demonstration  lesson,  taught  by  a  local 
teacher,  will  fonn  the  basis  for  the  conference  discus- 
sion. 

E.  Preparation  of  bulletins: 

1.  Agricultural  Education  for  Maryland  Schools. 

a.  Organization. 

b.  Methods  of  teaching. 

2.  Livestock  Project  Plans. 

a.  A  type  plan  will  be  sent  to  each  teacher. 

b.  Teachers  will  be  assigned  to  one  of  the  following  proj- 
ect plan  committees: 

(1)  Bee, 

(2)  Calf, 

(3)  Dairy, 

(4)  Egg, 

(5)  Poultry, 


Objectu-es  of  Director  of  Physical  Education  17 

(6)  Sheep, 

(7)  Swine. 

c.  Committees  will  report  to  the  entire  group  of  agricul- 
tural teachers  at  the  State  Society  Conference  in  No- 
vember. After  the  plans  have  been  criticized  by  the 
group,  they  will  be  mimeographed  and  distributed  to 
each  teacher,  with  the  request  that  he  revise  the  plans 
after  they  have  been  tried  out  by  members  of  his  class. 
Upon  receipt  of  the  revised  copies,  a  bulletin  will  be 
prepared  and  published. 

OBJECTIVES  OF  THE  DIRECTOR  OF  PHYSICAL  EDUCATION 

Dr.  William  Burdick 

1.  Promotion  of  physical  education  for  every  child  in  every 

school,  in  order  to  secure  for  each  good  behavior,  good 
health,  and  the  pursuit  of  liappiness. 

2.  Stimulation  of  athletics  of  youth  by  badge  tests  and  all 

types  of  team  games. 

3.  The  continued  development,  through  carnivals,  of  track  and 

field  athletics  for  individual  girls,  so  that  they  will  lead 
to  competitive  sports. 

4.  Operation  of  field  hall  and  soccer  football  to  include  100  per 

cent  of  the  high  schools. 

5.  Introduction  of  field  dodge  ball  for  elementary  school  child- 

ren. 

6.  Organization  of  baseball  for  boys  for  the  whole  State. 

7.  Improvement  of  health  service  by: 

(a)  Continuance  of  health  examinations  for  high  schools  for 
boys  and  gii'ls. 

(b)  Increasing  aid  to  counties  in  the  follow-up  of  examina- 
tions. 

(c)  Further  research  of  the  records  of  examinations  made. 

8.  Assistance  to  schools  and  communities  in  the  installation 

of  playgrounds,  gymnasia,  and  community  recreation. 

9.  Cooperation  with  county  superintendents,  supervisors,  help- 

ing teachers,  and  teachers  in  the  field  in  their  athletic 
problems,  both  at  school  and  in  the  normal  and  summer 
schools. 

10.  Aid  in  the  preparation  of  teachers  in  the  field  of  physical 

education,  through  the  use  of  State  Normal  School  gradu- 
ates. 

11.  Preparation  of  recreation  programs  for  parent-teacher  asso- 

ciations. 


18  Annual  Report  of  State  Department  of  Education 

OBJECTIVES  OF  THE  SUPERVISOR  OF  MUSIC 

Thonms  L.  Gibson 

I.    The  extension  and  improvement  of  the  teaching  of  music 
in  the  elementary  schools  by: 

1.  Planning  type  lessons  for  demonstration  teaching. 

2.  Helping  in  the  training  of  a  few  of  the  grade  teachers  for 

demonstration  work  at  group  meetings  of  county 
teachers. 

3.  Working  with  the  elementary  supervisors,  in  planning  for 

demonstration  teaching;  in  listing  song  material  and 
phonographic  records  suitable  for  the  grades ;  in  con- 
ducting demonstration  lessons;  in  checking  up  on  efforts 
to  meet  the  minimum  goals  in  elementary  music  and  in 
co-ordinating  music  study  in  the  schools  with  community 
activities. 

4.  Conferring  with  the  teachers  of  music  in  the  State  normal 

and  summer  schools  on  the  training  of  teachers  in  the 
essentials  of  school  music. 

II.    The  extension  and  improvement  of  the  teaching  of  music 
in  the  high  schools  by: 

1.  Conferring  with   county  superintendents  and  high   school 

principals  on  the  administrative  problems  in  high  school 
music. 

2.  Holding  meetings  of  all  high  school  music  teachers  at  cen- 

tral points  in  the  three  supervisory  sections  of  the  State 
for  demonstration  lessons,  critiques  and  reports  of  com- 
mittees on  course  of  study  making  for  the  high  schools 
of  each  county. 

3.  Assisting  in  the  development  of  lessons  plans,  in  selecting 

song  material,  in  outlining  plans  for  music  memory 
contests,  and  in  selecting  music  and  phonographic 
records  for  high  school  use. 

4.  Informing   Maryland   colleges   of  the   need   of  more   high 

school  music  teachers  in  the  State,  to  the  end  that  these 
colleges  will  all  provide  courses  in  music  suitable  as  a 
preparation  for  teaching  the  subject  in  the  secondary 
schools  and  advise  any  of  their  students  who  possess 
special  musical  talent  of  the  need  of  high  school  teach- 
ers who  are  qualified  to  teach  music. 

5.  Conferring  with  the  heads  of  the  music  departments  of  the 

colleges  of  the  State  on  courses  of  study  required  for 
the  certification  of  high  school  music  teachers. 

III.  Securing  the  active  cooperation  of  patrons  in  the  exten- 
sion of  music  teaching  in  both  the  elementary  and  high 
schools  by : 

1.  Giving  informational  talks  on  the  history  of  music  and  on 

folk  songs  and  demonstrations  in  appreciation  and  con- 
ducting community  singing. 

2.  Helping  to  plan  co-operative  school  and  community  musi- 

cal programs. 


Objectives  of  Supervisors  of  Attendance,  Standard  &  Colored  Schools  19 

3.  Teaching  a  music  lesson  to  a  class  of  children  at  a  patrons' 

meeting. 

4.  Conducting  community  singing  at  the  meetings  of  various 

patrons'  clubs. 

IV.    Stimulating  habits  and  standards  of  regular  attendance 
through : 

1.  Conferring    with    county    superintendents    and    attendance 

officers  on  attendance  problems. 

2.  Making  the  teachers  actively  conscious  that  they  are  the 

most  vital  factor  in  securing  good  attendance. 

3.  Helping  parents  and  patrons  to  a  clearer  conception  of  the 

meaning  of  the  attendance  law  by  enlisting  a  discussion 
of  the  subject  at  the  meetings  of  patrons'  clubs. 

V.    Helping   to    extend    the    standardization    of   elementary 
schools  through: 

1.  Conferring   with    county   superintendents   and   elementary 

supervisors   on   the   revised   requirements   for   standard 
elementary  schools. 

2.  Conferring   with    county   superintendents   and   elementary 

school  supervisors  on  the  extent  to  which  efforts  toward 
standardization  are  advisable. 

3.  Checking  up  through  county  superintendents  and  elemen- 

tary   supervisors    to    find    whether    their    standardized 
schools  continue  to  be  up  to  standard. 

4.  Enlisting  discussions  in  patrons'  meetings  on  the  values  of 

the  standardization  of  schools. 

OBJECTIVES  OF  THE  SUPERVISOR  OF  COLORED  SCHOOLS 

J.  Walter  Huffmgton 
The  Supervisor  of  colored  schools  will  endeavor: 

I.    To  promote  continued  progress  toward  attaining  the  ob- 
jectives of  the  preceding  year: 

1.  Use  of  a  group  schedule  in  one-teacher  schools. 

2.  Planning  for  an  effective  employment  of  educative  seat- 

work  as  an  instrument  for  improvement  of  instruction. 

3.  Further  improvement  of  the  work  in  reading. 

4.  Intensive  work  in  arithmetic. 

5.  Improvement  in  the  appearance  and  care  of  school  build- 

ings and  grounds. 

II.    To  strengthen  the  teaching  of  English  in  the  elementary 
schools : 

1.  By  attempting  to  have  the  county  supervisors  and  teachers 

appreciate  the  need  for  intensive  work  in  English. 

2.  By  stressing  different  phases  of  the  subject  at  every  teach- 

ers' meeting. 


20  Annual  Report  of  State  Department  of  Education 

3.  By  studying  with  the  teachers  a  text  for  helpful  sugges- 

tions. 

4.  By  making  continued  use  of  any  publication  of  the  State 

Department  of  Education  on  this  subject. 

5.  By  giving  from  time  to  time  informal  tests  of  the  subject 

and  suggesting  remedial  measures. 

6.  By  helping  teachers  to  analyze  their  difficulties  in  making 

the  work  effective  and  to  discover  better  ways  of  hand- 
ling the  subject. 

7.  By  checking  the  teaching  of  the  subject  upon  visits  to  the 

schools  and  urging  the  county  supervisors  to  do  so. 

III.  To  secure  school  libraries  which  will  provide  suitable  sup- 

plementary reading  material . 

IV.  To  supervise  more  closely  the  colored  high  schools : 

1.  By  noting  carefully  the  administrative  aspects  of  the  work. 

2.  By  holding  professional  group  meetings. 

3.  By   studying  actual   classroom   pi-ocedures   in  the  several 

schools,  then  giving  help  to  the  teachers  whei*e  needed 
in  analysis  of  the  teaching  situation  and  in  reconstruc- 
tion of  the  work  on  the  basis  of  accepted  principles  of 
teaching. 

4.  By  directing  the  teachers  in  professional  reading. 

OBJECTIVES  OF  THE  STATISTICIAN 
BUREAU  OF  EDUCATIONAL  MEASUREMENTS 

Bessie  C.  Stern 

I.  The  statistician  will  prepare  the  annual  report  required 
by  law  for  submission  to  the  State  Board  of  Education 
and  the  Governor  "covering  all  operations  of  the  State 
Department  and  the  support,  conditions,  progress  and 
needs  of  education  throughout  the  State."  This  report 
makes  available  to  Maryland  citizens,  for  information 
and  study,  measurable  facts  regarding  the  schools 
which  their  children  attend  and  which  are  supported  by 
taxation. 

The  report  for  1925-26  will  include  the  following  topics : 

1.  The  number  of  children  cared  for  in  the  schools, 
Improvement  in  attendance, 

Attendance  by  months, 

Causes  of  long  absence,  late  entrance  and  withdrawal. 

2.  Length  of  session. 

3.  Success  of  pupils  in  completing  their  work. 
Graduates, 

Promotions  and  non-promotions: 
By  gi-ades; 
By  subjects  in  high  school. 


Objectives  of  the  Statistician  21 

4.  Analysis  of  the  results  of  tests  given  in  six  Maryland  coun- 

ties  in   connection   with    the   study   undertaken   by   the 
Commission  on  Length  of  Elementary  Education. 
Statement  of  tests  given  in  the  counties. 

5.  Supervision  and  administration, 

Number  of  supervisors  and  superintendents, 
Conferences  of  superintendents  and  supervisors, 
Summary  of  activities  of  supervisors. 

6.  The  teaching  staff. 
Certification  and  experience, 
Tui'nover, 

Summer  school  attendance, 
Size  of  classes, 
Salaries. 

7.  School  expenditures — total  and  per  pupil, 
Current  expenses. 

Contributions  of  State  and  county. 

Provision  for  libraries, 

Transportation  costs, 

School   building  costs. 

School  bonds  outstanding, 

County  school  budgets  and  tax  rates. 

8.  Improvement  of  school  buildings. 

Reduction  of  one  teacher  schools  and  consolidation, 
Standard  schools. 

9.  Community  co-operation  with  schools, 
Pai'ent-teacher  associations. 
Support  of  extra  curricular  activities. 

10.  The  1926  Index  Number  for  the  counties  and  State. 

11.  Teacher  training  in  the  normal  schools  and  the  work  of 

the  normal  school  gTaduates. 

All  of  the  above  data  for  elementary  one-teacher,  two- 
teacher,  and  graded  schools,  high  and  colored  schools,  will 
be  analyzed  and  presented  graphically  for  each  county  and 
for  the  entire  State. 

II.  To  stimulate  improvement  in  attendance,  the  monthly 
reports  on  per  cent  of  attendance  for  the  various  types 
of  schools  in  the  individual  counties  will  be  continued. 

III.  To  provide  adequately  for  the  financial  needs  of  the  coun- 

ties, the  equalization  fund  must  be  calculated  for  the 
individual  counties  for  the  years  1928  and  1929. 

IV.  To  furnish  the  Comptroller  with  the  1926  census  data  and 

to  determine  how  adequately  the  counties  are  comply- 
ing with  the  provisions  of  the  Compulsory  Attendance 
Law,  the  results  of  the  school  census  to  be  taken  in 
November,  1926,  must  be  analyzed. 


22  Annual  Report  of  State  Department  of  Education 

V.  To  determine  progress  in  the  school  subjects,  any  results 
of  standard  tests  given  by  the  counties  will  be  analyzed 
for  the  benefit  of  the  counties. 

VI.  To  determine  the  length  of  service  in  various  types  of 
white  elementary  and  high  schools,  changes  of  teachers 
from  county  to  county  and  the  effect  of  salary  sched- 
ules higher  than  the  minimum,  the  cumulative  experi- 
ence record  of  teachers  in  service  from  the  fall  of  1920 
to  date  will  be  analyzed. 

VII.  In  accordance  with  the  requirements  of  the  State  School 
Law  visits  will  be  made  to  the  counties  to  "examine 
expenditures  and  business  methods  of  county  school 
boards  and  report  on  them." 

OBJECTIVES  OF  THE  CREDENTIAL  SECRETARY 

Merle  S.  Bateman 

I.    To  settle  as  promptly  as  possible  all  certificate  applica- 
tions. 

II.  To  make  for  the  annual  report  studies  of  certification  dur- 
ing the  year  1926-27  and  of  the  results  of  the  efforts 
to  improve  the  certification  of  high  school  teachers,  with 
a  view  to  stimulating  better  conditions. 

III.  To  check  the  certification  of  the  high  school  teachers  of 

the  State  for  the  year  1926-27,  and  to  follow  this  up 
with  whatever  action  is  necessary  to  see  that  every 
secondary  teacher  holds  a  valid  certificate  for  the  year. 

IV.  To  furnish  the  high  school  supervisors  immediately  before 

the  State  Aid  for  high  schools  is  calculated  with  the 
names  of  any  high  school  teachers  in  their  districts  who 
are  not  certificated ;  also  with  the  names  of  those  who 
hold  only  provisional  certificates. 

V.  To  check  the  certification  of  the  elementary  school  teachers 
and  to  do  follow-up  work  in  an  effort  to  see  that  every 
elementary  school  teacher  in  the  State  is  certificated. 

VI.  To  make  another  comparative  study  of  the  number  and 
preparation  of  the  provisionally  certificated  high  school 
teachers  and  the  number  of  years  such  teachers  have 
been  employed  on  this  basis. 

VII.  To  help  in  the  inspection  and  rating  of  private  secondary 
scnools  and  colleges. 


GROWTH  IN  PUBLIC  SCHOOL  ENROLLMENT  AND 
ATTENDANCE 

TOTAL  ENROLLMENT  OVER  263.000 
During  the  school  year  ending-  in  June  1926,  over  263,000 
different  boys  and  girls  were  enrolled  in  the  public  schools  of 
Maryland.  The  increase  over  the  preceding  year  was  over  2,500, 
the  counties  caring  for  over  1,300  of  the  increase  and  Baltimore 
City  for  nearly  l,200.i 

Although  Baltimore  City  has  one  half  of  the  population  in  the 
State,  the  public  school  enrollment  in  the  counties  was  154,969, 
while  in  the  City  it  was  only  108,2g0.  This  difference  of  46,689 
between  county  and  city  public  school  enrollment  is  accounted 
for  in  part  by  the  fact  that  there  are  many  more  children  in  pri- 
vate and  parochial  schools  in  Baltimore  than  in  the  counties. 
For  example,  enrollment  in  Catholic  private  and  parish  schools 
aggregated  nearly  29,000  in  Baltimore  and  not  quite  7,500  in  the 
counties. - 

AVERAGE  NUMBER  BELONGING  NEARLY  242,000 
A  number  of  the  boys  and  girls  attending  the  public  schools 
were  enrolled  for  short  periods  only,  because  they  moved  away, 
or  became  old  enough  to  obtain  employment  certificates,  or  moved 
to  Maryland  late  in  the  school  year,  or  for  other  causes.  The 
average  number  belonging  to  the  school — the  boys  and  girls  for 
whom  the  school  is  responsible  between  date  of  entrance  and  date 
of  permanent  legal  withdrawal — gives,  therefore,  a  somewhat 
truer  picture  of  the  service  rendered  bj^  the  public  schools.  This 
number  was  241,961  of  whom  142,171  "belonged"  in  the  counties, 
and  99,790  in  Baltimore  City.  The  "number  belonging"  (241,- 
961),  is  about  92  per  cent  of  the  total  enrollment.^ 

»  See  Table  III,  page  277. 

-  Enrollment   in   Catholic   Parish  and   Private  Schools   and  Private  Institutions 


County 
Allegany 

Elementarj 

2,258 

241 

WHITE 

Commercial 

and 
r    Secondary 
379 

76     • 
32 
40 
184 

■  ■■   J 

100 
34 
92 
31 

975 
2.365 
3,340 

Total 

2,637 

241 

1,208 

234 

168 

730 

62 

56 

287 

180 

343 

828 

84 

COLORED 

Elementary 

Anne  Arundel 

93 

Baltimore 

1,132 

202 

128 

546 

62 

56 

280 

80 

309 

736 

53 

Carroll 

Charles 

Frederick 

Garrett 

129 
12 

Harford 

Howard 

Montgomery 

43 

Prince  George's 

St.  Mary's 

Washington 

102 

Total  Counties . 

6,083 

7,058 
27,684 
34,742 

*1 
*1 

379 

Baltimore  City    

25,319 

,312 

Total  State 

31,402 

,691 

*  Includes  3  commercial  and  47  high  school  pupils. 

'  See  Table  V.   page  279,  and   for  number  belonging  in  each  individual  high  school,   see 
Table  XXXII.   pages  306  to  311. 

23 


24 


Annual  Report  of  State  Department  of  Education 


TABLE  1 
AVERAGE  DAILY  ATTENDANCE  FOR  YEAR  ENDING  JULY  31,  1926. 


All 
Schools 

White 

COUNTY 

High 
Schools 

Elementary 

Colored 
Schools 

♦Graded 
Schools 

tRural 
Schools 

Baltimore 

15,409 

11,644 

10,811 

8,689 

8,428 

7,203 
5,755 
5,344 
5,331 
4,541 

4,423 
4,418 
3,958 
3,917 
3,681 

3,437 
3,036 
2,513 
2,426 
2,413 

2,393 
2,098 
1,392 

1,777 
1,809 
1,314 
1,349 
939 

685 
821 
813 
856 
713 

654 
528 
480 
588 
535 

498 
444 
179 
347 
312 

320 
133 
124 

9,466 
8,029 
6,774 
3,124 
4,021 

3,493 
2,043 
1,859 
1,906 
1,473 

1,384 
1,261 
958 
1,358 
1,319 

1,253 

1,123 

373 

710 

775 

774 

75 

130 

2,739 
1,554 
2,389 
3,317 
1,434 

1,001 
1,622 
1,330 
2,353 
1,768 

1,094 
981 

2,520 
672 

1,444 

897 
510 
904 
810 
582 

809 

1,071 

519 

1  427 

Allegany 

252 

Washington 

334 

Frederick      

KQQ 

Prince  George's 

Anne  Arundel 

Montgomery 

Wicomico 

2,034 

2,024 
1,269 
1  342 

Carroll 

216 

Harford 

587 

Dorchester 

1  291 

Somerset 

1  648 

Garrett 

Worcester 

1  299 

Cecil 

383 

Caroline 

789 

Talbot 

959 

Charles 

1  057 

Queen  Anne's 

Kent 

559 
744 

Howard 

490 

St.  Mary's 

819 

Calvert 

619 

Total  Counties 

Baltimore  City 

123,260 
90,844 

16,218 
9,951 

53,681          32,320 
86,001 
**65,477 

21,041 
15,416 

Total  State 

214,104 

26,169 

151,478 

36,457 

*  Schools  having  three  or  more  teachers, 
t  Schools  having  one  teacher  or  two  teachers. 
**  Includes  junior  high  schools. 


Growth  ix  Attendance  1920-26  and  1925-26 


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26  Annual  Report  of  State  Department  of  Education 

AVERAGE  ATTENDANCE  OVER  214,100 

The  average  attendance  shows  a  gain  of  nearly  3,000  over 
1925.  Since  the  increase  in  attendance  is  greater  than  the  in- 
crease in  enrollment  and  "number  belonging",  it  is  evident  that 
during  1926  enforcement  of  the  compulsory  attendance  law  has 
been  more  effective  and  teachers  and  parents  have  been  more 
zealous  in  keeping  the  children  in  school  than  in  previous  years. 
The  counties  had  123,260  present  on  the  average  each  day  while 
Baltimore  City  had  90,844.  The  average  attendance  in  each  coun- 
ty by  types  of  schools  is  given  in  Table  1.  The  counties  are  listed 
in  the  order  of  the  size  of  total  attendance,  the  county  with  the 
largest  total  attendance  appearing  first. 

Of  the  total  county  attendance  (123,260),  approximately  16,- 
000  were  in  white  high  schools,  86,000  in  white  elementary 
schools  and  21,000  in  colored  schools. ^ 

Sis  Year  Growth  in  Attendance  Nearly  39,000 

In  the  six  year  period  from  1920  to  1926,  the  gain  in  public 
school  average  daily  attendance  for  the  State  as  a  whole  was. 
38,792,  an  average  annual  increase  of  6,465.  The  counties  had 
1,593  more  pupils  present  on  the  average  each  day  in  1926  than 
in  1925,  while  Baltimore  City  had  1,377.  This  gain  of  2,980  is 
somewhat  less  than  the  average  growth  in  the  past  six  years. 
The  counties  growing  most  rapidly  are  Baltimore,  Prince 
George's,  Washington,  Anne  Arundel,  Allegany  and  Montgom- 
ery which  have  grown  in  the  six-year  period  by  from  5,500  ta 
1,900.  In  order  to  provide  building  facilities  for  the  large  num- 
ber of  additional  pupils  arriving  annually,  these  counties  must 
spend  large  amounts  for  capital  outlay.  (See  Table  2,  in  which 
the  counties  are  listed  in  the  order  of  total  increase  in  attendance 
for  1926  over  1920.  The  increase  of  1926  over  1925  by  types  of 
schools  is  also  shown.)  ^ 

Carroll  and  Calvert  are  the  only  counties  which  decreased  in 
total  attendance  over  the  six  year  period.  For  1926  over  1925 
eleven  counties  (Garrett,  Worcester,  Calvert,  Talbot,  Harford, 
Caroline,  Queen  Anne's,  Somerset,  Howard,  St.  Mary's,  and 
Kent)  show  decreases  varying  from  180  to  4.  The  increases  in 
parochial  school  enrollment  in  Garrett,  Harford,  Howard  and 
St.  Mary's  Counties  account  in  part  for  the  decreases  noted.- 

County  High  School  Enrollment  Nearly  20,000 

Ten  years  ago  there  were  7,000  pupils  enrolled  in  county  ap- 
proved high  schools  while  today  there  are  approximately  20,- 
000.  Attendance  has  grown  in  the  same  period  from  5,800  to 
17,000,  or  nearly  three  times  the  earlier  number.    The  increase 

1  See  also   Table   IV,   page   278,   in    which   the  counties   are   arranged   alphabetically.      For 
average  attendance  in  individual  high  schools,  see  Table  XXXH,  pages  306  to  311. 
-  See  Note  2,  page  23. 


Growth  in  High  School  Enrollment  and  Attendance 


27 


in  enrollment  last  year  was  1,558  and  in  attendance  1,344  or 
about  8  per  cent  over  1925.    (See  Table  3  and  Chart  1.)' 

TABLE  3 

ENROLLMENT  AND  ATTENDANCE  IN  APPROVED  COUNTY 
HIGH  SCHOOLS  OF  MARYLAND,  1916-1926 


Year  Ending 
July  31 


Enroll- 
ment 


Av^erage 
Attend- 
ance 


Annual  Increase 


Enroll- 
ment 


Attend- 
ance 


Per  Cent  of 
Increase 


Enroll- 
ment 


Attend- 
ance 


1916 
1917 
1918 
1919 
1920 
1921 
1922 
1923 
1924 
1925 
1926 


7,000 

5,804 

7,567 

6,327 

7,936 

6,477 

8,302 

6,685 

9,392 

7,798 

11,188 

9,483 

13,186 

11,463 

15,335 

13,078 

16,751 

14,177 

18,419 

15,643 

19,977 

16,987 

787 
567 
369 
366 
,090 
,796 
,998 
,149 
,416 
,668 
,558 


528 

523 

150 

208 

1,113 

1,685 

1,980 

1,615 

1,099 

1,466 

1,344 


12.6 
8.1 
4.9 
4.6 


13, 
19 
17 
16 
9 


10.0 

8.5 


10.0 
9.0 
2.4 
3.2 


16 

21 
20 
14 

8 
10 

7 


CHART  I 

INCREASE    EN  HIGH  SCHOOL  ETTROLLMENT 

IN  MIHTUJTD  COUNTIES 

1914-1926 


dzm 


'  See  Table  2.   page   25.   and   Tables  III   and   IV,   pajies   277-278,    also   for   individual    high 
schools,   see  Table  XXXII,   paju'e.s  .S06  to  SlI. 


28 


Annual  Report  of  State  Department  of  Education 


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Growth  in  Number  of  Approved  High  Schools 


29 


150  APPROVED  WHITE  HIGH  SCHOOLS  IN  COUNTIES 

In  1926,  there  were  150  white  county  high  schools  which  met 
the  requirements  for  approval  by  the  State  Department  of  Edu- 
cation— an  increase  of  2  over  the  previous  year.  Of  these  120 
were  of  the  first  group,  5  more  than  the  previous  year.  This 
number  includes  8  two-teacher  first  group  schools.  There  were 
16  second  group  schools,  and  14  third  group  schools.  There  was 
1  more  second  group  school  and  there  were  4  fewer  third  group 
schools  than  in  1925.  There  were  16  colored  approved  high 
schools  in  15  counties. ^ 

The  number  of  approved  white  and  colored  high  schools  of  the 
various  groups  each  year  since  1920,  together  with  the  increase 
of  1926  over  1920,  are  shown  in  Table  4,  (See  also  the  chart  map 
on  page  28.) 

TABLE  4 

NUMBER  OF  APPROVED  HIGH  SCHOOLS  IN  MARYLAND 
COUNTIES,  1920-1926 


White  High  Schools 

Colored  High  Schools 

Year 

Total 

Group 
*1 

Group 

*2 

Group 
*3 

Total 

Group 
*1 

Group 

*2 

Group 
*3 

1920 

82 
115 
127 

34 

74 

78 

35 

18 
25 

13 
23 
24 

4 
5 
6 

4 

1921 

5 

1922 

4 

2 

1923 

139 

92 

25 

22 

9 

3 

4 

2 

1924 

142 

106 

14 

22 

13 

4 

4 

5 

1925 

148 

115 

15 

18 

16 

4 

7 

5 

1926 

150 

120 

16 

14 

16 

8 

4 

4 

Increase 

68 

86 

-19 

1 

12 

8 

4 

*  First  group  schools  have  as  a  minimum  an  enrollment  of  40,  an  attendance  of  30,  and  three  teach- 
ers.   There  were  8  two-teacher  first  group   schools  in    1926.     They   give  a  four-year  course. 

Second  group  schools  have  as  a  minimum  an  enrollment  of  25,  an  attendance  of  20,  and  2  teachers. 
They  give  a  three-year  course. 

Third  group  schools  have  as  a  minimum  an  enrollment  of  15,  an  attendance  of  12,  and  1  teacher. 
They  give  a  two-year  course. 

Table  5  shows  the  number  of  high  schools  of  each  group  in 
each  county  and  in  Table  6  appears  a  list  of  new  high  schools 
established  or  changing  their  grouping  during  the  year.  Four 
new  high  schools  were  opened  and  two  which  had  been  closed 
were  reopened.  Five  schools  went  from  second  to  first  group, 
five  from  third  to  second  group.  One  school  dropped  from  second 
to  third  group,  one  which  had  had  third  group  approval  in  1925 
lost  it  in  1926,  and  four  high  schools  were  abandoned.^ 

'  For  the  ga'oup  of  each  high  school,  see  also  Table  XXXII,  pages  306  to  311. 


30 


Annual  Report  of  State  Department  of  Education 


TABLE  5 

NUMBER  OF  APPROVED  HIGH  SCHOOLS  IN  MARYLAND  FOR  YEAR 
ENDING  JULY  31,  1926. 


COUNTY 

Total  No. 

White 

Approved 

High 

Schools 

Number  of  Approved  High 
Schools  of  Group 

Group  of 

Each 

Approved 

Colored 

High 

School 

1 

3 

Allegany 

Anne  Arundel 

10 
5 
6 
3 
6 

12 
8 
2 

t7 

11 
5 
8 
6 

t4 

tt8 

9 

5 

t4 
6 
6 
7 
7 
5 

8 
4 
6 

*2 
6 
9 

*8 
2 
4 
6 
5 
6 
3 
3 
6 
6 
5 

t2 
**5 

*6 

7 

***6 

5 

1 

1 
1 

1 
1 

Baltimore 

Calvert       

1 

Caroline 

2 

Carroll 

Cecil 

1 

2 

3 

2 

Charles        

*1 

Dorchester 

Frederick 

2 

tl 
5 

1 
1 

Garrett         

Harford 

1 
1 
1 
1 
3 

1 
2 

t 

tn 

Howard 

Kent 

Montgomery 

Prince  George's 

*1 

1 

Queen  Anne's. .    . 

3 

St.  Mary's 

2 
1 

Somerset 

*1 

Talbot 

2 

Washington 



t 

Wicomico          

1 

2 

Worcester 

t°3 

Total  Counties .... 
Baltimore  City     .  . 

tttttiso 

5 

**** 
****J120 

5 

16 

ttttl4 

tl6 
1 

Total  State 

tttttl55 

125 

16 

ttttl4 

tl7 

*  Each  *  represents  one  two-teacher  first  group  school. 

t  Excludes  one  school  not  approved  because  of  small  enrollment  or  one  year  of  work, 
j  Includes  St.  Mary's  Seminary  and  Charlotte  Hall,  first  group  schools  under  private  auspices, 
which  taught  St.  Mary's  County  pupils  at  county  expense. 
°  Two  schools. 


The  map  on  page  28  gives  the  distribution  of  high  schools  in 
the  counties.  The  group  of  each  high  school  for  white  pupils 
and  whatever  provision  is  made  for  courses  in  vocational  agri- 
culture and  home  economics  are  shown.  Except  for  parts  of 
counties  in  southern  Maryland,  and  a  part  of  Dorchester  Coun- 
ty, the  State  seems  to  be  well  dotted  with  high  schools.  The 
chart  at  the  lower  left  corner  of  the  map  represents  the  change 


New  High  Schools  and  Change  in  Group  of  High  Schools 


31 


TABLE  6 

NEW  APPROVED  HIGH  SCHOOLS  AND  HIGH  SCHOOLS  WHICH  HAVE 
CHANGED  THEIR  GROUPING  DURING  THE  SCHOOL  YEAR  1925-26. 


Group    County         Former     c|an0g      (New         bounty 


New 
Schools 


Pennsylvania  Ave. .  3  Allegany  2 

Wolfsville 3  Frederick  3 

West  Friendship ...  3  Howard  2 

Bethesda *  Montgomery  3 

Oxon  Hill 2  Prince  George's  2 

Maryland  Park  2  Prince  George's  2 

Hagerstown 

Colored *  Washington  3 

Berlin  Colored *  Worcester  2 


Glen  Burnie.  ...  1  Anne  Arundel 

Solomon's 2  Calvert 

Charles  Carroll. .  1  Carroll 

Elkton  Colored . .  2  Cecil 

Glasva 1  Charles 

Pomonkey 

Colored 1  Charles 

Crapo 2  Dorchester 

Darlington 3  Harford 

Betterton t  Kent 

Kennedyville. . .  .  t  Kent 
Chestertown 

Colored 1  Kent 

Dickerson *  Montgomery 

Takoma  Park — 

Silver  Springs .  2  Montgomery 

Fort  Foote t  Prince  George's 

Marlboro  Colored  1  Prince  George's 

River  Springs.  .  .  2  St.  Mary's 

Mechanicsville. . .  2  St.  Mary's 

Mt.  Vernon 1  Somerset 

Princess  Anne 

Colored 1  Somerset 

Cordova 1  Talbot 

Powellville f  Wicomico 


t  Abandoned. 

*  Did  not  meet  all  requirements  for  approval. 


in  the  number  of  approved  high  schools  of  each  group  for  white 
and  colored  pupils  separately  from  1920  to  1926.  It  is  clear  from 
the  chart  that  the  number  of  white  first  group  high  schools  is  31/2 
times  greater  in  1926  than  in  1920.  (See  Table  4  for  the  num- 
ber of  high  schools  of  each  group  from  1920  to  1926.) 


32 


Annual  Report  of  State  Department  of  Education 


Proportion  of  Pupils  in  High  School  Increasing 

That  more  and  more  pupils  are  taking  advantage  of  the  oppor- 
tunity for  a  high  school  education  is  apparent,  if  comparison  is 
made  over  a  period  of  years  of  the  per  cent  that  the  number 
attending  high  school  is  of  the  combined  white  elementary  and 
high  school  attendance.  This  is  the  fourth  item  in  the  Ayres' 
index  number  of  school  efficiency.  (See  Chart  3). 

CHART  3 

'IBE  HTTMHKT?  OP  PUPILS  ATIENDING  WHITE  HIGH   SCHOOLS 
FOE  EVEET  100  WHITE  PUPILS  ATTENDING  SCHOOLS 
IN  THE   COUNTIES  AND  BALTIMORE  CITI 
1917  -  1926 


Maryland  Counties 


Baltimore  City 


1917-1918 
1918-1919 
1919-1920 
1920-1921 
1921-1922 
1922-1923 
1923-1924 
1924-1925 
1925-1926 


'^Asy//xAy/Am^^Afs^iisssBB^ 


^mmmmism^mssmszssBii^i^ 


mmsi^msimssmssssssssssBBssa^sti 


zm^/Aze^ssiism^szmsssasssfxis^j^ 


g8888g88aggg8%gig^^ 


egggggggggggggggggaggggjgggggggg^^ 


yy/jssvjrjsamsisssssssssss^x^^ 


mmmmsmmmmmsmmmmssY//////^^^^^^ 


*  Last   four   years  of   high   school   only. 

Of  every  100  white  pupils  attending  county  schools,  16  are  in 
the  senior  high  schools  in  1926  as  against  8  in  1918.  The  number 
has  therefore  doubled  in  a  period  of  eight  years  and  in  the  coun- 
ties there  has  been  a  steady  increase  each  year. 

Table  7  gives  a  comparison  of  the  number  in  high  schools  for 
each  100  pupils  "belonging"  in  white  elementary  and  high  schools 
combined  for  1924,  1925  and  1926.  Every  county  except  four, 
(Calvert,  Carroll,  Wicomico  and  Queen  Anne's)  shows  an  increase 
in  the  proportion  of  white  pupils  in  high  schools  in  1926  over 
1925 ;  St.  Mary's  County  has  3  more  out  of  each  hundred  in  high 
school  in  1926  than  in  1925,  and  Dorchester,  Somerset,  Howard. 
Kent,  Montgomery  and  Prince  George's  each  has  2  more  out  of 
each  hundred  in  high  school  than  in  1925. 


Proportion  of  Pupils  in  High  School  Increasing  33 


TABLE  7 

ratio  of  "NUMBER  BELONGING"  IN  WHITE  HIGH  SCHOOLS  TO  "NUMBER 
BELONGING"  IN  WHITE  ELEMENTARY  AND  HIGH  SCHOOLS 
COMBINED  BY  COUNTIES 


County 

1924 

1925 

1926 

County 

1924 

1925 

1926 

County  Average.. . 

Worcester 

Talbot 

Wicomico 

Dorchester 

..    13.3 

..    18.9 
..    18.7 
..    19.9 
..    16.7 

..    15.2 
.  .    18.8 
..    15  2 
..    18  3 
..    13  9 
..    14.8 
..    14.9 
..    12.7 

14.2 

19.6 
20.5 
20.0 
16  8 

16.7 
18.2 
16.2 
17.8 
15.5 
16.5 
15.4 
13.7 

15.1 

21.2 
20  6 
19  6 
19  4 

18.9 
18.5 
18  3 
17.8 
17  6 
17   1 
16.3 
15.9 

Carroll 

*Allegany 

Cecil 

Prince  George's. . . . 

Calvert 

*Anne  Arundel 

.  ..    13.7 
.  ..   13.5 
.  ..    14.3 
...    11.6 
.  ..    15.5 
.  ..    10.2 

.  .  .    110 

16.0 
15.0 
15   1 
12.3 
15.1 

11  2 

11.3 
11.2 
9  7 
9.5 
6  2 

12  4 

15  6 
15.4 
15  3 
14  3 
14  0 
12  3 

12   1 

Caroline 

Kent 

Queen  .Anne's 

♦Washington 

Garrett 

Charles 

St.  Mary's 

.  ..    11.1 
...     8.4 
...      5.5 
.  ..     3  0 

119 
11  3 
11.1 
9.3 

Harford 

Frederick 

Howard 

Baltimore  City. . .  . 

.  ..    11.8 

13.1 

*'  Allegany,  Anne  Arundel,  and  Washington  counties  have  eight  grades  in  the  elementary 
school  course.  Therefore  the  ratio  of  "number  belonging"  in  white  high  schools  to  "number 
belonging"  in  all  white  schools  would  necessarily  be  relatively  smaller  in  these  three  counties 
than   in   the  other  twenty  counties  having  but   seven   grades  in   the  elementary   school   cour.se. 

All  the  Eastern  Shore  counties  except  Cecil  make  up  the  first 
eight  on  the  list.  This  indicates  a  greater  interest  in  higher  edu- 
cation on  the  Shore,  although  a  lack  of  opportunities  for  employ- 
ment which  take  a  good  many  pupils  on  the  Western  Shore  from 
school  may  be  a  contributing  factor.  Worcester,  Talbot,  Wicom- 
ico, Dorchester,  Somerset,  Caroline,  Kent  and  Queen  Anne's 
Counties  all  have  more  than  18  per  cent  of  their  pupils  in  high 
school.  While  St.  Mary's,  Charles  and  Garrett  are  at  the  bottom 
of  the  list  with  from  9  to  11  per  cent  in  high  school,  they  show 
considerable  gains  from  year  to  year. 

Excess  of  2300  Girls  Over  Boys  in  County  High  Schools 

In  all  of  the  counties  girls  continue  to  exceed  the  boys  in 
number,  not  because  of  an  excess  of  girls  in  the  population  but 
because  the  boys  drop  out  of  school  earlier  due  to  many  causes. 
However,  the  disproportion  between  county  boys  and  girls  in 
high  school  is  decreasing  slightly  each  year.  All  of  our  statis- 
tics of  non-promotion  and  over-ageness  show  a  greater  amount 
of  failure  for  boys  than  for  girls  in  all  grades  of  the  elementary 
and  high  school  course,  which  factors  may  have  considerable 
bearing  on  the  boys  leaving  school  before  completing  their  high 
school  work.  The  fifth  item  in  the  Ayres'  index  number  is  the 
ratio  of  boys  to  girls  in  high  school,  the  assumption  being  that 
the  school  system  which  carries  education  as  far  for  its  boys  as 
for  its  girls  is  the  most  efficient. 


34 


Annual  Report  of  State  Department  of  Education 


In  Table  8  the  Maryland  counties  are  ranked  in  ratio  of  boys 
to  girls. 


TABLE  8 
THE  NUMBER  OF  BOYS  IN  WHITE  HIGH  SCHOOLS  FOR  100  GIRLS. 


COUNTY 

1922 

1923 

1924 

1925 

1926 

County  Average 

74.3 

63.7 
85.5 
82.8 
56.8 
79.2 
72.0 
75.5 
94.6 
74.8 
79.7 
61.9 
76.5 
78.6 
82.1 
66.2 
63.4 
85.0 
68.5 

75.5 

68.5 
93.3 
81.8 
62.4 
87.8 
74.4 
68.2 
94.4 
74.4 
81.9 
61.6 
84.8 
70.9 
88.1 
69.3 
61.0 
80.6 
71.8 
50.0 
64.3 
70.1 
64.6 
74.4 

98.6 

84.5 

76.2 

76.7 
84.8 
69.4 
63.1 
87.4 
74.2 
60.1 
87.6 
77.8 
78.0 
67.7 
78.5 
71.7 
86.1 
84.8 
67.3 
74.2 
75.7 
96.6 
69.4 
68.6 
68.0 
71.8 

96.7 

82.1 

77.5 

81.4 
86.3 
76.8 
78.4 
88.0 
75.5 
71.3 
79.6 
82.9 
81.3 
72.8 
75.7 
70.3 
91.2 
85.7 
68.3 
68.6 
65.1 
85.5 
74.6 
68.3 
62.5 
68.3 

95.7 

84.4 

78.6 

Montgomery 

90.9 

Frederick   

89.9 

Charles          .  . .  ; 

89.6 

Howard 

87.0 

Baltimore 

85.2 

Carroll 

83.8 

Anne  Arundel 

82.6 

Washington 

81.2 

Prince  George's ; 

80.2 

Talbot 

Allegany 

Garrett 

Dorchester 

Somerset 

Harford 

Worcester 

Cecil 

Kent 

St.  Mary's 

79.5 

75.7 
75.7 
74.7 
74.2 
72.5 
69.6 
69.4 
69.4 
68.5 

Caroline 

Wicomico          

68.0 

72.5 
61.8 
77.6 

106.2 

85.7 

68.2 
66.3 

Queen  Anne's 

Calvert 

Baltimore  City 

State  Average      

63.0 
59.1 

100.5 

87.4 

The  average  county  has  increased  from  74.3  boys  for  every 
one  hundred  girls  in  1922  to  78.6  in  1926,  the  increase  being 
about  one  more  boy  each  year.  Some  of  the  counties  have  made 
steady  advances  over  the  four  year  period.  Montgomery,  which 
heads  the  list  with  91  boys  for  every  100  girls  in  1926,  had  only 
64  in  1922.  Howard,  Carroll,  and  Allegany  have  been  increasing 
consistently.  In  the  other  counties  the  figures  appear  erratic 
and  there  seems  no  definite  tendency. 


SCHOOL  ATTENDANCE 

An  excellent  bulletin  on  school  attendance  in  Worcester  County- 
gives  the  following-  brief  summary  of  the  necessity  for  regular 
and  punctual  attendance  and  of  the  work  of  the  attendance 
officer. 

"Regular  and  punctual  attendance  is  necessai-y  if  satisfactory 
school  work  is  to  be  done.  Teachers  are  often  compelled  to  waste  the 
time  of  the  pupils  in  regular  attendance  attempting  to  keep  those 
who  attend  irregularly  up  to  the  grade.  On  the  other  hand,  the  pupil 
whose  attendance  is  full  of  interruptions  becomes  discouraged  when 
he  find.s  that  to  comprehend  the  lessons  of  today  he  must  have  the 
knowledge  and  experience  of  yesterday. 

"Great  responsibility  rests  on  the  parent  who  permits  his  child  to 
be  absent  from  school  so  often  that  he  loses  all  interest  in  school  work. 
Many  parents  are  willing  to  undergo  hardship  in  order  to  keep  their 
children  in  school  regularly.  It  is  the  unusual  parent  who  is  so  short- 
sighted or  grasping  that  he  will  deliberately  choose  his  own  comfort 
or  a  few  dollars  earned  by  children  kept  home  from  school  rather  than 
school  advantages.  It  is  for  the  protection  of  the  children  of  this  type 
of  parents  that  the  compulsory  attendance  laws  were  placed  on  the 
statute  books  of  Maryland. 

"The  Attendance  Officer  of  Worcester  County,  in  meeting  the  non- 
attendance  problems,  has  used  as  her  chief  means  private  conferences 
and  personal  interviews  with  parents.  She  visited  during  the  year 
225  families  to  investigate  the  reason  for  non-attendance  of  pupils. 
It  was  necessary  in  a  few  instances  to  present  cases  to  the  magis- 
trate. However,  most  of  the  cases  were  adjusted  satisfactorily  with 
the  parent  without  further  action.  In  many  instances  parents  violat- 
ing the  attendance  law  have  been  willing  to  send  their  children  tc' 
school  immediately  upon  receipt  of  a  letter  from  the  Attendance 
Officer  notifying  them  of  their  misdemeanor,  thus  avoiding  the 
necessity  of  a  personal  visit.  The  attendance  officer  during  the  year 
wrote  668  letters  of  this  character.  In  order  to  secure  data  regarding 
delinquent  pupils  and  to  supervise  the  keeping  of  the  school  records, 
326  visits  were  made  to  the  schools  during  the  year. 

"Whenever  the  absence  of  pupils  was  due  to  improvident  parents, 
necessary  apparel  was  secured  by  the  Attendance  Off'icer  and  deliv- 
ered to  the  needy  families.  If  it  had  not  been  for  this  assistance, 
many  pupils  could  not  have  remained  in  school  without  serious  con- 
sequences to  the  children  themselves. 

"Another  phase  of  the  Attendance  Officer's  w'ork  is  to  supervise 
the  taking  of  the  school  census,  to  keep  all  records  of  children  in  the 
office  up-to-date,  and  to  compile  statistics  on  attendance  required  by 
the  State  Department  of  Education.  This  work  alone  required  121 
days  of  office  work  during  the  working  year  of  approximately  27.") 
days,  leaving  about  150  days  for  visits  to  schools  and  homes.'" 

One  of  the  counties,  Allegany,  included  among  its  objectives 
the  following  slogan — "Every  child  in  school  every  day  or  know 
why  he  is  absent."* 

*  See  aiso  attendance  as   a  caus€  for   failure  on  page  71. 

35 


36  Annual  Report  of  State  Department  of  Education 

1926  ATTENDANCE  COMPARED  WITH  1925 

Each  white  elementary  school  pupil  enrolled  in  the  counties 
attended  school  151  days  in  1926,  an  increase  of  27  days  over  the 
corresponding  figure  in  1920.  In  white  high  schools  160  days 
for  1926  was  an  increase  of  10  days  over  1920.  There  was  no 
change  in  white  schools  from  1925  to  1926.  For  colored  schools 
the  average  number  of  days  attended  by  each  pupil  enrolled  was 
118  in  1926,  an  increase  of  4  days  over  1925  and  of  33  days  over 
1920.  There  has  been  a  gain  since  1920  in  attendance  for  each 
white  pupil  enrolled  of  nearly  li/o  months  and  for  each  colored 
pupil  of  over  II/2  months. 

In  Table  9  it  will  be  seen  that  there  was  little  improvement  in 
the  per  cent  of  the  average  number  belonging  in  average  attend- 
ance in  1926  over  1925  except  in  white  rural  and  colored  schools, 
but  these  schools  were  the  ones  having  most  unsatisfactory 
attendance  conditions.  The  white  graded  elementary  schools 
showed  a  slight  decrease  in  attendance  and  the  high  schools  had 
no  change.  It  probably  is  not  unreasonable  to  expect  all  of  the 
counties  to  make  every  effort  to  meet  the  average  per  cent  of 
attendance  found  in  the  counties — 83.5  per  cent  in  white  one- 
teacher  schools,  86  per  cent  in  two-teacher  schools,  and  89  per 
cent  in  graded  schools. 


TABLE  9 
PER  cent  of  attendance  IN  MARYLAND  COUNTIES,   1923-1926 


Type  of  School  1923 

One  Teacher 79 .4 

Two  Teacher 82  .2 

Graded 87.3 

White  Elementary 84 .2 

White  High 91 .9 

Colored  Elementary 76.2 

Colored  High 89.3 


Every  county  except  Calvert,  Charles  and  Howard,  employed 
a  person  other  than  the  county  superintendent  to  act  as  attend- 
ance officer  during  the  past  year.  Since  Calvert  appointed  an 
officer  in  the  fall  of  1926,  this  condition  is  at  present  true  in 
Charles  and  Howard  Counties  only.  The  number  of  administra- 
tive duties  which  are  required  of  the  county  superintendent 
makes  it  difficult  indeed  to  do  the  kind  of  follow-up  work  in 
individual  cases  which  is  the  only  sure  method  of  improving  bad 
attendance  conditions. 


1926 

Increase 

1924 

1925 

1926 

over 

1925 

80  9 

83  1 

83.5 

.4 

83  8 

85.8 

85  9 

1 

88.3 

89  4 

88.9 

— 

.5 

85  5 

87  2 

87  2 

0 

92  3 

92  6 

92  6 

0 

78  2 

80  1 

80  4 

3 

88  8 

89  3 

90  6 

1 

3 

Per  Cent  of  Attendance  in  White  High  and  Elementary  Schools    37 
Attendance  in  White  High  Schools 

All  of  the  counties  which  had  an  attendance  in  1926  above 
that  found  in  the  average  county  (92.6  per  cent),  except  Anne 
Arundel  and  St.  Mary's,  showed  a  gain  for  1926  over  1925. 
Baltimore,  Calvert  and  Carroll  also  had  a  better  attendance  in 
1926  than  in  1925.  Allegany  County  is  at  the  top  of  the  list  with 
95.3  per  cent  and  Wicomico  is  second  with  94.5  per  cent.  How- 
ard and  Kent  were  the  only  counties  with  an  attendance  of  less 
than  90  per  cent.  The  range  in  the  county  high  schools  was  from 
88.7  per  cent  to  95.3  per  cent.    (See  Table  10.)  ^ 


table  10 
PER  cent  of  attendance  IN  WHITE  HIGH  SCHOOLS,  1923-1926 


County      1923  1924  1925  1926 

County  Average..  91  .9  92  3  92  6  92.6 

Allegany 94  8  94  8  95.2  95.3 

Wicomico 92  3  92  8  94  5  94   5 

Dorchester 92  4  93  2  93  5  93  6 

Talbot 93  2  94  0  93  3  93  6 

Washington 93  . 1  93    1  93   1  93.3 

Anne  Arundel 92   1  94  4  93  9  93  2 

Frederick 915  91.5  92  4  93  2 

Worcester 917  913  92   1  93  0 

St.  Mary's 86  8  96  7  95  1  92  8 

Caroline 912  92  4  92   5  92  6 

Charles 88  7  92  4  92  4  92.6 

Cecil 92  0  91.5  92  3  92  2 


County     1923  1924  1925  1926 

Garrett 90.2  90.5  92.7  92.1 

Baltimore 91  3  91   8  91.8  92.0 

Calvert 93  5  90  7  90.8  92.0 

Carroll 88  7  90.7  91.0  92.0 

Queen  Anne's    .  .    91   9  91   5  92.3  91.9 

Prince  George's..  91   8  92  3  91.8  91.2 

Somerset 91   4  92  2  93   1  91.2 

Montgomery 88  9  91.1  90.4  90.4 

Harford 91   2  91   0  91.5  90.2 

Kent 90  2  910  911  89.9 

Howard 89.9  89.4  89.8  88.7 

Baltimore  City..  91  5  92.0  918  92.4 

State 916  92.2  92.3  92.6 


Attendance  in  White  Elementary  Schools 

The  per  cent  of  attendance  in  white  and  colored  elementary 
schools  from  1923  to  1926  is  given  in  Table  11.  In  most  of  the 
counties,  fluctuations  in  attendance  appear  from  year  to  year. 
There  are  six  counties,  however,  which  have  forged  ahead  or 
had  no  lower  attendance  percentage  in  white  elementary  schools 
each  year — Caroline,  Somerset,  Washington,  Montgomery,  Car- 
roll, and  Baltimore.  Allegany,  Caroline,  Somerset,  and  Wicomi- 
co counties  have  a  percentage  of  attendance  above  90,  while 
there  are  six  at  the  opposite  extreme  below  85 — Calvert,  St. 
Mary's,  Charles,  Howard,  Carroll  and  Harford.  Since  Carroll 
has  been  gaining  consistently  it  will  probably  soon  leave  this 
lowest  group.  Attendance  varies  from  78.1  per  cent  in  Calvert 
to  91.6  per  cent  in  Allegany.   (See  Table  11).^ 

'  For    attendance    by    counties   arranged    aJphabeticall.v    see    Table    V,    page    279    and    for 
individual    liiKh    schools,   see  Table   XXXII,   pages  306   to   311. 


38 


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Per  Cent  of  Attendance  in  White  Rural  and  Graded  Schools     39 
Attendance  in  Various  Types  of  White  Elementary  Schools 

Five  of  the  Eastern  Shore  counties — Talbot,  Somerset,  Caro- 
line, Wicomico,  and  Kent — led  the  State  in  attendance  in  one- 
teacher  schools.  These  counties,  together  with  Prince  George's, 
all  had  86  per  cent  or  more  of  the  average  number  belonging  in 
one-teacher  schools  in  average  attendance.  Eight  counties  had 
a  poorer  attendance  in  1926  than  in  1925.  The  per  cent  of 
attendance  in  one-teacher  schools  varied  from  77.5  per  cent  in 
the  lowest  county  to  92.6  per  cent  in  the  highest. 

Two-teacher  schools  had  less  variation  in  attendance,  the  low- 
est county,  Dorchester,  having  81.6  per  cent  and  the  highest 
counties,  Somerset  and  Wicomico,  having  91.7  per  cent.  Ten  of 
the  counties  made  no  gain  over  the  1925  attendance  in  two- 
teacher  schools. 

The  graded  schools  in  16  counties  had  a  lower  attendance  in 
1926  than  in  1925.  There  are  evidently  tendencies  operating  to 
affect  attendance  in  the  graded  schools  more  adversely  than  in 
the  rural  schools.  The  variation  between  attendance  in  the  grad- 
ed schools  of  the  county  having  the  poorest  and  the  best  attend- 
ence  was  practically  the  same  as  in  the  one-teacher  schools — 
from  78  to  92  per  cent.  (See  Table  12)  .i 

TABLE   12 

PER  CENT  OF  ATTENDANCE,   1924.   1925   AND   1926 

IN  TYPES  OF  WHITE  ELEMENTARY   SCHOOLS 


White 
One  Teacher  Schools 
County  1924   1925  1926 


White 
Two  Teacher  Schools 
County  1924   1925  1926 


White 
Graded  Schools 
County  1924  1925  1926 


County  Ave..   80  9  83  1  83.5 

Talbot 87  2  89  9  92  6 

Somerset 81  .7  87.5  90.9 

Caroline 88.3  88.4  88  9 

Wicomico 83.9  88.1   88.6 

Kent 84  8  84.8  86.2 

PrinceGeorge's83  3  86  2  86  0 
Anne  Arundel. 77  6  82.6  84  8 

Allegany 82  9  83.9  84  7 

Queen  Anne's. 82. 9  85.0  84.3 
Frederick 79.6  82.3  84.1 

Baltimore 82.3  83.5  84.0 

Cecil 81.7  83.1  83  8 

Dorchester.... 81  .3  81.9  83.3 

Carroll 78.2  80.6  83.0 

Washington... 80.1  82.0  82   1 

Harford 82  7  83.2  82  0 

Garrett 81   2  83  9  81.7 

Montgomery.  .78.1  82  0  81.7 
Worcester  ...  77 . 0  80  . 4  81 . 6 
Howard 82.5  83.0  81.2 

Charles 77.3  79   1   80.2 

St.  Mary's 79  3  80  2  80  0 

Calvert 77.2  79  2  77.5 


County  Ave...  .83.8  85.8  85.9 

Somerset 83  3  90.3  91  .7 

Wicomico 86  3  90  0  91  .7 

Allegany 88  9  91.7  90,5 

Queen  Anne's.  .86.5  87.8  89.9 
Kent 85  8  88.9  89.8 

Caroline 87  9  88  7  89  7 

Garrett 87  7  90  6  88  5 

Cecil 86  5  86  6  88.2 

Talbot 86.7  90.4  87.4 

Prince  George's 85. 8  86.6  86.5 

Worcester 82.6  83  1  85.6 

Baltimore 82.5  84.1  85  4 

Anne  Arundel.. 81. 9  83.1  85.3 

Frederick 80  3  84.6  84.9 

Charles 84  3  85  4  84.8 

Montgomery... 80  5  82  2  84  5 

Howard 81.9  86  0  84  2 

St.  Mary's 81  .4  85  3  83.6 

Washington.... 80  6  83  9  83.2 
Harford 85  6  85  8  83.0 

Carroll 81   4  81   8  82.8 

Calvert 81   7  81.5  82.2 

Dorchester 86  7  83  6  81.6 


County  Ave.... 88. 3  89.4  88,9 

Allegany 92.4  93  3  92.4 

Garrett 89  9  92,5  91.9 

Caroline 89,9  91.0  91.7 

Wicomico 89.3  91.5  90.8 

Washington.... 88. 8  89.2  90.1 

Somerset 86  7  88,9  89  . 6 

Prince  George's  89.0  89  8  89.5 

Frederick 86.4  89.3  89.4 

St.  Mary's 81.6  92.4  89.2 

Talbot 88.5  90.6  88.7 

Worcester 89.3  91.5  88.5 

Montgomery... 86. 3  87.3  88.3 

Kent 88.3  89.4  87.8 

Queen  Anne's.  .88.3  90  3  87.8 
Dorchester.  .  .  .89.5  88.9  87.6 

Harford 88.9  88.2  87.4 

Baltimore 86.2  87,8  87.2 

Carroll 84.3  86.0  86.6 

Cecil 87,3  87.8  86.5 

Anne  Arundel.. 87. 9  87.8  85.9 

Charles 88.4  88.2  85.6 

Howard 85  8  87.1  84.5 

Calvert 0         0     77.8 


'  For  per   cent   of   attendance   by  counties  arranged   alphabetically.      S«e   Table  V,    page 


40  Annual  Report  of  State  Department  of  Education 

Colored  Elementary  School  Attendance 

Attendance  in  colored  elementary  schools  is  improving  each 
year  in  nearly  one  half  of  the  counties — Wicomico,  Washington, 
Somerset,  Frederick,  Baltimore,  Cecil,  Prince  George's,  and 
Saint  Mary's  showing  continual  progress.  Six  counties  have  an 
attendance  in  colored  schools  of  85  per  cent  or  more — Wicomico, 
Talbot,  Washington,  Somerset,  Allegany,  and  Frederick.  There 
are  on  the  other  hand  six  having  less  than  75  percent — Calvert, 
Carroll,  Queen's  Anne's,  St.  Mary's,  Charles,  and  Howard.  The 
patrons  and  teachers  of  colored  schools  should  recognize  the  fact 
that  school  opportunities  now  provided  are  being  wasted  if  one 
third  to  one  fifth  of  the  pupils  are  absent  on  the  average  each 
day.  If  teachers  are  attempting  to  accomplish  a  definite  amount 
of  work  during  the  school  year,  it  is  impossible  for  pupils  to 
be  absent  without  suffering  the  consequences  in  inability  to  carry 
on  advanced  work,  breeding  lack  of  interest  and  ending  in  prob- 
able retardation.  (See  Table  11,  page  38,  and  also  Table  V,  page 
279.) 

MONTHLY  ATTENDANCE 

During  the  school  year  ending  in  June,  1926,  in  all  types  of 
schools,  the  poorest  attendance  was  found  in  the  month  of  Feb- 
ruarj^  whereas  January  was  lowest  in  the  preceding  year.  Bad 
weather  and  epidemics  during  the  month  in  question  each  year 
usually  account  for  the  lowest  drop  in  the  number  and  per  cent 
attending  school.  The  highest  point  in  number  belonging  in 
white  and  colored  elementary  schools  occurred  in  January  and  in 
white  high  schools  in  October.    (See  Table  13,  page  41.) 

In  all  types  of  white  and  colored  elementary  schools  the  high- 
est attendance  occurred  in  the  first  month  of  school  with  a  grad- 
ual decrease  each  month  until  the  sudden  decline  in  February, 
after  which  there  was  an  increase  each  month. 

In  chart  4  at  the  left  the  solid  line  at  the  top  represents  the 
number  of  thousand  pupils  belonging  each  month  in  white  ele- 
mentary schools,  while  the  solid  line  just  below  represents  the 
thousands  attending  each  month.  At  the  left  at  the  bottom  of 
the  chart  the  dotted  lines  indicate  the  thousands  belonging  and 
attending  white  high  schools.  The  apparent  drop  in  number 
belonging  and  attending  in  June  is  accounted  for  by  the  closing 
of  schools  in  Somerset,  Washington,  and  Wicomico  Counties  at 
the  end  of  May.  At  the  right  the  lower  solid  line  indicates  the 
monthly  per  cent  of  attendance  in  white  elementary  schools  ob- 
tained by  dividing  the  average  number  attending  by  the  average 
number  belonging  each  month.  Attendance  in  the  high  schools 
was  good  in  January,  despite  the  drop  for  the  elementary  schools. 


Monthly  Per  Cent  of  Attendance  in  County  Schools 


41 


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42  Annual  Report  of  State  Department  of  Education 

CHART  4 

average  number  belonging  to  and  attending  MARYLAND  COUNTY  WHITE 

SCHOOLS,   AND    PER   CENT   OF    ATTENDANCE   BY   MONTHS, 

YEAR   ENDING   IN   JUNE,   1926 

Average  Number  Belonging  and 

Attending  Per  Cent  of  Attendance 


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Eleaientary  Schools 

— 

Sept  Oct  Hot  Qac  Jan  Pat  ''«■  ^pr  May  Jun    Sept  Oct  Hot  Dec  Jan  Fei  Uar  Apr  May  Jun 


CHART  5 

AVERAGE  NUMBER  BELONGING  TO  AND  ATTENDING  MARYLAND  COUNTY  WHITE 

ONE-TEACHER,   TWO-TEACHER   AND    GRADED    SCHOOLS,   AND   PER    CENT 

OF  ATTENDANCE  BY  MONTHS,  YEAR  ENDING  IN  JUNE,   1926 

Average  Number  Belonging  and 
Attending 


Per  Cent  of  Attendance 


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Graded       Schools          

T»o  Teacher  Schools    

One  Teacher  Sohcoli    

Sept    Oct     JTrr     I-'-c     Jeji    Pe'o    Mar    Apr    Mij-     Jua       Sept     Oct     Ko-    Dec    Jan    Feb    tor     ipr     Va.j  J-a 


Monthly  Attendance  in  County  Schools 


43 


Chart  5  gives  similar  figures  for  the  various  types  of  elemen- 
tary schools,  the  graded  schools  being  at  the  top  in  both  the  left 
and  right  hand  portions  of  the  chart.  The  number  of  pupils  be- 
longing to  and  attending  two-teacher  schools  is  smaller  than  the 
number  in  one-teacher  schools,  so  that  the  number  belonging  and 
attending  in  two-teacher  schools  appears  at  the  bottom  of  the 
left  section.  On  the  right,  however,  the  one-teacher  schools 
appear  lowest  in  per  cent  of  attendance  in  every  single  month. 
An  increase  in  consolidation  of  schools  with  provision  for  trans- 
portation will  tend  to  eliminate  the  low  percentage  of  attendance 
found  for  the  25,000  pupils  attending  one-teacher  schools. 

Chart  6  at  the  left  indicates  that  not  all  of  the  colored  schools 
were  open  in  September.  Three  counties — Kent*,  Queen  Anne's, 
and  Talbot — did  not  open  the  colored  schools  until  October. 
Colored  schools  in  Howard  were  not  open  in  May  and  only  five 
counties — Allegany,  Baltimore,  Caroline,  Carroll,  Cecil,  and  Har- 
ford continued  the  colored  elementary  schools  in  session  in  June. 
Allegany,  Anne  Arundel,  Charles,  Dorchester,  Frederick,  Kent 
and  Talbot  in  addition  to  Carroll  and  Cecil  kept  the  colored  high 
schools  open  in  June.    (See  Table  13  and  Chart  6.) 

CHART  6 

AVERAGE    NUMBER    BELONGING    TO    AND    ATTENDING    MARYLAND    COUNTY    COL- 
ORED SCHOOLS,  AND   PER   CENT  OF  ATTENDANCE  BY  MONTHS, 
YEAR  ENDING  IN  JUNE,  1926 

Average  Number  Belonging  and 

Attending  Per  Cent  of  Attendance 


Thm—rrtii 


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*  The  high   school  in   Kent  did  open   in   September. 


44  Annual  Report  of  State  Department  of  Education 

CAUSES  OF  LONG  ABSENCE 

Teachers  reported  on  the  chief  cause  of  absence  for  each  pupil 
absent  40  days  or  more,  (See  Table  14.)  There  was  an  increase 
over  last  year  in  the  number  of  such  absentees  in  white  schools, 
but  a  decrease  in  the  colored  schools. 


causes  of  long  absence,  per  cent  of  pupils  absent 
40  days  or  more,  1925-26 


Cause  of  Absence 


One 
Teacher 
Schools 

Two 

Teacher 
Schools 

Graded 

Schools 

All 
White 
Ele- 
mentary 
Schools 

White 

High 

Schools 

Colored 
Schools 


Death,  Sickness,  Phy- 
sical and  Mental 
Defects 

Poverty,  Indifi'erence, 
Neglect 

Illegally  Employed  .  . 

Bad  Weather  and 
Roads 

Other  Causes 

Total 

Kumber  Absent  40 
Days  or  More 


10.1 

9.3 

7.5 

8.4 

2.1 

7.1 
3.0 

6.3 
2.1 

4.3 
0.6 

5.3 
1.4 

2.0 
0.0 

3.1 
1.2 

1.3 

0.8 

0.3 
0.2 

1.1 
0.6 

0.3 
0.6 

24.5 

19.8 

12.9 

16.8 

5.0 

6,022 

3,089 

7,952 

17,063 

930 

9.0 

9.6 
1.7 

4.8 
1.6 


26.7 
7,563 


Sickness  was  the  chief  cause  of  the  increase  in  long  absence, 
as  the  following  comparison  will  show : 

TABLE  15 
PER  cent  absent  40  OR  MORE  DAYS  FOR  SICKNESS 

Type   of   School.                                           1925.  1926. 

One  Teacher  Schools „ 9.3  10.1 

Two   Teacher   Schools 8.3  9.3 

Graded   Schools 6.1  7.5 

All  White  Elementary  Schools 7.3  8.4 

White   High    Schools 1.9  2.1 

Colored    Schools 7.3  9.0 

The  State  Health  Department  is  exercising  far  more  super- 
vision over  the  health  in  the  counties  than  ever  before.  One  of 
the  most  important  school  objectives  is  the  teaching  of  hygiene, 
which  should  function  in  decreasing  absence  due  to  sickness. 
Certainly  there  are  better  buildings,  there  is  more  attention  paid 
to  ventilation,  and  there  is  greater  recognition  by  teachers  of 
health  as  an  objective.  We  trust  that  these  changed  emphases 
will  be  manifested  soon  in  fewer  absences  for  illness. 


Causes  of  Long  Absence  in  Rural  and  Colored  Schools 


45 


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46  Annual  Report  of  State  Department  of  Education 

Perhaps  the  consolidation  of  schools  and  transportatiorx  of 
pupils  from  rural  centers  to  larger  schools  are  causing  a  decrease 
in  the  per  cent  of  pupils  absent  from  poverty,  indifference,  neg- 
lect and  illegal  employment  in  the  rural  schools,  and  an  increase 
for  the  graded  schools. 

The  improvement  of  roads  in  the  counties  during  the  past  year 
did  not  proceed  so  fast  that  there  was  a  reduction  in  long  ab- 
sence due  to  bad  weather  and  roads.  There  was,  in  fact,  a  slight 
increase  in  white  two-teacher,  graded,  and  high  schools. 

The  colored  schools  had  a  reduction  in  absence  due  to  all  causes 
except  sickness,  a  record  which  it  is  to  be  hoped  will  reappear 
each  succeeding  year. 

Since  these  factors  are  so  important,  causes  of  absence  have 
been  tabulated  by  counties  for  the  rural  and  colored  schools.  (See 
Table  16.)  Sickness  loomed  as  a  large  factor  in  causing  long 
absence  in  the  one-teacher  schools  of  Howard,  Calvert,  Anne 
Arundel  and  St.  Mary's  counties.  In  two-teacher  schools,  Calvert, 
Dorchester,  Harford  and  Washington  were  most  seriously  affect- 
ed. Colored  elementary  schools  in  Carroll,  Calvert,  Harford,  St. 
Mary's  and  Howard  counties  showed  the  evidence  of  much  sick- 
ness in  the  large  per  cent  of  absences  due  to  this  cause. 

Poverty,  indifference  and  neglect  affected  most  adversely  the 
one-teacher  schools  in  Calvert,  Dorchester,  Charles  and  St. 
Mary's,  the  two-teacher  schools  in  St.  Mary's,  Dorchester  and 
Anne  Arundel  and  the  colored  elementary  schools  of  Calvert,  St. 
Mary's,  Howard,  Baltimore,  Carroll  and  Charles  Counties. 

Illegal  employment  was  most  in  evidence  in  Carroll,  St.  Mary's, 
Worcester  and  Charles  one-teacher  schools,  in  Carroll,  Dorchester 
and  Frederick  two-teacher  schools  and  in  Queen  Anne's,  Calvert 
and  St.  Mary's  colored  elementary  schools. 

Bad  weather  and  roads  had  most  serious  consequences  in  long 
absence  in  the  one-teacher  schools  of  Queen  Anne's,  Charles, 
Garrett  and  Allegany  Counties,  in  the  two-teacher  schools  of 
Calvert,  Worcester  and  Garrett  and  in  the  colored  elementary 
schools  of  Queen  Anne's,  Charles,  St.  Mary's,  Calvert  and  Cecil 
counties. 

PUPILS  WHO  ATTENDED  SCHOOL  FEWER  THAN  100  AND  140  DAYS 

Another  indication  of  improvement  in  attendance  is  a  reduc- 
tion in  the  number  and  percent  of  pupils  attending  school  under 
100  and  140  days.  Pupils  who  attend  less  than  100  days  are 
out  of  school  at  least  one-half  of  the  time  schools  are  open  and 
those  attending  under  140  days  lose  at  least  two  months  of 
instruction.  Of  the  white  elementary  school  pupils,  11,533 
attended  under  100  days,  a  reduction  of  810  below  the  preceding 
year.  In  1926  this  included  11.3  per  cent  of  the  pupils  compared 
with  12.2  per  cent  in  1925,  and  15.0  per  cent  in  1926.  While 
25,327  white  elementary  school  pupils  lost  at  least  two  months 
of  school,  this  was  a  reduction  of  1,170  under  the  corresponding 


Pupils  Present  Under  100  and  140  Days  47 

number  in  1925.  Whereas  30.7  per  cent  of  the  pupils  lost  at 
least  two  months  of  school  in  1924,  in  1925  the  percentage 
dropped  to  26.1,  and  in  1926,  still  lower,  to  24.9  per  cent. 

In  every  year  since  1924,  the  white  graded  elementary  schools 
show  a  superiority  over  the  two-teacher  schools,  and  the  two- 
teacher  schools  over  the  one-teacher  schools  in  the  percent  of 
pupils  present  for  only  a  small  part  of  the  school  year. 

The  colored  elementary  schools  show  considerable  reduction 
in  the  past  three  years  in  the  percentage  of  pupils  present  fewer 
than  100  days  and  fewer  than  120  days.  In  1926,  there  were 
29.5  per  cent  of  the  colored  elementary  pupils  present  fewer  than 
100  days  and  41.3  present  fewer  than  120  days.  Even  though  con- 
ditions are  much  improved  over  previous  years,  there  is  still  a 
considerable  proportion  of  the  colored  population  not  making 
satisfactory  use  of  the  education  facilities  that  are  available  to 
them.    (See  Table  17.) 

TABLE  17 
PUPILS  PRESENT  UNDER  100  AND  140  DAYS  IN  1926 

Number  fPresent  Per  Cent  fPresent 

Type  of  Under        Under  Under  100  Days  Under  *140  Days 

Elementary  100  *140 

School  Days        Days  1924     1925     1926       1924       1925       1926 

White 11,533       25,327     15.0     12.2     11.3       30.7       26.1       24.9 

One-Teacher...  4,370  9,359  23.4  19.6  17.8  45,4  39.7  38.1 
Two-Teacher...  1,861  4,196  15.6  13.2  11.9  33  5  29.0  26  9 
Graded 5,302       11,772     10.7       8.5       8.6       22.5       19.2       19.1 

Colored 8,078     *11,295     35.2     33.2     29.5     *48.3     *46.3     *41.3 

t  Excluding  withdrawals  for  transfer,  removal  or  death. 

*  Including  for  colored  schools  pupils  present  under  120  days. 

In  order  that  each  county  may  see  how  it  ranks  with  every 
other  county  in  the  advantage  that  is  taken  of  educational  facili- 
ties that  are  available.  Table  18  shows  the  percentage  and  rank  of 
each  county  for  the  various  types  of  schools. 

CAUSES  OF  LATE  ENTRANCE 

In  1926  there  were  17,735  or  15.6  percent  of  the  white  elemen- 
tary pupils  enrolled  who  entered  school  after  the  first  month. 
This  was  a  reduction  of  656  pupils  under  the  previous  year. 
The  per  cent  who  were  late  entrants  because  of  employment, 
negligence  or  indiff'erence,  and  just  moving  to  the  locality,  was 
lower  than  the  previous  year.  In  1926  pupils  entering  late  be- 
cause they  were  under  school  age  were  differentiated  from  other 
late  entrants.  Such  cases  were  found  in  all  of  the  counties  ex- 
cept Allegany,  Kent,  Talbot,  ^Caroline,  *\Vicomico,  *Queen 
Anne's,  *Cecil,  and  *Dorchester.     (See  Table  19.) 

*  One  case  only  in  Caroline  and  Wicomico.  2  in  Queen  Anne's  and  Cecil,  and  4  in 
Dorchester. 


48 


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Causes  of  Late  Entrance  49 

TABLE  19 

PER  CENT  OF  PUPILS  WHO  ENTERED  SCHOOL  AFTER  THE  FIRST  MONTH 

FOR  THE  FOLLOWING  REASONS  ASSIGNED  BY  TEACHERS  FOR 

SCHOOL  YEAR  ENDING  IN  JUNE,  1926 


REASONS 


One- 
Teacher 
Schools 


Two- 
Teacher 
Schools 


Graded 
Schools 


All 
White 
Elemen- 
tary 


White 
High 


Colored 


Elemen- 
tary 


High 


Number  Entering  Late 6,286 


Per  Cent  Entering  Late . 


Transfer  from  another  school . 
13  years  or  more,  employed.. 
Negligence  or  indifference. .  .  . 

Just  moving  to  place 

Under  13  years,  illegally  em- 
ployed   

Illness  or  quarantine 

Under  school  age 

Broken  family 


22.4 

8.7 
6.2 
2.5 
1.5 

1.9 
0.9 
0.6 
0.1 


2,773 

15.9 

7.3 
3.5 
1.6 
1.2 

0.9 
0.6 
0.7 
0.1 


8,676 

12.7 

7.9 
1.0 
1.4 
1.2 


0.3 
0.6 
0.2 
0.1 


17,735 

15.6 

8.0 
2.7 
1.6 
1.3 

0.8 
0.7 
0.4 
0.1 


1,231 

6.4 

2.3 
2.6 
0.7 
0.4 

0.1 
0.3 
0.0 
0.0 


7,872        257 
26.3      26.3 


3.4 
8.3 
6.9 
2.5 

2.9 
1.3 
0.5 
0.5 


0.7 

18.0 

4.3 

1.9 

0.0 
1.2 
0.0 
0.2 


The  colored  elementary  schools  had  a  reduction  of  1,379  in  the 
number  of  entrants  after  the  first  month,  the  reduction  occurring 
in  late  entrance  due  to  employment,  negligence  or  indifference, 
and  in  transfers. 

In  order  that  the  counties  may  compare  with  each  other  in 
the  prevalence  of  late  entrance,  the  white  elementary  and  colored 
elementary  schools  have  been  ranked  in  late  entrance  due  to  em- 
ployment, negligence  and  indifference.  The  counties  have  been 
arranged  so  that  the  one  having  the  lowest  percentage  of  late 
entrants  for  these  causes  ranks  first. 

Allegany,  Baltimore,  Wicomico,  Talbot,  and  Prince  George's 
rank  highest  in  the  State,  having  from  2  to  3  percent  of  their 
white  elementary  school  pupils  entering  late  because  of  employ- 
ment, negligence  or  indifference.  On  the  other  hand,  Dorches- 
ter with  14  percent  of  its  pupils  entering  late  for  these  causes 
has  the  highest  percentage  in  the  State  of  pupils  entering  late 
who  are  under  13  years  and  illegally  employed,  and  who  are  kept 
from  starting  to  school  because  of  the  negligence  and  indiffer- 
ence of  parents.  In  colored  elementary  schools  Washington, 
Baltimore,  Allegany,  Talbot,  and  Kent  rank  at  the  top  and  Dor- 
chester is  again  at  the  bottom  in  late  entrants  for  these  causes. 
A  campaign  of  education  of  parents  on  the  disadvantages  suffered 
by  children  who  enter  late  is  probably  the  only  means  for  rem- 
edying the  conditions  in  the  counties  at  the  bottom  of  the  lists. 
(See  Table  20) 


50 


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Causes  of  Withdrawal  51 

CAUSES  OF  WITHDRAWAL 

There  were  nearly  700  fewer  withdrawals  from  causes  other 
than  transfer  from  white  elementary  schools  and  800  fewer 
from  colored  elementary  schools  in  1926  than  in  1925.  In  one- 
teacher  schools  the  percent  withdrawing  is  1.7  per  cent  lower 
than  in  the  previous  year,  in  two-teacher  schools  .4  per  cent,  and 
in  graded  schools  .1  per  cent  lower.  The  colored  schools  have 
made  the  most  marked  reduction  in  this  respect,  the  withdraw- 
als including  9.9  per  cent  of  the  pupils  in  1926  as  compared  with 

12.3  per  cent  in  1925.  Reductions  occurred  in  withdrawals  for 
employment  in  all  types  of  schools,  for  poverty  and  for  other 
causes.  In  two-teacher  and  graded  schools  there  was  an  increase 
in  withdrawals  for  mental  and  physical  incapacity.  The  last 
named  withdrawals  may  have  some  relation  to  the  increase  in 
long  absence  in  1926  due  to  sickness  referred  to  on  page  44.  (See 
Table  21). 

TABLE  21 
CAUSES  OF  WITHDRAWALS 

WITHDRAWALS  BY  CAUSE  FOR  YEAR  ENDING  JUNE  30,  1926 

Number  Leaving  Per  Cent  Leaving 

One  Two  Colored         One  Two  Colored 

Causes  of  Withdrawal         Teacher  Teacher  Graded  Elementary  Teacher  Teacher  Graded  Elementary 
Schools    Schools  Schools      Schools       Schools  Schools  Schools      Schools 

Removal,      Transfer     or 

Death 3,514       1,849     6,729  2,446         12.5       10.6         99  8.2 

Employment 1,472  539  1,180  1,347  6  0  3.5  19  4  9 

Mental    and    Physical 

Incapacity 315  267  897  284  13  1.7-  14  1.0 

Under  7  or  Over  16 335  129  345  403  1.4  0  8  0  6  1.5 

Poverty 282  63  314  514  11  0,4  0   5  1.9 

Other  Causes 76  35  182  149  0.3  0.2  0  3  0.6 

Total 2,480       1,033     2,918  2,697  10   1  66         4.7  9.9 

Withdrawals  for  removal,  transfer  or  death  in  the  counties 
included  10.6  percent  of  the  total  enrollment.  Garrett,  Prince 
George's  and  Howard  Counties  had  more  withdrawals  of  this 
type  than  the  other  counties — nearly  14  per  cent.  The  three 
Southern  Maryland  counties,  Calvert,  St.  Mary's,  and  Charles 
and  Dorchester  and  Somerset  had  the  smallest  number  of  changes 
of  this  character — from  6.5  to  8.5  per  cent. 

In  Table  22  the  counties  are  ranked  according  to  per  cent  of 
withdrawals  for  causes  other  than  removal,  transfer  and  death. 
The  practice  and  the  attitude  of  the  community  in  the  various 
counties  evidently  vary  considerably,  where  one  county,  Balti- 
more, permits  withdrawals  for  only  3.3  per  cent  of  its  enroll- 
ment and  St.  Mary's  at  the  opposite  extreme  has  withdrawals  for 

14.4  per  cent.  Employment  is  the  chief  cause  of  withdrawals  in 
all  counties  except  Prince  George's  and  Montgomery  in  which 
counties  the  chief  cause  is  reported  as  physical  and  mental  inca- 
pacity. 


52 


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An  Index  of  School  Attendance 


53 


AN  INDEX  OF  SCHOOL  ATTENDANCE 

On  the  assumption  that  all  physically  and  mentally  fit  child- 
len  of  ages  for  compulsory  school  attendance  are  in  school,  the 
ability  and  interest  of  the  teachers,  the  attendance  officer  and 
the  parents  in  getting  pupils  to  school  at  the  opening  of  the  ses- 
sion, keeping  them  in  regular  attendance,  and  in  school  until 
schools  close  at  the  end  of  the  year  can  be  judged  by  securing  a 
ranking  of  each  county  in  a  combination  of  these  three  items. 
On  such  a  basis  for  white  elementary  schools  only  Talbot  ranks 
first,  Allegany,  Baltimore  and  Wicomico,  second,  and  Prince 
George's,  Cecil,  Somerset  and  Kent  come  next  in  order.  At  the 
other  extreme,  St.  Mary's  is  lowest,  Garrett  next  to  the  bottom, 
Charles,  Dorchester,  Calvert,  Howard  and  Harford,  coming  up 
in  the  order  named.     (See  Table  23.) 

TABLE  23 

RANK  OF  COUNTIES   IN   PER  CENT  OF  ATTENDANCE,  LATE  EN- 
TRANCE AND  WITHDRAWALS  IN  WHITE  ELEMENTARY 
SCHOOLS  FOR  1926. 


PER  CENT 

OF 

RANKS  IN  PER  CENT  OF 

COUNTY 

Attend- 

Late 

♦With- 

Attend- 

Late 

*With- 

ance 

Entrants 

drawals 

ance 

Entrants 

drawals 

County  Average 

87,2 

15.6 

6.3 

Talbot     

89.3 
91.6 

14.2 
11.3 

3.7 
6.3 

5 

1 

5 
2 

2 

t  Allegany 

12 

t  Wicomico 

90.2 

10.8 

5.4 

4 

1 

10 

t  Baltimore  

86.7 

12.1 

3.3 

11 

3 

1 

Prince  George's 

88.6 

15.5 

4.7 

6 

9 

6 

Cecil 

85.9 

14.4 

4.2 

13 

6 

3 

Somerset 

90.4 

87.8 

12.6 
16.8 

8.6 
4.8 

3 

8 

4 
13 

19 

Kent 

7 

Anne  Arundel 

85.7 

15.8 

4.4 

15 

11 

5 

Caroline 

90.6 

19.2 

7.8 

2 

18 

14 

Frederick 

86.8 

15.6 

7.7 

10 

10 

15 

tWashington 

88.0 

16.1 

8.3 

7 

12 

17 

tQueen  Anne's 

86.9 

17.0 

6.4 

9 

14 

13 

Worcester 

86.4 

14.4 

8.9 

12 

6 

20 

tMontgomery 

85.9 

18.6 

6.1 

13 

17 

11 

tCarroU 

84.5 

19.2 

4.2 

19 

18 

4 

Harford 

84.7 
83.3 
78.1 
85.4 

17.8 
22.6 
14.5 
21.2 

5.4 

5.0 

10.0 

7.9 

18 
20 
23 
17 

15 

23 

8 

21 

9 

Howard 

8 

Calvert 

21 

Dorchester 

16 

Charles 

83.0 

18.4 

8.6 

21 

16 

18 

Garrett 

85.5 

21.6 

13.1 

16 

22 

22 

St.  Mary's 

81.7 

20.6 

14.4 

22 

20 

23 

*For  causes  other  than  removal,  transfer  or  death. 
fSame  rank. 


54 


Annual  Report  of  State  Department  of  Education 


HOW  MANY  DAYS  WERE  THE  PUBLIC  SCHOOLS  OPEN? 

Schools  of  all  types  were  open  longer  in  1926  than  in  1925,  the 
increase  being  .2  days  in  white  high  schools,  .5  days  in  white 
elementary,  and  2  days  in  colored  elementary  schools.  For  the 
first  time  there  were  no  counties  in  which  the  white  schools  did 
not  average  the  required  number  of  days.  There  were  four  coun- 
ties, Frederick,  Kent,  St.  Mary's  and  Howard,  in  which  the 
colored  schools  were  open  less  than  160  days.  This  means  that 
a  larger  number  of  counties  than  ever  before  met  the  required 
number  of  days  for  the  colored  elementary  schools.  (See  Table 
24). 

TABLE  24 

AVERAGE  NUMBER  OF  DAYS  COUNTY  SCHOOLS  WERE  OPEN 

FOR  YEAR  ENDING  JULY  31,  1926 


White  High  Schools 
County 


Days 
Open 


White  Elementary  Schools 

Days 
County  Open 


Colored  Elementary  Schools 
County 


Days 
Open 


County  Average. .  187.1 

Allegany 194.0 

Baltimore 193.0 

Queen  Anne's ....  191.7 

Cecil 191.0 

Harford 190.6 

Howard 190.4 

Garrett 190.0 

St.  Mary's 187.3 

Talbot 187.0 

Kent 186 . 7 

Caroline 186.1 

Frederick 186.1 

Carroll 186.0 

Charles 186.0 

Anne  Arundel    .  .  185.9 

Calvert 184.0 

Montgomery.  .  .  .  183.5 

Dorchester 183.0 

Washington 182.3 

Wicomico 182.0 

Worcester 181.8 

Somerset 181.8 

Prince  George's .  .  181.1 

Baltimore  City.  .  186.0 

Total  State 186.8 


County  Average  1 86 . 7 

Allegany 193.8 

Baltimore 193.1 

Queen  Anne's.  .  .  191 . 1 

Cecil 190.3 

Howard 189  5 

Harford 188.9 

St.  Mary's 188.8 

Garrett 187.2 

Anne  Arundel     .  187.0 

Frederick 184.9 

Caroline 184.6 

Charles 184.4 

Kent 183.9 

Calvert 183.4 

Montgomery   .    .  183.3 

Talbot 182.8 

Prince  George's. .  182.6 

Dorchester 182.5 

Washington 182.1 

Carroll 181.9 

Wicomico 181 .8 

Worcester 180.8 

Somerset 180.1 

Baltimore  City  190.0 

Total  State 188.1 


County  Average.  166.2 

Baltimore 197.1 

Allegany 195.0 

Cecil 188.8 

Washington 182.1 

Carroll 181.1 

Prince  George's  .  169  . 6 

Harford 167.9 

Charles 164.8 

Anne  Arundel .    .  163  . 8 

Calvert 162.6 

Wicomico 162.6 

Montgomery. ..  .  162.2 

Worcester 162.0 

Dorchester 161 .2 

Queen  Anne's.  .  .  160.8 

Caroline       160.7 

Somerset 160 . 6 

Talbot 160.2 

Frederick 158.8 

Kent 158.1 

St.  Mary's 157.9 

Howard 155.7 

Baltimore  City  190.0 

Total  State 175.8 


In  the  white  schools  the  range  in  days  open  was  from  the  mini- 
mum required — 180 —  to  194  in  Allegany  County.  Baltimore 
County  schools  were  open  193  days  and  Queen  Anne's  and  Cecil 
191  and  190  days,  respectively.  The  three  southernmost  counties 
on  the  Eastern  Shore  close  schools  at  the  end  of  May  which  makes 
their  number  of  days  close  to  the  required  minimum.  (See 
Table  24). 


Length  of  School  Session 


55 


The  colored  schools  were  open  156  days  in  Howard  County, 
which  had  the  shortest  term,  and  197  days  in  Baltimore  County 
which  had  the  longest  term.  Baltimore,  Allegany,  Cecil,  Wash- 
ington and  Carroll  Counties  kept  the  colored  schools  open  as  long 
as  the  white  schools  were  open  and  the  Baltimore  County  colored 
schools  had  a  week  in  addition  while  the  white  teachers  were 
attending  the  Institute.     (See  Table  24.) 

This  addition  to  the  school  term  is  reflected  in  the  decrease 
in  the  number  of  individual  schools  in  the  counties  which  were 
open  less  than  the  required  number  of  days.    (See  Table  25). 

TABLE  25 

NUMBER    OF    MARYLAND    COUNTY    SCHOOLS    IN    SESSION    LESS    THAN    THE 
NUMBER  OF  DAYS  REQUIRED  BY   LAW.  YEAR  ENDING  JULY  31,  1926. 


WHITE 

SCHOOLS 

COLORED 

SCHOOLS 

Open  Less  Than  180  Days 

Open  Less  Than  160  Days 

One 

Two  Teacher 

Teacher 

and  Other 

County 

Total 

Schools 

Schools 

County 

No. 

Per  Cent 

Total 

124 

109 

1.5 

Total 

..  ..      91 

16  8 

0 

0 

0 

Baltimore 

0 

0 

Baltimore 

0 

0 

0 

Allegany 

0 

0 

Queen  Anne's .  . 

0 

0 

0 

Cecil 

..  ..       0 

0 

Allegany 

0 

Washington. .  . . 

0 

0 

Harford 

0 

Charles 

1 

2  9 

Cecil 

0 
0 

. .  . .        1 

4  0 

Wicomico 

Prince  George's 

2 

4  6 

St.  Mary's 

0 

Frederick 

2 

8   7 

Caroline 

0 

Wicomico 

2 

10  0 

Howard 

0 

Anne  .\rundel .  . 

5 

12  2 

Calvert 

0 

St.  Mary's 

.        4 

13  8 

Talbot 

0 

Harford 

3 

15  7 

Worcester 

2 

1 

Carroll 

..  ..        2 

20.0 

Dorchester 

3 

0 

Caroline 

..  ..       4 

20  0 

Frederick 

8 

1 

Dorchester 

....       9 

22  0 

Garrett 

11 

11 

0 

Somerset 

7 

22   6 

Charles 

4 

4 

0 

Calvert 

5 

22  7 

Kent 

3 

3 

0 

Talbot 

5 

22  7 

Montgomery 

6 

5 

1 

Queen  Anne's.  . 

5 

25  0 

Prince  George's. 

12 

8 

4 

Montgomery. . . 

.  .  .  .      10 

29  4 

Carroll 

25 

2.i 

0 

Howard 

9 

56  2 

Somerset 

10 

7 

3 

Kent 

.  .  .  .      15 

62   5 

Washington ... 

31 

26 

5 

In  1926  there  were  124  white  and  91  colored  schools  open  fewer 
than  the  required  number  of  days.  This  was  a  reduction  of  79 
white  and  31  colored  schools  under  the  corresponding  number  foi* 
1925.  Prince  George's,  Washington,  Montgomery  and  Kent  had 
more  white  schools  open  less  than  the  required  number  of  daj^s 
in  1926  than  in  1925  but  most  of  the  counties  had  a  notable  reduc- 
tion in  the  number — especially  Somerset,  Carroll,  St.  IMary's. 
Dorchester,  Caroline,  Worcester,  Calvert,  Anne  Arundel,  Garrett 
and  Charles. 


56 


Annual  Report  of  State  Department  of  Education 


The  following  counties  had  a  larger  number  of  colored  schools 
open  too  few  days  in  1926  than  in  1925 — Howard,  Montgomery, 
Somerset,  Caroline,  Calvert,  Harford,  Queen  Anne's  and  Carroll ; 
but  on  the  other  hand  there  were  many  fewer  violations  than 
last  year  in  the  colored  schools  of  St.  Mary's,  Kent,  Dorchester, 
Anne  Arundel,  Charles,  and  Prince  George's.     (See  Table  25.) 

CHART  7 


HDimEB  OP  BOYS  AID  GIRLS  ENEGLLED*  BT  GRADES 
IN  MARIIAKD  COUNTT  WHITE  SCHOOLS 
YEAR  ENDING  JUNE  30,  1926 


GRADE       BUMBEB  OP  PUPILS 
OH  IKAH   TOTAL  BOYS 


GIRLS 


(    1   17.574    ^^ 


2   14,284 


*  Exclusive  of  withdrawal   for  removal,   transfer  or   death. 


GRADES  IN  WHICH  MARYLAND  COUNTY  PUPILS  ARE 

FOUND 

Although  the  first  grade  still  contains  nearly  3,000  more  pupils 
than  are  found  in  any  other  grade  in  the  Maryland  county  white 
schools,  there  was  a  reduction  of  549  in  the  number  enrolled!  in 
the  first  grade  in  1926  under  the  number  in  1925.  The  first  grade 
enrollment  includes  not  only  pupils  entering  school  between  Sep- 
tember 1925  and  June  1926,  but  also  failures  and  late  entrants 
of  the  previous  school  year.  But  while  the  first  grade  enrollment 
fell  off,  there  was  an  increase  totalling  2,594  in  the  enrollment 
in  grades  from  the  sixth  to  the  last  year  of  high  school.  This 
means  that  pupils  are  completing  the  work  of  more  grades  before 
they  leave  school.  In  Chart  7  it  will  be  seen  that  the  number  of 
boys  and  of  girls  in  each  of  grades  2  3,  4  and  5  is  almost  the- 
same.  It  is  only  after  grade  5  that  there  is  a  noticeable  drop  in 
numbers,  which  falling  off  continues  in  each  succeeding  grade. 

On  Chart  7  it  will  also  be  seen  that  there  is  an  excess  of  boys 
over  girls  in  each  grade  through  the  sixth.  In  each  of  these 
grades  the  black  bar  is  longer  than  the  white  bar  underneath. 

TABLE  26 

NUMBER  AND  PER  CENT  OF  PUPILS  ENROLLED  IN  EACH  GRADE 

OF   MARYLAND   COUNTY   WHITE   ELEMENTARY   SCHOOLS 

(BY  TYPES)  YEAR  ENDING  JUNE  30,  1926. 


Number 

Per  Cent 

GRADE 

One- 
Teacher 
Schools 

Two- 
Teacher 
Schools 

Graded 
Schools 

One- 
Teacher 
Schools 

Two- 
Teacher 
Schools 

Graded 
Schools 

1      

4,751 
3,458 
3,756 
3,655 
3,433 
2,989 
2,335 

alll 

2,886 
2,236 
2,272 
2,252 
2,197 
2,035 
1,595 
a47 

10,027 
8,590 
8,396 
8,702 
8,623 
8,173 
7,216 

rl,831 

19.3 
14.1 
15  3 
14.9 
14.0 
12.2 
9.5 
0.7 

18.5 
14.3 
14.5 
14.4 
14.1 
13.0 
10.2 
1.0 

16.3 

2 

14.0 

3.... 

13.6 

4 

5       

14.1 
14.0 

6 

7 

*8 

13.3 

11.7 

3.0 

Total 

24,548 

15,620 

61,558 

100.0 

100.0 

100.0 

*  All  except  the  following  appearing  in  the  eighth  grade  are  in  Allegany,  Anne   Arundel   and 
Washington  Counties. 

a  Includes  16  pupils  in  eighth  grade  in  St.  Mary's. 

b  Includes  9  pupils  in  eighth  grade  in  St.  Mary's  and  13  in  Harford. 

c  Includes  6  pupils  in  eighth  grade  in  Prince  George's. 

t  Exclusive   of    withdrawals   for   removal,    transfer   and    death. 

57 


58 


Annual  Report  of  State  Department  of  Education 


However,  from  grade  7  to  the  fourth  year  of  high  school  there 
are  more  girls  than  boys,  the  white  bars  being  longer  than  the 
black  bars  above.  Boys  for  either  lack  of  interest  or  economic 
reasons  leave  school  earlier  than  girls. 

The  number  and  percent  of  boys  and  girls  enrolled  in  each 
grade  of  one-teacher,  two-teacher  and  graded  schools  is  shown 
in  Table  26.  It  will  be  noted  in  the  last  three  columns  that  the 
one  and  two-teacher  schools  have  a  smaller  percentage  in  grades 
6  and  7  than  the  graded  schools. 

The  colored  schools  had  a  decrease  of  over  1,000  in  the  number 
of  pupils  enrolled  in  the  first  grade  under  the  previous  year. 
There  are  still,  however,  over  7,000  in  the  first  grade  compared 
with  between  4,000  and  4,500  in  grades  2,  3  and  4.  The  enroll- 
ment of  boys  in  each  grade  is  lower  than  in  the  preceding  grade. 
For  girls  the  enrollment  in  grades  2,  3  and  4  is  somewhat  con- 
stant, with  a  steady  decline  after  that  point.  The  boys  exceed 
the  girls  in  number  in  grades  1  to  3,  inclusive;  from  the  fourth 
grade  the  colored  girls  outnumber  the  boys  in  each  grade.  (See 
Table  27.) 


TABLE  27 
ENROLLMENT  IN  COLORED  SCHOOLS,  1925-26. 


GRADE 

Boys 

Girls 

Total 

1 

2      

3,812 
2,374 
2,288 
1,992 
1,482 
1,061 
722 
95 

180 
99 
49 
25 

3,336 
2,058 
1,947 
2,013 
1,702 
1,386 
1,032 
99 

276 

178 

79 

40 

7,148 
4,432 

3 

4 

5 

6 

7          

4,235 
4,005 
3,184 
2,447 
1,754 

8          

194 

I 

II      

456 

277 

Ill 

IV 

128 
65 

GRADUATES  OF  ELEMENTARY  SCHOOLS 

The  Maryland  compulsory  attendance  law  was  designed  to 
bring  about  completion  of  a  seven-grade  elementary  course  by 
all  pupils  mentally  and  physically  fit  to  attend  school.  It  is, 
therefore,  gratifying  to  find  that  the  number  of  pupils  graduat- 
ing from  the  elementary  school  course  is  increasing  consistently 
each  year.     (See  Table  28.) 

TABLE    28 
ELEMENTARY  SCHOOL  GRADUATES 


Year  Boys 


1923 3,200 

1924 3,360 

1925 3,705 

1926 4,054 


1923 350 

1924 427 

1925 487 

1926 483 


UMBER 

Per  Cent 

Girls           Total 

Boys 

Girls 

Total 

White 

4,136           7,336 
4,210           7,570 
4,549           8,254 
4,599           8,653 

6  1 
6.4 

7  0 

7.7 

8.5 
8.7 
9.4 
9.4 

7.2 
7  5 

8.1 

8.5 

Colored 

637              987 
706           1,133 
705           1,192 
820           1,303 

2.3 
2.9 
3.4 
3.5 

4  3 
4.9 
5.0 
6.1 

3  3 

3  9 

4  2 

4.8 

There  were  399  more  graduates  of  white  elementary  schools 
in  1926  than  in  1925  and  1,317  more  than  in  1923.  The  per- 
cent of  the  white  elementary  school  enrollment  graduated  each 
year  has  risen  from  7.2  in  1923  to  8.5  in  1926.  Most  of  the  im- 
provement for  1926  should  be  credited  to  the  boys,  who  must, 
however,  make  still  greater  gains  before  the  number  of  boys 
graduating  equals  the  number  of  girls.  Since  there  is  an  excess 
of  boys  over  girls  in  every  grade  of  the  elementary  school  from 
the  first  to  the  sixth,  one  would  expect  more  boys  than  girls  to 
graduate.  The  balance  in  favor  of  girls  changes  in  the  seventh 
grade,  which  is  the  year  of  graduation.  This  condition  is  ex- 
plained to  a  large  extent  by  the  greater  number  of  boys  who  fail 
and  withdraw  from  school. 

Central  closing  exercises  for  the  graduates  which  add  dignity 
and  numbers  to  the  occasion  are  planned  in  the  larger  towns  of 
most  of  the  counties.  Three  schools  which  participated  in  exer- 
cises held  in  Oakland,  Garrett  County,  presented  material  grow- 
ing out  of  their  regular  classroom  work.  One  seventh  grade 
group  dramatized  scenes  from  the  Tempest,  another  from  the 

59 


60  Annual  Report  of  State  Department  of  Education 

Courtship  of  Miles  Standish,  and  a  third  staged  a  debate  ta 
summarize  work  on  a  problem  in  geography — "Which  is  more 
important  to  the  world's  work,  North  America  or  Asia?"  This 
last  feature  of  the  program  was  commented  upon  as  being  in- 
structive to  parents,  giving  them  a  new  idea  of  how  well  children 
trained  under  present  methods  can  talk,  and  as  giving  the  teach- 
ers standards  in  the  teaching  of  geography.* 

GRADUATES  OF  WHITE  ELEMENTARY  SCHOOLS 

All  of  the  counties  made  gains  over  1925  in  the  number  of 
boys  and  girls  graduated  except  Worcester,  Howard,  St.  Mary's 
and  Anne  Arundel.  Allegany  graduated  fewer  boys  and  Somer- 
set, Queen  Anne's  Cecil,  Wicomico,  Charles  and  Harford  had 
fewer  girl  graduates.  Counties  having  the  largest  per  cent  of 
the  white  elementary  school  enrollment  graduating  were  Kent, 
Garrett,  Montgomery,  Somerset  and  Frederick.  At  the  other 
extreme,  Washington,  Anne  Arundel,  St.  Mary's,  Allegany,  Wor- 
cester, Howard,  Carroll  and  Cecil  had  the  lowest  per  cent  of  ele- 
mentary school  graduates.  The  three  eight  grade  counties  which 
are  among  the  lowest  cannot  expect  to  have  as  large  a  proportion 
of  graduates  as  the  counties  having  a  seven**  grade  elementary 
school  course.     (See  note  at  foot  of  Chart  8.) 

With  the  exception  of  Charles  County  boys,  the  number  and 
per  cent  of  girls  graduating  were  higher  than  the  number  and 
per  cent  of  boys  graduating  in  every  county,  the  shaded  bars 
representing  the  girls  and  the  black  bars  the  boys.  For  boys 
the  percentage  ranged  from  4.5  in  St.  Mary's  to  10.5  in  Mont- 
gomery. For  girls  the  range  was  from  6.5  in  Washington  to 
13.3  per  cent  in  Kent. 

Most  of  the  graduates  came  from  the  graded  schools,  the  pro- 
portion of  pupils  graduating  being  lowest  in  the  one-teacher 
schools  and  highest  in  the  graded  schools.  In  comparing  with 
1925,  all  types  of  schools  show  increases  for  boys  but  only  the 
one-teacher  schools  show  increases  in  both  number  and  per  cent 
of  girls  graduating.     (See  Table  29.) 


*  Adapted   from    1926    report    of    May    Stewart,    supervising    teacher    in    Garrett    County. 

*'•'  Enrollment     excludes     withdrawals     for   transfer,     removal    or   death.       The    maximum 

number  of  graduates  possible  in  the  thrsie  counties  having  an  eight  grade  elementary   school 

course    is    12.5,    while    in    the    other    twenty    counties    having    seven    grades,    the    maximum 

percent  of   gTaduates   ix)ssible   is   14.3. 


Graduates  of  White  Elementary  Schools 
CHART  8 


61 


PER  CENT  OF  GRADUATES 
IN  TOTAL  .VHITE  ELEMENTARY  SCHOOL  ENROLLMENT*,  1926 


Total  and 
Co,  Average 

Kent 

Garrett 

Montgomery 

Somerset 

Frederick 

Talbot 

Pr.  George's 

Baltimore 

lu.  Anne '3 

Caroline 

Dorchester 

■Vicomico 

Oalvert 

Harford 

Charles 

Cecil 

Carroll 

Howard 

■Vorcester 

Allegany 

St .     I'iBlTJ  '  9 

An.  Arundel 
Washington 


Number 
Boys     Girls 
4057 

4599 

105 
265 
244 


63 
211 
243 
120 
362 

86 
275 
666 

77 
100 
120 
144 

29 
167 

72 
130 
167 

75 

85 
334 

37 
157 
296 


I  Per  Cent  Boys      EZ^Per  Cent  Girls 
7//////A 

1  a  ■  ?■  V//////////////////7777^^^////////////77A 


■ISJ 

I  13.3 


n.fi  V/////////////// 


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137  m  ,  1  '^^^^77^^7^^^^^//////A 
398  ^^^^^^^^^^^^^^^77777A 


690  [IDL^ 


94 


121 


142 


107^^^ 


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171  n?f 

63  1^^^^^^^^^^^^^ 

133  ^T? 
227 

78  Lfl. 


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Counties   having   eight   grade    course    in   elementary    schools. 


C2 


Annual  Report  of  State  Department  of  Education 


TABLE  29 

WHITE   elementary   SCHOOL   GRADUATES    [N    ONE-TEACHER,   TWO-TEACHER 

and   GRADED    SCHOOLS.    1926 


N 

jmber 

of  White  Elementary 

Per  Cent 

of  White  Elementary 

School  Graduates  in  1926 

Schoo 

Graduates  i 

n  1926 

COUNTY 

One- 

Two- 

One- 

Two- 

Teacher 

Teacher 

Graded 

Teacher 

Teacher 

Graded 

Schools 

Schools 

Schools 

Schools 

Schools 

Sch 

ools 

Boys 

Girls 

Boys 

Girls 

Boys 

Girls 

Boys 

Girls 

Boys 

Girls 

Boys 

Girls 

Total  and  Average 

763 

974 

601 

687 

2,690 

2.938 

5  9 

8  4 

7  4 

9  2 

8   5 

9  9 

Kent 

15 

26 

13 

20 

55 

59 

7  3 

U   9 

8,8 

16  8 

12  2 

13  0 

Garrett 

119 

176 

40 

34 

52 

55 

8  9 

14   5 

10   5 

10  5 

9  3 

11   6 

Montgomery 

43 

44 

53 

46 

147 

154 

8.4 

9.6 

9  4 

9  0 

12  0 

13  3 

Somerset 

16 

23 

27 

34 

77 

80 

6.5 

10.7 

8  3 

10  6 

10.2 

11   5 

Frederick 

95 

116 

75 

82 

192 

200 

7.4 

10.4 

8.6 

9  7 

10.6 

11   6 

Talbot 

12 

14 

7 

11 

67 

73 

6   1 

8  6 

5  6 

HI 

10  0 

11   6 

Prince  George's 

41 

42 

44 

55 

190 

223 

9  0 

U   2 

10.1 

12,7 

8   1 

10  3 

Baltimore 

44 

58 

95 

106 

527 

526 

7.9 

11   4 

8  0 

9.8 

9   1 

10   1 

27 
60 

35 
35 

11 
16 

18 
46 

39 

44 

41 
61 

7  6 
13  2 

10.9 

7.7 

7.2 
6.9 

11.5 
17.9 

9,0 
5.1 

10.2 

Dorchester 

7,9 

Wicomico 

39 

50 

12 

17 

93 

104 

6  5 

9   1 

6  5 

8.7 

8  3 

10  3 

Calvert 

17 

34 

5 

5 

7 

6 

5.6 

11   0 

9.8 

13  9 

7  5 

7  3 

Harford 

28 

■     40 

31 

46 

108 

82 

4.4 

6  7 

6.0 

9.5 

11   8 

9  6 

Caroline 

16 

30 

17 

15 

67 

76 

4   1 

8,2 

10.8 

11   9 

8  9 

11   5 

Charles 

34 

40 

13 

8 

25 

15 

8  3 

11   8 

5  3 

4.0 

10.6 

6  7 

Cecil 

40 

37 

28 

35 

62 

61 

6  2 

7.0 

9  2 

13  3 

7  8 

8  3 

Carroll 

22 

29 

32 

25 

133 

173 

1.8 

2  6 

9  0      8.4 

11   6 

15  3 

Howard 

18 

20 

15 

12 

42 

46 

4.9 

6.2 

7.9 

7,5 

8  6 

10  4 

Worcester 

17 

12 

3 

2 

66 

89 

4.2 

3.7 

3.3 

2  9 

7  9 

11  8 

Allegany 

22 

44 

13 

11 

299 

368 

4.4 

9.2 

3.1 

2  8 

6  7 

8.4 

St.  Mary's 

19 

37 

15 

18 

3 

4 

3  6 

8.5 

6.0 

8.7 

6.0 

9  3 

Anne  Arundel 

0 

7 

15 

14 

139 

151 

0.0 

2  6 

4   1 

4.7 

6  7 

7.4 

Washington 

19 

25 

21 

27 

256 

291 

2  0 

2  7 

3  6 

4,7 

6  6 

7,8 

GRADUATES  FROM  COLORED  ELEMENTARY  SCHOOLS 

In  Chart  9  the  number  and  per  cent  of  colored  elementary- 
graduates  in  1926  in  each  county  are  given.  Anne  Arundel, 
Baltimore,  Caroline,  Charles,  Kent,  Washington  and  Wicomico 
have  made  considerable  gains  in  the  number  and  per  cent  of 
colored  boys  and  girls  graduated,  while  Cah^ert  has  increased 
in  boy  graduates,  and  Frederick,  Harford  and  Montgomery  in 
girl  graduates.  On  the  other  hand,  Allegany,  Carroll,  Howard, 
Prince  George's,  Queen  Anne's,  Somerset  and  Talbot  have  fewer 
graduates  for  both  boys  and  girls;  and  Frederick,  Harford  and 
Worcester  are  lower  in  number  of  boy  graduates,  and  Calvert, 
Cecil  and  St.  Mary's  in  colored  girls  graduated  in  1926  under 
1925. 

Washington,  Frederick,  Wicomico,  Baltimore,  Harford  and 
Cecil  Counties  are  at  the  top  of  the  list,  while  Queen  Anne's, 
St.  Mary's,  Carroll,  Calvert,  Howard  and  Dorchester  appear  at 
the  foot  of  the  list.    Washington  and  Allegany  are  the  only  coun- 


Graduates  of  Colored  Elementary  Schools 


63 


ties  in  which  the  number  and  per  cent  of  boys  graduated  is 
higher  than  for  girls.  Carroll  ranked  lowest  in  the  per  cent  of 
boys  graduated,  while  Washington  ranked  highest.  For  girls, 
Allegany  was  lowest  and  Frederick  highest. 


CHART  9 


IN 

County 

Total  &nd 
Co.  Iverage 

Washing  on 

Trederick 

Wiconioo 

Baltimore 

Harford 

Cecil 

Kent 

Charles 

Somerset 

Ceirollne 

Talliot 
Allegany 
Montgomery 
Pr.   George'3 
Koroester 

.  /jr.u:del 
Dorchester 
•loward 
Calvert 
3»rroll 

St.  Kary'3 
<Ju.  Anne's 


PER  CEUT  C?  aPJDUlTES 
T071L  COLORED  ZLZITSSILS^  SCHOOL  ZIiROLBSEKT 


29 
15 
33 
60 
51 
31 
31 
4 
51 
■^3 
48 
£3 
43 


Kuaber 
Boys       Girls 
483 

16 
22 

41 

45 

20 

12 

22 

28 

39 

18 

21 
6 
30 
36 
21 
38 

22 

10 

13 
2 

10 
9 


Per  Cent  Boys    dUTer  Cent  Girls 


y7/////////////////////////A 


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T;^^^^^v//////////777^ 


i^ 


7>////////y//////7Pi 


14  sn 

21 


8 
23 
14 


Fi.A     y//^y /////////  //.-yy?^ 


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FAILURES  IN  ELEMENTARY  SCHOOLS 

One  of  the  reasons  why  a  larger  number  of  pupils  do  not 
continue  their  school  careers  until  they  graduate  from  the  ele- 
mentary schools  is  the  non-promotion  of  considerable  numbers 
of  pupils  throughout  the  grades.  Fortunately,  the  number  and 
per  cent  of  such  failures  is  decreasing  steadily,  as  may  be  seen 
in  Table  30. 

In  1926  one-fifth  of  the  white  boys  and  one-eighth  of  the  girls 
did  work  of  such  poor  quality  or  of  such  insufficient  quantity 
that  the  teachers  considered  it  would  be  necessary  for  them  upon 
their  return  the  following  year  to  repeat  the  work  of  the  grades 
they  were  in  in  1926.  Four  years  ago  one-fourth  of  the  boys 
and  one-sixth  of  the  girls  were  required  to  do  the  work  of  the 
grade  over  again. 

In  colored  schools  not  quite  one-third  of  the  boys  and  one- 
fourth  of  the  girls  were  considered  unfit  for  promotion  in  1926. 
This  is  a  considerable  improvement  over  the  situation  four  years 
ago,  when  the  corresponding  percentages  were  three-eighths  for 
boys  and  nearly  one-third  for  girls. 

TABLE  30 

NUMBER  AND  PER  CENT  OF  NON-PROMOTIONS  IN 
ELEMENTARY  SCHOOLS 


Year  Boys 


1923 13,435 

1924 11,999 

1925 10,673 

1926 10,382 


1923 5,722 

1924 5,173 

1925 4,800 

1926 4,359 


Number 

Percent 

Girls           Total 

Boys 

Girls 

Total 

White 

8,586         22,021 
7,193         19,192 
6,336         17,009 
6,128         16,510 

25.6 
22.7 
20.2 
19.7 

17.5 
14.8 
13.0 
12.5 

21.7 
18.9 
16.8 
16.3 

Colored 

4,616        10,338 
4,104           9,277 
3,700           8,500 
3,334           7,693 

38.3 
35.5 
33.2 
31.5 

31.1 
28.5 
26.3 
24.6 

34.7 
32.0 

29.8 
,28.1 

FAILURE  BY  GRADES 

The  greatest  number  and  per  cent  of  failures  occur  in  the  first 
grade.  Entrance  too  late  in  the  year  to  permit  pupils  to  master 
the  complexities  of  reading ;  irregular  attendance  due  to  sickness 
and  the  prevalence  of  epidemics  of  diseases  to  which  children 

64 


NoN  Promotions  by  Grade 


65 


in  the  first  grade  are  especially  liable  to  attack,  and  the  imma- 
turity of  many  of  the  children  when  they  enter  are  some  of  the 


CHART  10 


NGN  PROMOTIONS  BT  GRADES  TKAJB  ENDING  JOLT  31,    19*6 

White  Blsoant&ry  School* 
Nxunber  „_^„ 

Grade     Boys     Oirls         ^^H  Per  Cent  Bojb  \///A  Per  Cent  Olrlft 

^  2538 

£ 

5 
4 
5 
6 
7 
8 


Nunher 
Grade  Boye  Girle 

1554 


556 
564 
615 
445 

34€ 

240 

17 


1263 
363 


Colored  Blementc^ry  Schools 

■■■Per  Cent  Boys     Y/Z/A^^r   Cent  Girls 

i 


^//////////////A 


477  ^^^^^^^^^^^^^y 

355  f^^^^^^^^^^T^TT^Z^Z^^ 

(£££■■■■■■■■■■■■■■1 
274   nq.fl   '//////////////////A 

206 


^^mmmm 


66  Annual  Report  of  State  Department  op  Education 

factors  which  operate  to  start  children  in  their  first  year  of 
school  work  as  failures.  The  cooperation  of  parents  in  sending 
children  to  school  at  the  beginning  of  the  year,  in  keeping  them 
in  regular  attendance  when  they  are  well,  and  in  cooperating  in 
carrying  out  health  measures  recommended  by  doctors,  nurses 
and  the  Health  Department  will  be  of  material  aid  in  reducing 
still  further  the  number  of  failures.     (See  Chart  10.) 

The  larger  number  of  failures  appearing  in  the  upper  grades 
is  partly  due  to  the  number  of  100-day  pupils  in  the  rural  schools 
who  attend  only  a  part  of  the  year,  and  cannot  complete  all  of 
the  work  to  be  covered. 

The  number  and  per  cent  of  failures  in  the  various  types  of 
white  elementary  schools  indicate  that  the  graded  schools  sur- 
pass the  one  and  two-teacher  schools  in  having  a  smaller  per- 
centage of  failures  in  every  grade,  with  the  exception  of  second 
grade  girls  and  third  grade  boys  and  girls  in  two-teacher  schools. 
(See  Chart  11  and  Table  31.) 


CHART  11 


NON  PBOMDTIOUS   W  WHITE  ElEMEaiTAET  SCHOOLS 

Number 
Schools  Boys     Girls  ■■■per  Cent  Boys  iZZZZZTer  Cent  Girls 


One  Teacher 


1850     nsTg-^^^^^^^^^ 


Two  Teacher 


1656 


969 
Graded  ^^12 


^m 


With  the  exception  of  the  small  number  of  pupils  in  the  eighth 
grade  of  two-teacher  and  colored  schools,  the  per  cent  of  fail- 
ures of  boys  exceeds  that  for  girls  in  every  grade  of  every  type 
of  school.  Boys  apparently  have  much  more  difficulty  than  girls 
in  doing  school  work  successfully. 


NoN  Promotions  by  Grades  and  Types  of  Schools 


67 


TABLE  31 

NUMBER   AND   PER   CENT   OF   ELEMENTARY    SCHOOL   BOYS   AND 

GIRLS  NOT  PROMOTED  BY  GRADES,  YEAR 

ENDING  JULY  31,  1926. 


Grade 

One- 
Teacher 
Schools 

Two- 
Teacher 
Schools 

Graded 
Schools 

All  White 

Elementary 

Schools 

Colored 

Elementary 

Schools 

Boys 

Girls 

Boys 

Girls 

Boys 

Girls 

Boys 

Girls 

Boys 

Girls 

NUMBER 


1 

868 

571 

447 

298 

1,213 

826 

2,528 

1,695 

1,554 

1,263 

2 

294 

171 

180 

93 

678 

369 

1,152 

633 

556 

363 

3 

373 

173 

149 

79 

601 

343 

1,123 

595 

584 

376 

4 

498 

275 

262 

141 

653 

370 

1,413 

786 

615 

477 

5 

437 

213 

212 

126 

663 

371 

1,312 

710 

445 

355 

6 

393 

214 

221 

124 

850 

458 

1,464 

796 

348 

274 

7 

325 

213 

173 

92 

678 

426 

1,176 

731 

240 

206 

8 

26 

20 

12 

16 

176 

146 

214 

182 

17 

20 

Total 

3,214 

1,850 

1,656 

969 

*5,512 

*3,309 

no, 382 

*6,128 

4,359 

3,334 

5, 

064 

2, 

625 

*8, 

321 

*16 

,510 

7,693 

PER  CENT 


1 

33.7 

26.2 

28.6 

22.5 

23.1 

17.6 

26.9 

20.7 

40.8 

37.9 

2 

15.6 

10.8 

15.3 

8.8 

15.1 

9.0 

15.3 

9.4 

23.4 

17.6 

3 

18.4 

10.0 

12.5 

7.3 

13.6 

8.6 

14.7 

8.8 

25.5 

19.3 

4 

25.4 

16.2 

21.8 

13.4 

14.6 

8.7 

18.6 

11.2 

30.9 

23.6 

5 

24.8 

12.8 

18.8 

11.8 

14.7 

9.0 

17.7 

10.4 

30.0 

20  9 

6 

25.6 

14.7 

21.9 

12.1 

20.5 

11.4 

21.9 

12.2 

32.8 

19.8 

7 

28.9 

17.6 

21.3 

11.8 

18.9 

11.7 

21.3 

13.0 

33.2 

20.0 

8 

37.1 

19.8 

17.1 

20.8 

20.2 

15.2 

21.2 

16.0 

17.9 

20.2 

Ave. 

24.8 

15.9 

20.3 

13.0 

17.4 

11.1 

19.7 

12.5 

31.5 

24.5 

*  Excludes  10  boys  and  12  girls  in  kindergartens. 

NON  PROMOTIONS  BY  COUNTIES 
White  Elementary  Schools. 

Montgomery  and  Kent  still  lead  the  State  in  the  small  per- 
centage of  failures,  although  both  of  these  counties  have  in- 
creased the  number  and  per  cent  of  failures  over  the  number 
reported  in  1925.  As  long  as  standards  of  attainment  for  pupils 
are  maintained,  there  will,  of  course,  be  failures,  but  the  Mary- 
land counties  are  attempting  to  eliminate  failures  resulting  from 
poor  teaching  and  its  concomitants.  Frederick,  Carroll,  Balti- 
more,   Talbot,    Anne    Arundel,    Washington,    Wicomico,    Queen 


68 


Annual  Report  of  State  Department  of  Education 


Anne's,  Prince  George's,  Calvert  and  Caroline  have  all  reduced 
the  number  and  per  cent  of  failures  to  a  considerable  extent. 
(See  Chart.  12.) 

CHART  12 


Co\mty 

Total  aind 
Co.  Average 

Uontgomerj 

Kent 

Baltimore 

ICalbot 

Allegany 

Anne  Arundel 

Washln^on 

Frederick 

Carroll 

Wicomico 

Queen  Anne's 

Cecil 


NUMBEB  AND  PEH  CE3TT  OP  THITE  ELEMEHTAET  PUPILS  NOT  PROMOTED 

^^Per  Cent  Boys  ^^^Per  Cent  CirlB 


Number 

Boys  Girls 

10382  6128 


927  559 

443  314 

954  583 

772  470 

551  305 

409  186 

189  107 

357  189 


..^  ^JJ//JJ 


,..,  UJ...JJJJ 


BBEI 


12.1  '//////////A 


QIB 


JILafi. 


^m 


^ 


■//////////x 


12.4  V/////7777A^ 


Prince  George's  641      407 
Geurrett 


13.7   ^///////////A 


Charles 

Calvert 

Harford 

Somerset 

Worcester 

Caroline 

Dorchester 

Howard 

St.  Mary's 


471  294 

213  119 

106  72 

522  326 

332  217 

366  174 

397  177 

479  312 

322  205 

279  148 


^xmmaxmxtiosasoz 


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EQBI 


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OKI 


15.2  V//////////////A 


1 .0  ^//////////////////////A 


w^vmrnzaztzosmsas/sasazm. 


•  -.1  y/A 


ZIa 


y//////////////////A 


NoN  Promotions  in  Types  of  White  Elementary  Schools 


69 


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70  Annual  Report  of  State  Department  of  Education 

Several  counties  which  already  have  a  large  percentage  of 
failures  exhibit  the  opposite  tendency — an  increase  in  the  num- 
ber and  per  cent  of  failures.  St.  Mary's,  Howard  and  Dorchester 
have  close  to  a  third  of  their  boys  and  over  a  fifth  of  their  girls 
failing. 

Similar  figures  are  available  for  the  white  one-teacher,  two- 
teacher  and  graded  elementary  schools  of  each  county  in  Table 
32.  The  counties  are  listed  in  the  order  they  appear  in  Chart 
12.  In  general,  the  one-teacher  schools  have  the  greatest  per- 
centage of  failure,  the  two-teacher  schools  less  and  the  graded 
schools  least,  but  there  are  exceptions.  In  St.  Mary's,  Somerset 
and  Cecil  and  for  girls  in  Anne  Arundel,  the  graded  schools  have 
a  larger  percentage  of  failure  than  the  rural  schools;  in  Caro- 
line, Wicomico  and  Kent,  and  for  girls  in  Allegany,  Queen  Anne's, 
Garrett  and  Calvert,  the  two-teacher  schools  make  a  better  record 
than  the  graded  schools;  on  the  other  hand,  in  Charles,  Prince 
George's  and  Montgomery,  for  girls  in  Talbot  and  Washington, 
and  for  boys  in  Carroll,  the  two-teacher  schools  have  a  greater 
proportion  of  failures  than  any  of  the  other  types  of  schools. 
In  every  case  there  is  a  greater  number  of  failures  for  boys  than 
for  girls.     (See  Table  32.) 

In  order  that  the  distribution  of  these  figures  by  grades  may 
be  available  for  each  county,  they  are  included  for  white  ele- 
mentary, one-teacher  and  two-teacher  schools  by  counties  in 
Tables  VI,  VII  and  VIII,  pages  280  to  282.  The  figures  for 
white  elementary  schools  show  that  with  three  exceptions  grade" 
4  in  Calvert,  grade  7  in  Charles  and  grade  3  in  Somerset,  failures 
are  higher  for  boys  than  for  girls.  There  are  a  few  more  excep- 
tions— 10  for  one-teacher  schools,  in  Table  VII,  and  22  for  two- 
teacher  schools,  in  Table  VIII. 

Supervisory  Plans  for  Reducing  Failures 

The  supervisors  in  a  number  of  counties  have  been  giving  con- 
siderable attention  to  the  problem  of  retardation  and  the  follow- 
ing material  is  adapted  from  their  reports  to  the  State  Superin- 
tendent. 

Decreasing  Retardation  in  Queen  Anne's  County 

"In  Queen  Anne's  County  a  study  was  made  of  the  February 
examination  marks  in  order  to  ascertain  the  number  of  children 
failing  and  the  subjects  in  which  they  were  failing. 

"A  chart,  showing  the  children  who  were  weak  or  failing,  was 
made  by  the  supervising  teacher  for  each  teacher  in  the  county. 
These  charts  revealed  the  following  information : 

1.  The  subject  or  subjects  in  which  a  child  was  weak  or  failing. 

2.  The  number  of  children  failing  in  any  one  subject. 


Supervisors'  Plans  for  Reducing  Failures  71 

3.  The  weak  or  backward  children  in  the  grade. 

4.  That  the  teacher  probably  needs  help  with  a  particular  subject. 

5.  That  poor  attendance  may  be  the  cause  of  failure. 

"A  study  of  these  retardation  charts  was  made  with  each 
teacher  and  the  causes  of  the  failures,  together  with  remedial 
measures  were  discussed.  In  some  schools  standard  tests  were 
given ;  in  others  informal  tests  were  used  to  furnish  a  basis  for 
remedial  work;  while  in  certain  other  schools  the  work  of 
teacher  and  children  was  closely  observed  and  discussed.  Not 
only  was  the  teaching  of  particular  subjects  discussed,  but  the 
needs  of  individual  children  were  studied  and  conferences  held 
with  them.  In  fact,  everything  was  done  to  help  and  encourage 
teacher  and  children.  The  schools  having  the  largest  number 
of  weak  or  failing  children  were  visited  most.  In  one  school, 
in  which  the  grading  was  thought  to  be  high,  a  standard  test 
was  used  and  the  children  were  found  to  be  below  standard. 

"It  was  found  that  some  of  the  failures  were  due  to  poor 
attendance.  These  cases  were  reported  to  the  attendance  officer 
and  were  acted  upon  with  good  results."* 

Reducing  Retardation  in  Primary  Grades  in  Baltimore  County 

"The  following  are  representative  steps  in  the  classroom  work 
in  the  primary  grades  of  Baltimore  County  on  the  problem  of 
retardation. 

(a)  At  each  demonstration  meeting,  emphasis  was  placed  upon  an 

analysis  of  class  and  individual  errors  and  individualized  in- 
struction. 

(b)  During   classroom    visits,    sets    of   composition    papers,    writing 

papers,  arithmetic  papers  and  spelling  papers  were  analyzed 
with  teachers  in  order  to  list  specific  errors  and  suggest  rem- 
edial work. 

(c)  The  majority  of  lessons  taught  for  teachers  was  to  the  C  group 

of  pupils,  since  in  this  group  were  most  of  the  pupils  who 
were  not  moving  along  with  the  grade  and  who  required  a 
procedure  different  from  that  used  with  A  and  B  groups  of 
pupils. 

(d)  A   good   attendance   campaign   was   carried   on   throughout   the 

year  in  many  classrooms.  The  following  are  some  of  the  ways 
in  which  good  attendance  was  emphasized: 

1.  By  means  of  illustrated  posters,  "We  Come  to  School  Every 

Day" — (Pupils'  names  listed  if  they  attended  every  day 
for  a  week  or  a  month). 

2.  Class  poster  of  pupils'  names.     Regular  attendants  received 

a  star  or  check. 

3.  Flag  in   stand  for  front  desk  of  each  row.     If  all   pupils 

in  row  were  present,  flag  was  placed  on  front  desk  of  each 
row. 

4.  School  attendance  banner  presented  to  room  having  highest 

percentage  of  attendance  for  month. 


*  From  report  of  Tempe  Dameron,   Supervising  Teacher  in  Queen   Anne's  County. 


72  Annual  Eeport  of  State  Department  of  Education 

"During  the  early  part  of  May  a  retardation  blank  was  sent  to 
each  teacher.  On  this  blank  were  entered  not  only  the  names  of 
pupils  who  must  be  retarded  in  June,  but  their  ages,  number  of 
years  in  grade  and  causes  for  retardation.  The  information 
on  these  blanks  was  discussed  with  the  teacher  during  the  last 
visits  of  the  supervisors  in  an  effort  to  decide  where  to  place  each 
pupil  next  year  in  the  grade  that  he  may  get  the  most  out  of  his 
year  at  school. 

"Despite  our  work  on  this  problem,  the  number  of  pupils  to  be 
retarded  especially  in  first  grades  is  quite  high,  due  in  part  to 
irregular  attendance,  a  large  foreign  population,  April  entrants, 
lack  of  physical  development  on  part  of  some  pupils  and  in  part 
to  a  poor  type  of  classroom  instruction."* 

"An  informal  reading  test  was  drafted  in  order  to  make  the 
teachers  realize  that  first-grade  pupils  should  acquire  sufficient 
independence  in  word  mastery  to  follow  directions  at  the  end 
of  ten  weeks  in  school.  This  test  was  followed  by  another  at 
the  end  of  six  months  (March,  1926).  The  second  test  aimed  to 
show  the  growth  in  sentence  and  word  recognition.  As  a  result 
of  the  analysis  of  the  test  given  in  March,  teachers  planned  in- 
tensive work  with  the  slower  pupils  who  seemed  likely  to  be 
retained  in  the  first  grade.  A  study  of  the  amount  of  material 
read,  secured  by  April  first  of  each  year,  has  also  been  a  factor 
in  showing  the  need  of  much  reading  experience  on  the  part  of 
each  pupil."** 

First  Grade  Promotions  in  Montgomery  County 

"After  reviewing  the  accomplishments  in  Reading  for  1924-25, 
the  following  analysis  of  the  situation  in  Montgomery  rural 
schools  was  made: 

"The  tests  revealed  a  lack  of  reading  ability,  as  evidenced  by 

1.  Inadequate  vocabulary; 

2.  Inability  to  apply  phonetic  training; 

3.  Failure  to  grasp  meanings  of  sentences; 

4.  Inability  to  work  independently; 

5.  Inability  to  work  at  a  satisfactory  rate  of  speed. 
"The  number  of  children  involved: 

1.  Approximately  182  children  in  first  grade  in  1924-25; 

2.  Approximately  60  children  pi'omoted  conditionally,  or  33%; 

3.  Approximately  160  new  beginners  for  next  year. 
"The  number  of  books  read  by  pupils: 

1.  Four  schools  read  only  the  two  basal  books; 

2.  Eleven   schools   read   the   basal   books    and   one   supplementary 

reader ; 

*  Adapted   from    report    of    M.    Annie    Grace,    Supervising-   Teacher    in    Baltimore    County, 
**  Adapted   from    reix)rt   of   Emma   Ames   Boettner,    Baltimore   County. 


Failures  of  Colorkd  Pupils  by  Counties  73 

3.  Nine    schools    read    the    basal    books    and    two    supplementary 

readers    (50   per  cent  of  the  pupils  in  four  of  these  schools 
wei'e  promoted  conditionally)  ; 

4.  Eight   schools    read   the    basal    books    and    four   supplementary 

readers    (50  per  cent  of  first  grade  pupils  in  three  of  these 
schools  were  promoted  conditionally)."* 

An  Experiment  in  Classification  in  Baltimore  County 

An  interesting  experiment  in  classification  of  pupils  in  the 
first  three  grades  of  the  larger  graded  schools  of  Baltimore 
County  during  the  school  year  1925-26  brought  such  favorable 
results  that  for  the  present  school  year  principals  have  been 
asked  to  co-operate  in  extending  the  plan  to  grades  4  to  7,  inclu- 
sive. 

"1.  If  two  teachers  are  needed  for  a  grade,  each  of  the  two  teachers 
will  take  one-half  of  the  A  pupils,  one-half  of  the  B  pupils 
and  one-half  of  the  C  pupils  enrolled  in  that  grade. 

"2.  If  three  teachers  are  needed  for  a  grade,  each  of  the  three 
teachers  will  take  one-third  of  the  A  pupils,  one-third  of  the 
B  pupils  and  one-third  of  the  C  pupils  who  are  eni-olled  in 
that  gi-ade. 

"3.  If  it  is  necessary  for  a  teacher  to  have  a  small  group  (ten  or 
twelve  pupils)  of  one  grade  with  a  large  group  of  another 
grade  in  her  room,  the  ten  or  twelve  pupils  selected  should 
be  of  average  ability  in  order  that  they  may  work  as  one 
group,  because  it  would  probably  be  necessary  to  have  the 
larger  grade  divided  into  two  sections."** 

FAILURES  OF  COLORED  PUPILS  BY  COUNTIES 

In  Table  30,  page  64,  Chart  10,  page  65,  and  Table  31,  page 
67,  non-promotions  by  years  and  by  grades  are  included  for 
colored  pupils.  In  Chart  13  the  counties  are  ranked  in  the  order 
of  the  per  cent  of  colored  elementary  pupils  who  were  not  pro- 
moted. Many  of  the  counties  show  a  marked  reduction  in  fail- 
ures under  the  previous  year.  Washington,  Talbot,  Baltimore, 
Wicomico,  Cecil,  Prince  (George's,  Charles,  Anne  Arundel,  Wor- 
cester, Caroline  and  St.  Mary's  have  fewer  failures  for  both  boys 
and  girls  in  1926  than  in  1925;  Frederick,  Queen  Anne's  and 
Kent  have  a  smaller  number  of  colored  boys  who  failed,  and  Har- 
ford reduced  failures  for  colored  girls.  Of  counties  below  the 
average  in  per  cent  failed,  Howard,  Montgomery,  Calvert  and 
Dorchester  had  more  failures  in  1926  than  in  1925  for  both  boys 
and  girls ;  Queen  Anne's  and  Kent  failed  more  girls,  and  Harford 
more  boys  than  the  previous  year. 

Non-promotions  ranged  from  17.3  per  cent  for  boys  and  13.8 
for  girls  in  Washington  County,  to  42.3  for  boys  and  32.1  per 
cent  for  girls  in  St.  Mary's  CountJ^  Counties  at  the  foot  of  the 
list  can  certainly  bring  about  improvement  by  giving  attention 
to  these  conditions. 


*  Adapted   from   report  of  Eleanor  Smith,   Montiromei-y  County. 
''*  Adapted  from  reports  of  M.  Annie  Grace  and  Amy  C.  Crewe,  of  Baltimore  County. 


74 


Annual  Report  of  State  Department  of  Education 


CHART  13 


NUMBER  AND  PER  CENT  OP  COLORED  ELEMENTARY  PUPILS  NOT  PROMOTED 


CODNTT 

TOTAL  AND 
CO.  AVEEACaS 

WASHINGTON 
TALBOT 
BALTIMOHE 
WICOMICO 

ALLEGANY 

CECIL 

PR.  GEORGE'S 

FREDERICK 

CHARLES 

SOMERSET 

QU.  ANNE'S 

HOWARD 

MONTGOMERY 

AN.  ARUNDEL 

CALVERT 

CARROLL 

HARFORD 

DORCHESTER 

KENT 

WORCESTER 

CAROLINE 
ST.  MARY'S 


Ntunber 
Boys     Girls 


Per  Cent  Boys    EZZ23Per  Cent  Girls 


4359 

3334 

24 

88 

153 

131 

28 

46 
286 
116 
197 
241 
117 

62 
210 
369 
158 

37 

89 
223 
149 

248 

132 
210 

24  .  e    V////////////////X 

34 

122 

202 

190 

28 

55 

133 

247 

2476   V////////////////A 

293 

^BJ  >///////////////////. 

140 

125 

zb .  ^777/////////////A 

"^09 

24.  ^^////////////////y 

441 

TKh    ■///////////////////// 

169 

loo 

1  ca 

324 

?.fi .  fi    V^////////////////^ 

196 

1  PR ,  o^////////////////////X 

270 

Causes  of  Non  Promotion 


75 


FAILURES  BY  CAUSE 

Each  teacher  assigned  the  chief  cause  for  failure  for  each 
pupil  who  was  not  recommended  for  promotion  in  June,  1926. 
There  was  an  increase  in  every  type  of  school  in  the  per  cent 
of  pupils  retarded  because  of  illness.  There  is  certainly  a  close 
correlation  between  good  health  and  success  in  school  work  and 
every  means  the  school  can  adopt  to  further  the  activities  of  the 
Health  Department  and  the  Playground  Athletic  League  should 
be  encouraged.  Repeating  grades  is  expensive,  a  waste  of  time 
for  both  pupils  and  teacher.     (See  Table  33.) 

TABLE  33 

CAUSES  OF  NON-PROMOTION   FOR  PUPILS  NOT   PROMOTED* 
FOR  YEAR  ENDING  JULY  31,  1926. 


White  Elementary  Schools 

Colored 

Causes  of  Non-Promotion 

One- 
Teacher 
Schools 

Two- 
Teacher 
Schools 

Graded 
Schools 

All 

Elemen- 
tary 
Schools 

NUMBER 


Unfortunate    Home    Conditions    and 

Lacl<  of  Interest 

1,096 

584 

2,466 

4,146 

1,860 

Mental  Incapacity 

706 

448 

1,745 

2,899 

830' 

Irregular    Attendance    Not    Due    to 

Sickness 

1,067 

530 

1,127 

2,724 

2,107 

Personal  Illness 

554 

324 

1,148 

2,026 

839 

13  Years  or  Over  and  Employed 

667 

235 

795 

1,697 

826 

Transfer  from  Other  Schools 

208 

140 

512 

860 

151 

Late   Entrance   Other   than    100-Day 

Pupil 

292 

167 

278 

737 

534 

Other  Causes 

474 

197 

772 

1,443 

546 

Total 

5,064 

2,625 

8,843 

16,532 

7,693 

PER  CENT 


Unfortunate    Home    Conditions    and 
Lack  of  Interest                               .... 

4.5 
2  9 

4.3 
2.3 
2.7 
0.8 

1.2 
1.9 

3.7 
2.9 

3.4 
2.1 
1.5 
0.9 

1.1 

1.2 

4.0 
2.8 

1.8 
1.9 
1.3 
0.8 

0.5 
1.3 

4.1 
2.9 

2.7 
2.0 
1.7 
0.8 

0.7 
1.4 

6.8 

Mental  Incapacity 

3.0 

Irregular    Attendance    Not    Due    to 

Sickness 

Personal  Illness  

7.7 
3.1 

13  Years  or  Over  and  Employed 

Transfer  from  Other  Schools           

3.0 
0.6 

Late  Entrance   Other  Than   100-day 
Pupil   

1.9 

Other  Causes 

2.0 

Total 

20  6 

16.8 

14.4 

16.3 

28.1 

*  Includes  pupils  withdrawn  who  would  not  be  promoted  upon  their  return  the  following  year. 


76 


Annual  Report  of  State  Department  of  Education 


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Causes  of  Non  Promotion  77 

Failures  due  to  unfortunate  home  conditions,  the  cause  given 
most  frequently  in  white  schools,  increased  in  the  graded  schools 
and  colored  schools,  but  decreased  slightly  in  the  two-teacher 
schools.  The  extension  of  transportation  probably  brings  to  the 
graded  schools  pupils  who  were  previously  enrolled  in  rural 
schools.  In  two-teacher  and  graded  schools  there  was  a  slight 
reduction  in  non-promotions  attributed  to  mental  incapacity  of 
pupils.  This  percentage  appears  in  all  types  of  schools  to  include 
three  per  cent  of  the  public  school  pupils. 

Failures  caused  by  irregular  attendance  not  due  to  sickness 
decreased  in  rural  and  colored  schools.  This  may  be  due  to  the 
intensive  campaigns  for  better  attendance  which  have  been 
carried  on  in  most  of  the  counties.  Failures  of  100-day  pupils 
are  fewer  in  the  rural  and  colored  schools,  but  slightly  more  in 
the  graded  schools,  which  latter  condition  is  probably  a  con- 
comitant of  school  consolidation.  Late  entrance  other  than  100- 
day  pupils  in  the  rural  schools  is  evidently  a  declining  factor  in 
bringing  about  non-promotions  in  rural  and  colored  schools,  since 
most  counties  have  adopted  the  policy  of  discouraging  late  en- 
trance of  first  grade  and  other  pupils. 

In  order  that  the  counties  may  see  which  causes  are  most  in 
evidence  in  causing  non-promotions,  the  per  cent  of  failures  for 
each  cause  in  white  elementary  schools  has  been  tabulated  and 
the  counties  ranked  in  each  one.  A  county  can  see  in  which 
causes  it  compares  favorably  or  unfavorably  with  the  other  coun- 
ties.    (See  Table  34.) 

TESTS  IN  WHITE  ELEMENTARY  SCHOOLS 

It  was  decided  that  no  state-wide  standard  tests  would  be 
given  during  the  school  year  1925-26.  The  State  Department, 
however,  prepared  an  annotated  list  of  worthwhile  standard 
tests  in  English,  history  and  geography,  which  was  sent  to  the 
counties  early  in  the  fall,  with  the  suggestion  that  the  counties 
desiring  to  give  tests  select  those  which  suited  best  their  plans 
for  necessary  remedial  work  and  for  course  of  study  construc- 
tion. The  silent  reading  and  arithmetic  bulletins  also  contained 
annotated  lists  of  tests  in  those  subjects.  Six  counties  co-oper- 
ated with  Dr.  Charles  H.  Judd  in  testing  pupils  in  grades  7,  8 
and  the  first  year  of  high  school.* 

The  supervisors  in  twenty  counties  gave  information  in  their 
annual  reports  to  the  State  Superintendent  regarding  the  tests 
used  and  the  data  are  summarized  in  Table  35  by  counties. 

*  See  page  128. 


78 


Annual  Report  of  State  Department  op  Education 


TABLE    35 

standard    tests    given    in    white    elementary    schools    of    MARYLAND 
counties,    SEPTEMBER,    1925,   TO    JUNE,    1926. 


County 
tAUegany 


Time  of 
Testing 


Spring. 


No.       Grades 
Tested    Tested 


Tests  Given 


tAnne  Arundel May. 


tBaltimore May . 


Calvert. 


INov 
Nov.,  May. 


Carroll May . 


Cecil 

Dorchester . 


April 

December . 
April 


[5,478  (3-6)  Monroe  Silent  Reading,  Form  II 

14,820  (4-8)  Charters'  Diagnostic  Language  Tests 

I     470  (4-8)  N.  Y.  English  Survey — Language  Usage 

[       46  (7-8)  N.  Y.  English  Survey— Grammar 

[3,175  (3-8)  Monroe  Silent  Reading,  Form  III 

l3,175  (3-8)  Monroe  General  Survey  in  Arith.,  Form  III 

1 ,320  (6-8)  Monroe  Reasoning  Tests  in  Arith.,  Form  II 

(     619         2  Pressey  Second  Grade  Attainment  Scale 

[6,750     (3-6)     Burgess  Silent  Reading  Scale 
•!8,852     (2-6)     Morrison  McCall  Spelling  Scale 
(6,750     (3-6)     Woody-McCall  Mixed  Fundamentals 

(2-7)     Thorndike  McCall 

(4-7)     Charters'  Diagnostic  Language 

(6-7)     Pressey-Richards  Understanding  of  American 

History 
(3-7)     Woody-McCall  Mixed  Fundamentals 

(1-2)     Haggerty  Reading  Examination,  Sigma  I 
(3-4)     Courtis  Silent  Reading,  No.  2 
(4-7)     Charters'  Diagnostic  Language,  Miscellaneous 
A,  Form  1 
7         Pressey-Richards  Understanding  of  American 

History 
6         Buckingham-Stevenson    Geography    Informa- 
tion-Problem, U.  S.,  Form  I 
5         Kansas   City   Supervisory,   U.   S.   States   and 
Cities 
(4-7)     Monroe  Diagnostic  Tests  in  Arithmetic 

Burgess  Silent  Reading  Scale 

/  1  Detroit  Word  Recognition 

'  \  (2-3)  Haggerty  Reading,  Sigma  I 

(3-7)  Charters'  Diagnostic  Language  Verb,  Form  I 

(3-7)  Charters' Diagnostic  Language  Verb,  Form  II 


tFrederick May . 


Oakland  Unit, 
Garrett 


Harford  . 
Howard . 


Jan.,  May. 

May 

May 


(3-7)     Monroe  Silent  Reading 

(3-7)     Monroe  Arithmetic 

(3-7)     Buckingham  Scale  for  Problems  in  Arithmetic 

(4-7)     Buckingham  Stevenson  Geography,  U.  S.  and 

World 
(1-2)     Pressey  Second  Grade  Attainment  Scale 


/1, 024 
12,201 


(1-2) 
(3-7) 


Detroit  Word  Recognition 

Ayres  Burgess  Reading  Scale,  Form  4 


Kent May. 


t**Montgomery May. 


[  (2-7)  Thorndike  McCall,  Form  II 

■I  1,117     (3-7)  Charters' Diagnostic  Language 

[1,117     (3-7)  Woody-McCall  Fixed  Fundamentals 

i(3-7)  Monroe  Silent  Reading 

*(l-2)  Detroit  Word  Recognition 

*(l-2)  Pressey  Second  Grade  Attainment  Scale 

(3-7)  Buckingham  Scale  for  Arithmetic  Problems 

(3-7)  National  Intelligence  Tests 

(1-4)  Otis  Group  Intelligence  Tests 

(3-7)  Illinois  General  Intelligence,  Arith.,  Reading 

(2-7)  Stanford  Achievement 

(5-6)  Stone  Reading  Test 

(2-7)  Courtis  Reading  Test 

(2-7)  Trabue  Language  Scale 

(3-7)  Woody-McCall  Mixed  Fundamentals 

(3-7)  Courtis  Research  Tests  in  Fundamentals 

(3-7)  Buckingham  Scale  for  Problems  in  Arithmetic 
Kansas  City  Scale  for  Measuring  Handwriting 


♦Graded  only. 

**The  tests  listed  were  available  to  teachers  of  the  county  who  wished  to  use  them.  They  were 
not  given  county-wide  and  results  of  all  schools  giving  each  test  were  not  tabulated.  |H 

tin  addition  to  tests  listed  this  county  was  one  of  six  counties  cooperating  with  Dr.  Judd  in  testing 
in  a  number  of  subjects  pupils  in  grade  7,  (8)  and  the  first  year  of  high  school.  Seepage  128  for  tests 
given. 


Tests  Given  in  White  Elementary  Schools 


79 


County 
Prince  George's 

Queen  Anne's. 


Time  of 
Testing 


May . 


No.     Grades 
Tested    Tested 


(3-7) 
(3-7) 


Fall,  Spring.  .1,362     (2-7) 


265 


1 


Jan.,  May. 


156  (6-7) 

156  (6-7) 

156  (6-7) 

156  (6-7) 


St.  Mary's. 


Nov  /     646     (4-7) 

^^'^ \     456     (5-7) 


Somerset . 


May 1,566 

Nov. 
Nov.,  May. 


249 


^May 1,566 

May 249 

May 1,566 

(Nov 


(3-7) 
(4-7) 

7 
(3-7) 

(3-7) 
(4-7) 


Tests  Given 

Thorndike  McCall  Reading,  Form  4 
Woody-McCall  Arithmetic,  Form  2 

Ayres'  Handwriting  Scale 
Haggerty  Reading,  Sigma  I 
Thorndike-McCall  Reading  Scale,  Form  5 
Stanford  .Vchievement  Test 
Buckingham  Scale  for  Problems  in  Arithmetic 
Courtis  Supervisory  Tests  in  Arithmetic  Funda- 
mentals 

N.  Y.  English  Survey,  Language  Usage 
Posey  Van  Wagenen  Geography 

Burgess  Silent  Reading  Scale,  Form  1 
N.  Y.  English  Survey,  Language  Usage 
N.  Y.  English  Survey,  Grammar 
Charters'  Diagnostic  Language 
Harlan  American  History 
Woody-McCall  Mixed  Fundamentals 
Stevenson  Arithmetic  Reading 


Talbot April 

tWashington 


(3-7)     Charters'  Diagnostic  Language 


/October 6,551 

\May 5,996 


Wicomico Nov. 


(3-8) 
(3-8) 


(4-7) 


[Nov 1,4521 

Worcester ^Feb 1,383)-  (3-7) 

(May 1,363J 


Charters'  Diagnostic  Language 
Charters'  Diagnostic  Language 

N.  Y.  English  Survey,  Language  Usage 
N.  Y.  English  Survey,  Grammar 


Charters'  Diagnostic  Language 


tin  addition  to  tests  listed  this  county  was  one  of  six  counties  cooperating  with  Dr.  Judd  in  testing 
in  a  number  of  subjects  pupils  in  grade  7  and  8  and  the  first  year  of  high  school.  See  page  128  for 
tests  given 

Most  of  the  counties  also  gave  informal  tests  deviseci  to  fit 
the  course  of  study  and  textbooks  in  use  in  the  county.  The 
following  use  of  informal  tests  in  Baltimore  County  is  typical 
of  that  described  by  a  number  of  supervisors. 

"Informal  tests  in  reading,  arithmetic  and  grammar  were  given  as 
a  means  of  improving  classroom  instruction.  The  arithmetic  tests 
were  planned  to  cover,  in  the  main,  the  Course  of  Study  for  the 
grade  and  to  show  how  well  the  children  had  been  taught.  These 
informal  tests  were  an  excellent  means  of  helping  the  established, 
satisfied  and  experienced  teacher. 

"As  the  children  took  the  tests  their  solutions  were  observed.  The 
fact  which  the  papers  .showed  most  of  the  class  needed  was  re-taught 
by  the  supervisor.  After  class  the  papers  were  carefully  checked 
and  analyzed  and  the  errors  charted.  The  errors,  together  with 
suggestions  for  remedial  work,  were  left  with  the  teacher.  A  graph 
of  the  median  records  of  the  various  classes  was  made  and  shown 
to  each  teacher,  so  that  she  might  see  how  her  class  measured  with 
others.  The  results  of  such  informal  tests  were  shocks  to  some 
teachers  who  were  teaching  the  subject-matter,  but  failings  to  drill 
enough  to  fix  the  facts.  In  cases  where  the  results  were  very  bad, 
drill  was  suggested  and  the  promise  was  made  of  a  similar  test  in 
two  weeks  to  see  the  improvement  which  had  been  made. 

"The  reading  and  grammar  tests  were  planned  to  meet  certain 
needs  in  the  classroom  teaching  and  a  procedure  similar  to  that  for 
arithmetic  was  used.  The  results  of  the  informal  grammar  tests  were 
very  discouraging.  Undoubtedly,  they  will  form  a  basis  for  discu.s- 
sion  at  the  teachers'  meetings  next  year."* 


*  Adapte<l  from   the  report   of  Nellie  Gray.   Baltimore  County. 


HIGH  SCHOOL  GRADUATES  AND  PERSISTENCE  TO 
GRADUATION 

In  June,  1926,  the  high  schools  graduated  2,619  white  pupils, 
of  whom  1,045  were  boys  and  1,574  girls.  This  was  an  increase 
of  116  in  boys  graduated,  but  a  decrease  of  36  in  girls  under  the 
number  in  1925.  The  number  of  graduates  since  1919  is  shown 
below.     (See  Table  36. )i 

TABLE   36 

FOUR  YEAR  WHITE  HIGH  SCHOOL  GRADUATES  IN 
MARYLAND  COUNTIES  1919  TO  1926. 


Annual 

Year 

Boys 

Girls 

Total 

Increase 

1919 

323 

681 

1004 

1920 

378 

772 

1150 

146 

1921 

470 

893 

1363 

213 

1922 

599 

1034 

1633 

270 

1923 

686 

1267 

1953 

320 

1924 

813 

1405 

2218 

265 

1925 

929 

1610 

2539 

321 

1926 

1045 

1574 

2619 

80 

The  number  of  graduates  by  counties  varied  from  297  in 
Allegany  to  8  in  St.  Mary's.  All  of  the  counties  except  Fred- 
erick, Carroll,  Montgomery,  Worcester,  Caroline,  Anne  Arundel, 
Queen  Anne's,  Kent  and  Calvert  had  a  larger  number  of  grad- 
uates in  1926  than  in  1925.     (See  Chart  14.) 

There  were  in  addition,  21  boys  and  37  girls  who  graduated 
from  eight  four-year  colored  high  schools. 

The  number  of  county  white  pupils  enrolled  in  the  first  year 
of  the  high  school  course  from  September,  1922,  to  June,  1923, 
was  5,756.  Since  2,619  graduated  in  June,  1926,  it  indicates  that 
approximately  45.3  per  cent  of  the  first-year  pupils  in  the  earlier 
year  carried  their  four-year  high  school  course  to  completion. 
The  boys  did  not  equal  the  girls  in  persevering  to  the  end,  for 
only  38.4  per  cent  of  the  first-year  boys,  as  against  51.8  per  cent 
of  the  girls,  received  diplomas  in  June,  1926. 

The  holding  power  of  the  high  schools  in  the  various  counties 
ranged  from  77.1  per  cent  in  Charles  to  29.3  per  cent  in  Calvert. 
For  boys  the  variation  ran  from  57  per  cent  in  Washington  to 
only  7.4  per  cent  in  Calvert.  The  maximum  holding  power  pos- 
sible was  found  among  Charles  County  girls,  100  per  cent,  and 


'  For  gi-aduates  from   individual  high  schools,   see  Table  XXXII,   pages  306  to  311. 

80 


Graduates  of  White  High  Schools 
CHART  14 


81 


BDMBEE  OP  BOYS  AOTD  GIRLS  GRADUATED  FRO!.:  WHITE  HIGH  SCHOOLS 


Coxinty 
Allegany 

Washing  on 

Baltimore 

Frederick 

Carroll 

Wicomico 

Harford 

Pr.  George's 

Dorchester 

Montgomery 

Worcester 

Caroline 

Cecil 

Somerset 

Talbot 

Garrett 

An.  Arundel 

Qu.  Anne ♦ s 

Howard 

Kent 

Charles 

Calvert 

St.  Mary's 


1926 


1924  1925  1926 

217  276  297 

198  239   268 

239  244  254 

214  228  220 

112  164  148 

112  130  139 

104  114  134 

129  120  127 

79  72 

95  111 

110  108 

87  103 

67  91 

87  77 

57  79 

54  60 

73  102 

64  63 


Girls 


40 
46 

7 
25 

2 


30 

49 

21 

32 

6 


the  minimum  was  found  in  Prince  George's  County — 41.7  per 
cent.  There  is  a  veiy  great  discrepancy  between  the  holding 
power  for  boys  and  girls  in  the  three  Southern  Maryland  Coun- 
ties and  in  Dorchester  County.  Worcester,  Washington,  Prince 
George's,  Allegany,  Cecil  and  Queen  Anne's  hold  the  boys  who 
enter  high  school  nearly  as  well  as  the  girls.     (See  Chart  15.) 


82 


Annual  Report  of  State  Department  of  Education 


CHART  15 


PER  CENT  OF  PERSISTENCE  TO  GRADUATION 


First  Year 
Enrollment 

County      1923  1926  1926     ■—  Boys 

Co.  ATeraee    5756  45.3  ^^^^^^^Z7777\ 

35  77.1 

448  59.8 

72  56.9 

152  54.6 


[ZZZ2GiTlB 


192G  White  High  School  Graduates  Who  Entered  Normal  Schools  83 
GRADUATES  ENTERING  NORMAL  SCHOOLS 

The  normal  schools  secure  their  student  body  chiefly  from  the 
graduating  classes  of  the  high  schools.  Since  the  teacher  supply 
in  the  elementary  schools  is  dependent  on  the  interest  high  school 
graduates  take  in  preparing  for  the  profession  of  teaching,  the 
ranking  of  the  counties  in  graduates  entering  the  normal  schools 
is  very  important.^ 

CHART  16 


GIRL  GRADUATES  OP  WHITE  HIGH  SCHOOLS 

ENTERING  MARYLAND  NORMAL  SCHOOLS 

1925  and  1926 


COUNTY      NUMBER 
TOTAL  AND   1926  1926 

CO.  AVERAGE  360 


QU.  ANNE'S 

ALLEGANY 

CBABLES 

GARRETT 

CAROLINE 

TALBOT 

DORCHESTEB 

WORCESTER 

HOWARD 

WICOMICO 

CALVERT 

SOMERSET 

FREDERICK 

AN.  ARUNDEL 

CARROLL 

BALTIMOHB 

KENT 

HARFORD 

CECIL 

WASHINGTON 

PB.  GBORGS'S 

MDNTCCMEEI 


'  For   entrants  to   normal    schools   from   each   individual    high   school,    see    Table   XXXII, 
pages  306  to  311. 


84 


Annual  Report  of  State  Department  of  Education 


The  number  of  girl  high  school  graduates  who  entered  the 
normal  schools  in  the  fall  of  1926 — 312 — was  fewer  by  48  than 
the  number  in  1925.  As  will  be  seen  in  Table  35,  there  was  a 
decrease  in  the  total  number  of  girls  who  graduated  from  high 
schools.  The  per  cent  entering  normal  schools  declined  from 
22.4  in  1925  to  19.8  per  cent  in  1926.  It  is  interesting  to  see 
that  there  were  fewer  normal  school  entrants  from  Allegany, 
Worcester,  Wicomico,  Calvert,  Frederick,  Carroll,  Baltimore, 
Kent,  Cecil,  Washington,  and  Montgomery  Counties.  In  all  of 
these  counties  except  Frederick  and  Carroll  the  per  cent  enter- 
ing normal  school  is  also  lower.  The  first  four  counties  named 
did  not  have  sufficient  vacancies  to  employ  all  of  their  own  grad- 
uates. A  number  of  the  counties,  on  the  other  hand,  do  not  have 
enough  of  their  own  graduates  to  satisfy  their  needs,  which 
makes  it  possible  for  the  excess  graduates  of  one  county  to  find 
satisfactory  positions  in  other  counties  of  the  State.  Queen 
Anne's,  Charles,  Dorchester  and  Howard  Counties  increased  the 
number  and  per  cent  of  graduates  entering  the  normal  schools 
considerably.  The  per  cent  of  girl  graduates  entering  the  Mary- 
land Normal  Schools  ranged  from  37.5  in  Queen  Anne's  to  10.1 
per  cent  in  Montgomery.    (See  Chart  16. )i 

There  were,  also,  28  boy  high  school  graduates  from  eleven 
counties  who  entered  the  normal  schools  in  the  fall  of  1926. 
Allegany  sent  8 ;  Carroll,  5 ;  Baltimore,  4 ;  Frederick,  3 ;  Talbot 
and  Washington,  2  each;  and  Charles,  Garrett,  Caroline,  Mont- 
gomery and  Wicomico,  1  each.     (See  Table  37.) 

TABLE  37 

NUMBER  AND  PERCENT  OF  1926  BOY  HIGH  SCHOOL  GRADUATES  IN  MARYLAND 

COUNTIES  WHO  ENTERED  MARYLAND  NORMAL  SCHOOLS 

IN  SEPTEMBER,   1926 


County 

Total  No. 

Boy 
Graduates 

Boy  Gradu- 
ates Enter- 
ing Normal 
Schools 

Per  Cent  of 
Boy  Gradu- 
ates Enter- 
ing Normal 
Schools 

County  and  Average 

1,045 

10 
65 

115 
35 

106 
28 
31 

107 
41 
52 

114 

341 

29 

1 
5 
8 
2 
4 
1 
1 
3 
1 
1 
2 
0 

2  8 

Charles 

10  0 

Carroll 

7  7 

Allegany 

7  0 

Talbot 

5  7 

Baltimore 

3  8 

Garrett          

3  6 

Caroline       

3  2 

Frederick       

2  8 

Montgomery 

Wicomico 

Washington 

All  Others 

2.4 
1.9 
1.8 
0  0 

^  See  also  Table  125,  page  215. 


Occupations  of  White  High  School  Graduates  of  1925  85 

OCCUPATIONS  OF  WHITE  HIGH  SCHOOL  GRADUATES  OF  1925 

Each  high  school  principal  was  asked  to  ascertain  the  occu- 
pation during  1925-26  of  pupils  who  graduated  from  county 
high  schools  in  1925.  Reports  were  sent  in  for  2,525  graduates, 
of  whom  922  were  boys  and  1,603  girls.     (See  Table  38.) 

TABLE  38 

OCCUPATIONS  OF  1925  GRADUATES  AS  REPORTED  BY  PRINCIPALS  OF 
WHITE   COUNTY   HIGH   SCHOOLS 


OCCUPATION 


Number 


Boys 


Girls 


Per  Cent 


Boys 


Girls 


College,  University,  Art  or  Music  School. 

Normal  School 

Commercial  Education 

Clerical  Work 

Nursing 

Trade 

Agriculture   

Manufacturing 

Transportation 

Teaching 

Mining 

Work  at  home,  married  (girls) 

Staying  at  Home 

Other  and  Unknown 


Total. 


317 
24 
80 

182 


68 
77 
24 
20 
1 
5 
31 
22 
71 


922 


250 
364 
122 
301 
100 
23 


4 
25 
14 


146 

163 

91 


1,603 


34.4 
2.6 

8.7 
19.7 


2.4 
7.7 


100.0 


15.6 

22.7 
7.6 

18.8 
6.2 
1.4 


0.2 
1.6 
0.9 


9.1 

10.2 

5.7 


100.0 


The  proportions  going  into  the  different  fields  of  work  do  not 
differ  greatly  from  those  reported  a  year  ago.  There  are  slight 
increases  in  the  per  cent  of  girls  who  went  to  colleges  and  normal 
schools  and  into  nursing,  while  the  per  cent  of  both  boys  and 
girls  who  went  into  commercial  schools,  teaching  and  manufac- 
turing declined.  The  per  cent  of  boys  engaged  in  agriculture 
increased. 

Approximately  46  per  cent  of  the  boys  and  girls  continued 
their  education  beyond  high  school.  Of  the  boys,  34  per  cent 
entered  colleges  and  universities,  3  per  cent  normal  schools  and 
9  per  cent  commercial  schools.  Of  the  girls,  the  normal  schools 
enrolled  23  per  cent,  colleges  and  universities  16  per  cent  and 
commercial  schools  7  per  cent. 

Many  who  entered  these  higher  institutions  for  professional 
training  are  planning  to  teach — those  entering  the  colleges  and 


86 


Annual  Report  op  State  Department  of  Education 


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Occupations  of  White  High  School  Graduates  of  1925  87 

universities  preparing  for  the  high  school  field,  while  those  enter- 
ing normal  schools  are  securing  the  training  necessary  for  posi- 
tions in  the  elementary  school  field.  A  number  of  those  going 
to  the  colleges  and  universities  will  become  the  future  doctors, 
lawyers,  engineers,  scientific  farmers,  ministers  and  other  pro- 
fessional workers  of  the  community. 

Clerical  work  claimed  almost  one-fifth  of  the  high  school  grad- 
uates. Others  went  into  trade,  transportation  and  manufactur- 
ing, indicating  the  need  of  high  school  commercial  courses,  which 
give  a  broad  outlook  of  the  opportunities  for  service  in  the  pro- 
duction and  distribution  of  goods  for  the  consumer. 

One  hundred  of  the  county  girl  graduates  of  1925  undertook 
training  in  the  hospitals  for  the  profession  of  nursing. 

Seventy-seven  boy  graduates,  many  of  whom  had  had  the 
advantage  of  courses  in  vocational  agriculture  now  offered  in 
most  of  the  counties,  went  to  work  on  the  farms. 

Nearly  one-fifth  of  the  1925  girl  graduates  were  at  home,  some 
married  and  running  their  own  homes,  others  assisting  their 
parents.  Courses  in  home  economics  in  the  high  schools  func- 
tion naturally  in  the  home  environment. 

Similar  data  for  the  individual  counties  are  available  in  Table 
39. 

The  counties  varied  considerably  in  the  proportion  of  grad- 
uates going  to  colleges  and  universities.  It  is  interesting  to  note 
that  counties  in  which  or  adjacent  to  which  colleges  are  located 
had  a  larger  proportion  of  graduates  in  colleges  than  those  with- 
out such  facilities. 

Anne  Arundel  had  44  per  cent  of  its  boy  graduates  in  college. 
The  presence  of  St.  John's  College  at  Annapolis  probably  ac- 
counts for  this.  Carroll  County  had  45  per  cent  of  its  boys 
and  30  per  cent  of  its  girls  in  colleges.  Western  Maryland  and 
Blue  Ridge  Colleges  evidently  attracted  the  Carroll  County 
graduates. 

Hood  College  probably  was  influential  in  drawing  22  per  cent 
of  the  Frederick  County  girl  graduates  to  college.  Washington 
College,  in  Kent,  was  undoubtedly  largely  responsible  for  the 
presence  of  55  per  cent  of  the  boys  and  37  per  cent  of  the  girls 
in  college,  and  perhaps  explains  why  51  per  cent  of  the  boy  and 
19  per  cent  of  the  girl  graduates  from  Queen  Anne's  County 
are  in  college. 

Dorchester  and  Wicomico  Counties  have  50  and  43  per  cent, 
respectively,  of  their  boys  in  college.  Harford,  Prince  George's 
and  ]\Iontgomery  have  over  42  per  cent  of  their  boy  graduates 
in  college. 


THE  SUBJECTS  STUDIED  BY  WHITE  HIGH  SCHOOL  PUPILS 

A  comparison  with  1925  of  subjects  studied  in  high  school  in 
1926  indicates  that  considerable  gains  were  made  in  the  per  cent 
taking  the  social  studies — a  gain  from  71  to  78  per  cent;  in 
girls  taking  science — a  gain  from  53  to  65  per  cent;  in  juniors 
and  seniors  taking  stenography,  typewriting  and  bookkeeping, 
the  1926  distribution  including  over  one-third  of  the  juniors  and 
seniors ;  and  in  the  per  cent  having  courses  in  music — a  gain  of 
5  per  cent — so  that  47  per  cent  now  have  work  in  high  school 
music.  There  were  losses  in  boys  taking  French  and  manual 
training  and  in  physical  education  for  both  boys  and  girls.  (See 
Table  40.) 

TABLE  40 

DISTRIBUTION  OF  ENROLLMENT  IN  MARYLAND  COUNTY  WHITE 

HIGH  SCHOOLS  BY  SUBJECTS  TAKEN  FOR  YEAR 

ENDING  JULY  31,  1926. 


SUBJECT 


No.  Enrolled  t 


Boys 


Girls 


Per  Cent 


Boys 


Girls 


Total. 


English 

Mathematics 

Social  Studies 

Science 

Latin 

French 

Spanish 

German 

Manual  Training 

Home  Economics: 

General 

Vocational 

Agriculture: 

Vocational 

General 

Stenography,  Typewriting  and  Bookkeeping 

Other  Commercial  Subjects 

Physical  Education 

Music 

Art 


8,135 

8,190 
6,684 
6,363 
5,638 
2,154 
1,400 
31 
6 
4,256 


869 

67 

850 

376 

1,496 

3,787 


10,392 

10,374 
7,866 
8,149 
6,735 
3,497 
2,428 
29 
2 


6,595 
546 


1,339 

315 

1,861 

4,887 

105 


100.0 
82.2 
78.2 
69.3 
26.5 
17.2 
.3 
.1 
52.4 


10.7 


*33 

4 

18 

46 


99.8 
75.7 
78.4 
64.8 
33.7 
23.4 
.3 


63.5 
5.3 


*35, 
3, 

17. 

47. 


1.0 


t  Exclusive  of  withdrawals  for  removal,  transfer  or  death. 

♦Figures  represent  the  percentage  of  2,567  boys  and  3,794  girls  enrolled  in  third  and  fourth  years" 
For  the  entire  enrollment  percentages  would  be  10.4  and  12.9. 


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89 


90  Annual  Report  op  State  Department  of  Education 

English  was  required  of  all  pupils.  Mathematics  enrolled  82 
per  cent  of  the  boys  and  76  per  cent  of  the  girls.  The  social 
studies  enrolled  nearly  four-fifths  of  all  pupils,  while  science  was 
given  to  approximately  two-thirds.  Latin  was  studied  by  over 
one-fourth  of  the  boys  and  one-third  of  the  girls,  while  French 
was  taken  by  over  one-sixth  of  the  boys  and  not  quite  one-fourth 
of  the  girls.  Slightly  over  one-half  of  the  boys  had  manual 
training  and  over  two-thirds  of  the  girls  had  home  economics. 
(See  pictures  of  General  Shops  for  work  in  wood,  electricity, 
sheet  metal,  mechanical  drawing,  cold  metal  and  pipe  fitting 
available  in  the  Baltimore  County  high  schools.) 

There  is  considerable  variation  in  the  subjects  off'ered  and  in 
the  per  cent  taking  those  which  are  provided.  Latin,  home 
economics,  commercial  courses  and  music,  for  example,  were  not 
given  in  Calvert  or  Charles  Counties.  Manual  training  was  not 
provided  in  Calvert,  Charles,  Garrett,  Howard  and  St.  Mary's 
Counties,  except  in  so  far  as  it  was  available  in  courses  in  agri- 
culture furnished  in  Garrett  and  Howard  Counties.  Caroline 
reported  no  music  courses  in  its  high  schools.  A  few  of  the 
larger  high  schools  in  Allegany,  Baltimore,  Frederick,  Howard 
and  Montgomery  Counties  offered  definite  courses  in  physical 
education. 

Variation  in  the  per  cent  taking  subjects  which  were  offered 
may  be  illustrated  by  Latin,  in  which  Garrett  had  7  per  cent 
enrolled,  while  at  the  opposite  extreme  Washington  and  Queen 
Anne's  had  from  one-half  to  three-fifths  of  their  pupils  taking 
the  subject.  (See  Table  41,  which  shows  the  per  cent  enrolled 
in  each  subject  in  each  county.  Similar  data  for  each  individual 
high  school  are  available  in  Table  XXXHI,  pp.  312  to  317.) 

FAILURES  BY  SUBJECTS  IN  WHITE  HIGH  SCHOOLS 

As  was  true  of  the  elementary  schools,  the  number  and  per 
cent  withdrawing  and  failing  in  each  high  school  subject  is  much 
larger  for  boys  than  for  girls. 

Withdrawals  for  boys  in  1926  when  compared  with  1925  were 
slightly  higher  for  all  subjects  except  Latin  and  agriculture;  on 
the  other  hand  non-promotions  in  mathematics,  social  studies, 
and  science  were  slightly  less.  For  girls,  withdrawals  in  1926 
compared  with  1925  were  lower  except  in  the  social  studies  and 
commercial  subjects,  while  failures  were  lower  in  all  subjects 
except  mathematics  and  commercial  work.  The  figures  indicate 
that  slightly  over  one  fourth  of  the  high  school  boys  withdraw 
from  or  fail  in  the  subjects  offered.  Mathematics  and  Latin 
seem  to  be  responsible  for  the  greatest  proportion  of  withdraw- 
als and  failures.  Agriculture  shows  withdrawals  and  non  pro- 
motions of  21  per  cent  of  the  boys,  just  over  one  fifth.  French 
seems  to  be  less  of  a  stumbling  block  for  girls  than  any  other 
subject.    (See  Table  42). 


Withdrawals  and  Failures  in  White  High  Schools 
TABLE  42 


91 


NUMBER  AND  PER  CENT  OF  WITHDRAWALS  AND   FAILURES  IN 

MARYLAND   COUNTY   WHITE   HIGH   SCHOOLS   BY 

SUBJECTS  FOR  YEAR  ENDING  JULY  31,  1926. 


SUBJECT 


Number 


Boys 


O0U 


Girls 


oft- 


Per  Cent 


Boys 


oft- 
Z 


Girls 


.  » 


^■= 


oft- 
Z 


English 

Matliematics 

Social  Studies 

Science 

Latin 

French 

Stenography,  Type- 
writing and  Book- 
keeping  

Other  Commercial 
Subjects 

Agriculture 


1,292 

975 

1,069 

972 

936 

562 

881 

518 

229 

406 

186 

197 

116 

99 

46 

47 

147 

51 

908 
745 
633 

615 
249 

124 


119 
35 


511 
791 

482 
367 
341 
129 


109 
24 


15.8 

11.9 

8.8 

16.0 

14.5 

9  5 

14.7 

8.8 

7.8 

15  6 

9.2 

9.1 

10.6 

18.8 

7.1 

13.3 

14.1 

5.1 

13.6 

11.6 

8.9 

12.2 

12.5 

11.1 

15.7 

5.5 

4  9 
10.1 
5.9 
5.4 
9.8 
5.3 


8.1 
7.6 


In  Table  43  similar  data  are  furnished  for  each  county,  so  that 
it  is  possible  to  see  which  counties  are  having  the  greatest  num- 
ber of  withdrawals  and  failures  in  high  school.  Since  each  high 
school  has  a  duplicate  copy  of  the  subject  report,  the  principal 
can  calculate  the  percentages  for  his  school  and  compare  with 
county  averages.  Analysis  of  the  underlying  reasons  for  excess- 
ive numbers  of  withdrawals  and  failures  should  lead  to  the  adop- 
tion of  appropriate  remedial  measures.  There  are,  for  example, 
gi'eat  differences  as  will  be  evident  from  a  comparison  of  the 
counties  in  withdrawals  and  failures  in  mathematics.  Kent 
County  has  withdrawals  of  6  per  cent  of  its  boys  taking  math- 
ematics, while  Garrett  has  31  per  cent.  Withdrawals  from 
mathematics  for  girls  vary  from  3.5  per  cent  in  Talbot  to  15.8 
in  Garrett.  Failures  for  boys  in  mathematics  vary  from  8.7  per 
cent  in  Montgomery  to  27.3  per  cent  in  Dorchester,  while  for 
girls  the  range  is  from  4.3  per  cent  in  Wicomico  to  26.7  per  cent 
in  St.  Mary's.    (See  Table  43). 


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Number  of  White  High  School  Teachers  Required  for  Each  Subject  93 
HIGH    SCHOOL   TEACHERS    DISTRIBUTED   BY   SUBJECTS   TAUGHT 

The  distribution  of  855  white  high  school  teachers  employed  in 
the  school  year  1925-26  by  subjects  taught  indicates  that  the 
full  time  of  the  equivalent  of  151  teachers  was  used  for  instruc- 
tion in  English,  of  120  in  mathematics,  and  in  the  social  studies, 
respectively,  and  of  118  in  science.  The  greatest  gain  over  1925 
was  in  teachers  of  the  social  studies,  an  increase  of  13 ;  but  there 
was  the  equivalent  of  9  more  teachers  of  science  and  6  more  of 
English.  There  was  the  equivalent  of  4  more  teachers  of  music 
and  home  economics,  3  more  of  Latin,  and  2  more  of  agriculture 
and  manual  training  than  were  employed  in  the  previous  year. 
The  equivalent  of  35  principals  and  teachers  giving  their  time 
to  administration  and  supervision  and  3  librarians  was  an  in- 
crease of  14  over  the  number  in  1925.  Mathematics  and  physical 
education  each  had  two  fewer  teachers  than  were  required  in 
1925.     (See  Table  44.) 

table  44 

WHITE  high  school  TEACHERS  IN  MARYLAND  COUNTIES  YEAR  ENDING 
JULY  31.  1926,  DISTRIBUTED  BY  SUBJECTS  TO  WHICH  TIME  IS  GIVEN 


SUBJECTS 


Per  Cent 


English 

Mathematics 

Social  Studies 

Science 

Latin 

French,  Spanish  and  German . . . 

Home  Economics 

Manual  Training 

Agriculture 

Commercial  Subjects 

Music , 

Physical  Education 

Librarian 

Administration  and  Supervision 

Total 


94 


Annual  Report  of  State  Department  op'  Education 


t  VOCATIONAL  AGRICULTURE 

Vocational  agriculture  during  the  school  year  1925-26  was 
available  in  full  day  courses  to  white  pupils  in  37  high  schools 
of  16  counties  and  to  colored  pupils  in  the  high  schools  of  2  coun- 
ties. (One  of  these  latter  counties,  Charles,  had  no  vocational 
agriculture  for  white  pupils).  Unit  courses  were  also  available 
to  white  pupils  in  7  additional  high  schools  of  four  counties,  and 
evening  courses  in  4  high  schools  in  3  counties.  Baltimore,  Cal- 
vert, Caroline,  Charles,  Kent,  St.  Mary's,  and  Wicomico  offered 
no  vocational  agriculture  courses  for  white  pupils.  (See  Chart 
2,  page  28,  which  indicates  high  schools  that  gave  all  day  courses 
in  vocational  agriculture  in  1925-26  by  A  and  those  giving  unit 
courses  by  U.  (  See  also  Table  45). 

TABLE  45 

NUMBER     OF     HIGH     SCHOOLS     HAVING     DEPARTMENTS     OF 

VOCATIONAL    AGRICULTURE    AND    VOCATIONAL    HOME 

ECONOMICS   FOR  YEAR  ENDING  JULY  31,  1926 


Number  of  Departments  of 

COUNTY 

Vocational  Agriculture 

Voca- 
tional 
Home 
Economics 

All  Day 
Courses 

Unit 
Courses 

Evening 
Courses 

Allegany     

1 
1 
4 
2 

n 

2 

4 
4 
2 
3 
4 
*3 
2 
1 
2 
1 
2 

Anne  Arundel    

1 

Carroll            

1 

1 

Cecil           

Charles 

Dorchester 

Frederick 

Garrett 

3 

2 

1 
5 

Harford    

1 

1 

Howard          

1 

Montgomery 

2 

1 

Prince  George's  

2 

Queen  Anne's        

Somerset        

1 

Talbot 

Washington 

Worcester 

1 

1 

Total     

**39 
702 

7 
92 

4 
90 

14 

Enrollment 

499 

*  Each  asterisk  represents  a  course  in  a  high  school  for  colored  pupils. 


t  Excerpts  from  report  of  J.  D.  Blackwell,  Director  of  Vocational  Education,  to  Federal 
Board    for   Vocational    Education. 


Enrollment  Taking  Vocational  Agriculture  1923-1926 


95 


table  46 

DAY   SCHOOL  ENROLLMENT  TAKING  VOCATIONAL  AGRICULTURE 
FOR  YEAR  ENDING  JULY  31,  1923-1926 


County 

School 

1923 

1924 

1925 

1926 

Flintstone 

28 

20 
18 

16 

6 

19 

7 

32 

10 

29 
22 

15 
23 

27 
22 

8 
4 

13 
25 

344 

21 

22 

15 
18 

24 
11 
23 

9 
12 

38 
21 
21 
16 

14 
18 

24 
27 

18 
28 

38 

27 

19 

"l5 

16 

40 

23 

13 

19 

9 

599 

37 

17 

b 

b 
b 

27 

25 

20 

9 

8 
15 

32 
36 
30 
18 

18 
24 
30 
12 

21 
26 

18 

"is 

19 
14 

41 
34 

18 

18 

25 

20 

18 

15 

24 

9 

696 

42 

Millersville 

14 

Calvert 

Prince  Frederick 

Carroll 

Westminster 

31 

Hampstead 

11 

Mt.  Airy 

16 

Charles  Carroll 

16 

Manchester 

113 

Cecil 

Rising  Sun 

22 

Calvert  Agricultural 

9 

Hurlock 

18 

East  New  Market 

16 

Middletown 

44 

Frederick 

34 

34 

Emmitsburg 

17 

Garrett 

Grantsville 

28 

Oakland 

26 

Accident 

33 

Friendsville 

16 

Highland 

26 

32 

Clarksville 

17 

20 

West  Friendship 

18 

Montgomery 

Gaithersburg 

18 

16 

Beltsville 

10 

Poolesville 

21 

Takoma-Silver  Springs 

Rockville 

tl5 

t 

Hyattsville 

34 

26 

15 

Sudlersville 

11 

Somerset 

Princess  Anne 

26 

Talbot 

Easton 

Cordova 

13 

23 

Washington 

Clearspring 

21 

Worcester 

Berlin 

Snow  Hill 

12 

14 

Total 

Pocomoke 

t  7 
835 

ATeacher  resigned  at  last  moment  and  it  was  not  possible  to  find  a  satisfactory  teacher. 
fUnit  Course. 


96 


Annual  Eeport  of  State  Department  of  Education 


During  the  year  1925-26,  8  new  all  day  departments  were  es- 
tablished at  Charles  Carroll,  in  Carroll  County;  at  Hurlock  and 
East  New  Market  in  Dorchester  County;  at  Lisbon  and  West 
Friendship  in  Howard  County;  at  Gaithersburg  in  Montgomery 
County;  at  Cordova  in  Talbot  County;  and  at  Smithsburg  in 
Washington  County.  Agriculture  at  New  Windsor,  in  Carroll 
County;  at  Clearspring,  in  Washington  County,  and  the  all  day 
course  at  Pocomoke  City  were  discontinued. 

The  enrollment  in  vocational  agriculture  in  the  past  four  years 
is  shown  in  Table  46.  The  increase  in  enrollment  shown  at  the 
bottom  of  the  chart  is  proof  of  the  growth  in  a  favorable  atti- 
tude toward  this  subject. 

table  47 
summary  op  projects   for   1925-26   IN  VOCATIONAL  AGRICULTURE 


All  Day  Courses 

Unit  Courses 

Prevocational 
Courses 

Character  of  Project 

Scope  of 
Project 

No. 
Enrolled 

Scope  of 
Project 

No. 
Enrolled 

Scope  of 
Project 

No. 
Enrolled 

Plant  Production 

280 . 5  acres 
91      acres 
50 . 5  acres 
40      acres 
30      acres 

2      acres 
30      acres 
70      acres 
47.25acres 

3.5  acres 
15      acres 

1.25acres 

2      acres 
72.25  acres 

165 

160 

122 

44 

22 

19 

18 

14 

11 

7 

6 

4 

1 

35 

26        acres 

2 . 37  acres 

6  5    acres 

.75  acres 

16 
7 

23 
3 

3.25  acres 
.75  acres 

5 

Truck 

4 

. 5    acres 

1 

Oats     

Wheat                             

.25  acres 

4 

Total        

73  5.2  5  acres 

2,939  head 
69  head 
120  head 
15  head 
99  head 
15  head 

628* 

54 
25 
20 

9 

8 

4 

36  37  acres 

959  head 
5  head 

5  head 

54 

21 
4 

5 

4 . 0  acres 
487  head 

9 

Animal  Production 

Poultry    

14 

Calf      

11  head 
t477  head 

4 

4 

3  head 

35 

11 
1 
9 

Total 

3,257  head 

141** 

1,457  head 

38 

490  head 

49 

Grand  Total 

702 

92 

58 

*  Excludes  10  pupils  dropped,  but  includes  8  duplicates. 
**  Includes  59  duplicates. 
t  Pigeon  and  rabbit. 


The  summary  of  the  projects  begun  in  1924-25  and  completed 
the  following  year  by  482  pupils  in  the  aay  courses  shows  a 
total  income  to  the  boys  of  $29,200,  an  average  per  boy  of  $61. 
The  pictures  included  are  representative  projects  of  boys  in  two 
counties-Prince  George's  and  Carroll. 


RIGGS   WEBB.    MT.    AIRY    HIGH    SCHOOL.    WHO.    IN    MAY.    1926.   HAD   A   HERD   OF   11 

PURE  BRED  AND  2  GRADE  HOLSTEIN  COWS  DEVELOPED  AS  A  RESULT   OF 

PROJECTS    CARRIED    ON    SINCE    THE    SCHOOL    YEAR    1923. 


ESPEY   BROWNING  OF  HYATTSVILLE  HIGH   SCHOOL   AND  HIS  PURE-BRED 
GUERNSEY   PROJECT 


Plant  and  Animal  Projects  Completed  in  1925-26 


97 


table  48 
PROJECTS   BEGUN   IN   1924-25   AND   COMPLETED   IN   1925-26 


No.  of  Pupils 

Completed  Projects 

PROJECT 

Enrolled 

Com- 
pleting 
Projects 

Scope 

Total  Yield 

Pupils' 
Income 

All  Day  Courses 


Animal  Production 
Projects 

Poultry 

Swine 

Dairy  Management . 

Calf 

Dairy 

Sheep 

Beef  Cattle 

Rabbit 

Guinea  Pig 

Colt 

Herd  Testing 

Total 

Plant  Production 
Projects 

Tobacco 

Corn 

Strawberry 

Truck 

Clover  Seed 

Landscape  Gardening 

Orchard 

Soy  Beans 

Wormseed  and  Beans 

Potatoes 

Grapes 

Sweet  Corn 

Farm  Management .  . 

Total 

Grand  Total .... 


486 


17 
2 

22 
1 
2 
1 
1 
1 

2 
1 
1 

7 


66 


552 


203 


129 


49 
9 


482 


9,453  head 


376  head 

59  head 

56  head 
21  head 

154  head 

10  head 

29  head 

100  head 

1  head 


10,259  head 


12  acres 
17.75  acres 
1 . 5  acres 
2 . 7  acres 
15  acres 
2,400  sq.  ft. 
109  trees 
3.75  acres 
2  acres 

.25  acres 
.165  acres 
1  acre 


7,883  doz.  eggs    1 
3,871  lbs. 
1,480  head 
25,833  lbs.  \ 

103  head  / 

111,833  lbs.  milk  1 
8,095  gal.  milk  / 
7,335  lbs. 
1,123  lbs.  milk 
23  head  ) 

\630  lbs.  wool  / 
10,360  lbs. 
20  head 
155  lbs. 


,000  lbs. 
251  bu. 
67  crates 


45  bu. 


289  lbs. 

7  tons 

/   35  lbs  oil 

\900  lbs.  beans/ 

10  bu. 

100  lbs. 


$8,593.33 

6,224.36 

5,045.26 

3,207.89 
1,100.44 

784 . 73 

270.56 

224.46 

45.00 

38.00 


.$25,, 534. 03 


51,486  45 
604.40 
429.09 
425.90 
260.00 
200.00 
105.30 
96  20 
32  00 

14.35 

14.00 

8.00 


$3,675.69 


$29,209.72 


Unit  Courses 


25 

40 

6 

12 

1 

19 

31 

5 

9 

1 

36  head 

1,311  head 

5  head 

17  acres 

.  5  acres 

$862.04 

Poultry 

750.95 

Calf 

148.77 

469.35 

45.88 

Total 

84 

65 

$2,276.99 

Prevocational  Courses 


Poultry 

Rabbit 

22 
1 
3 
5 

15 
1 
3 
3 

1 , 579  head 
10  head 

.225  acres 
2  acres 

40  lbs. 
13  bu. 
75  lbs. 

$1,261.20 
2.50 

Potato 

Wormseed 

37.08 
147.60 

Total 

31 
667 

22 
569 

$1,448.38 

Grand  Total 

$32,935  09 

98              Annual  Report  of  State  Department  of  Education 

111  addition  to  the  individual  work  done  by  each  pupil  on  his 
project,  the  following  activities  were  engaged  in  by  boys  en- 
rolled in  plant  production : 

TABLE  49 

.    ,.  ..  Boys  Carrying  on  Activity 

^^^^^^^y                                    Number  Per  Cent 

1.  Measuring  off  an  acre  of  land 356  57.4 

2.  Plowing  an  acre  of  land 420  67 . 7 

3.  Collecting  5  soil  samples 350  56.4 

4.  Testing  soil  for  acidity  or  alkalinity 498  80.3 

5.  Preparing  an  acre  of  land  for  planting 449  72.4 

6.  Selecting  sufficient  seed  for  the  planting  of  an 

acre 450  72.6 

7.  Testing  sufficient  seed  for  the  planting  of  an  acre  469  75.6 

8.  Treatment  or  storing  of  seed  for  the  planting  of 

an  acre 373  60 . 1 

9.  Planting  an  acre  to  a  farm  crop 436  70 .3 

10.  Cultivating  an  acre  crop 435  70. 1 

11.  Harvesting  an  acre  of  grain 389  62.7 

12.  Marketing  or  feeding  the  yield  of  an  acre 352  56.8 

13.  Keeping  records  on  a  plant  production  project  for 

at  least  six  months 302  48 . 7 

14.  Propagating  a  fruit  by  budding 191  30.8 

15.  Propagating  a  fruit  by  grafting 268  43.2 

16.  Planting  5  fruit  trees 312  50.3 

17.  Filing  a  saw 255  41.1 

18.  Pruning  5  fruit  trees 362  58.4 

19.  Spraying  5  fruit  trees 295  47 . 6 

20.  Picking  5  bushels  of  fruit 460  74 . 2 

21.  Constructing  a  fruit  ladder 158  25.5 

22.  Grading  5  fruit  trees 191  30 . 8 

23.  Marketing  or  storing  a  bushel  of  fruit 382  61.6 

24.  Drawing  a  plan  for  permanent  plantings  on  home 

lawn 216  34.8 

25.  Planting  5  shrubs  on  home  lawn  or  1  on  school 

grounds 350  56 . 4 

26.  Drawing  a  plan  for  home  garden 317  51.1 

27.  Preparing  list  of  seeds  needed  for  home  garden 

with  varieties,  amount  of  seed  and  dates  of 

planting 341  55 . 0 

28.  Constructing  a  hot  bed  or  cold  frame 308  49.7 

29.  Preparing  and  planting  a  hot  bed  or  cold  frame .  261  42.1 

30.  Assisting  in  planting  the  home  garden 497  80.1 

31.  Cultivating  the  home  garden  at  least  once 474  76.4 

32.  Preparing  1  bushel  of  vegetables  for  market  or 

canning 368  69 . 4 

33.  Planting  25  blackberry  or  raspberry  plants.  . .  .  161  26.0 

34.  Planting  100  strawberry  plants 268  46.1 

35.  Planting  5  grape  vines 182  29 .3 

36.  Propagating  a  plant  from  cutting 297  47.9 

37.  Sharpening  a  farm  tool 529  85  3 


Community  Activities  of  Teachers  of  Vocational  Agriculture  99 

Each  school  received  from  the  State  Director  of  Vocational 
Education  at  least  four  visits  lasting-  from  one  and  one-half 
hours  to  an  entire  day.  In  addition,  the  State  Director  of  Voca- 
tional Education  accompanied  each  of  the  thirty  teachers  of  voca- 
tional agriculture  on  one  of  his  project  supeiMsion  trips.  As 
a  result,  more  than  300  projects  were  visited  during  the  sum- 
mer of  1925. 

Beside  their  instruction  in  day,  unit,  prevocational,  and 
evening  courses,  teachers  of  vocational  agriculture  gave  service 
of  the  following  types  to  the  communities  in  which  they  were 
working : 


TABLE  50 

OTHER  COMMUNITY  AND  FIELD  SERVICE  RENDERED  BY 

TEACHERS  OF  VOCATIONAL  AGRICULTURE  YEAR 

ENDING  JULY  31,   1926. 

Service 

Community  Surveys  Directed 

Community  Fairs,  Assistance  in  Conducting 

Vo-Ag  Clubs  Organized 

Judging  Teams  Trained  (see  picture  facing  page  97) . 

Taking  of  Farm  Inventories  Directed 

Agricultural  Meetings  Attended 

Community  Meetings  Attended 537 

Father  and  Son  Banquets 

Horticultural  and  Plant  Production 

Animal  Husbandry 

Farm  Engineering 

Farm  Management 

Miscellaneous 


Number 

Individuals 

Reached 

32 

1,255 

25 

13,650 

32 

640 

79 

492 

110 

238 

310 

7,838 

537 

7,861 

12 

504 

1,362 

526 

28 

42 

5 

211 

100  Annual  Report  of  State  Department  of  Education 

Teacher-Training  in  Agriculture 

The  University  of  Maryland  at  College  Park  enrolled  40  jun- 
iors, seniors,  graduates  and  special  students  in  courses  in  meth- 
ods in  secondary  vocational  agriculture,  in  educational  leader- 
ship for  rural  communities,  in  educational  sociology,  in  meth- 
ods in  extension  work,  in  teaching  farm  shop  and  in  a  survey 
of  methods  for  agricultural  students.  Of  these  40  students,  23 
were  preparing  to  teach  vocational  agriculture.  In  the  1925 
summer  session  7  teachers  of  vocational  agriculture  took  work 
as  graduate  students. 

Supervised  observation  and  practice  teaching  is  carried  on 
in  connection  with  the  department  of  agriculture  in  the  Hyatts- 
ville  High  School  located  near  the  University. 

VOCATIONAL  HOME   ECONOMICS 

Vocational  home  economics  was  offered  during  1925-26  in  14 
first  group  high  schools  in  9  counties.  The  department  in  the 
Hyattsville  High  School,  which  was  organized  during  the  past 
school  year,  serves  as  a  practice  teaching  center  for  students  at 
the  University  of  Maryland.  (See  Chart  2,  page  28,  which  in- 
dicates for  the  school  year  1925-26  county  high  schools  which 
gave  courses  in  vocational  home  economics  by  H,  and  Table  45, 
page  94,  giving  the  number  of  schools  by  counties.  The  enroll- 
ment in  vocational  and  general  home  economics  is  shown  by  coun- 
ties in  Table  41,  page  89,  and  for  individual  schools  in  Table 
XXXni,  pages  312  to  317.) 

The  professor  of  Home  Economics  Education  at  the  University 
of  Maryland  is  also  State  Supervisor.  Each  department  was 
visited  once  and  a  few  twice.  New  equipment  has  been  purchased 
for  a  number  of  the  classes  and  there  has  been  an  effort  to  im- 
prove the  home  economics  library  in  each  school. 

There  were  18  students  enrolled  in  the  home  economics  edu- 
cation courses  at  the  University  of  Maryland  who  were  preparing 
to  become  teachers  of  vocational  home  economics. 

TRADE    AND    INDUSTRIAL    EDUCATION 
In   Baltimore  City: 

Baltimore  City  offered  all  dajT"  trade  unit  classes  preparing 
for  the  following  occupations: 

*Auto  Mechanic.  Printing  Trades  including: 
Cabinet  Maker.  Automatic  Pressman. 

Carpenter.  Cylinder  Pressman. 

*  Dressmaker.  Hand  Compositor. 
Electrical  Mechanician.                                   Job  Pressman. 

*  Electrical  Wireman.  Linotype  Operator. 
*Ignition,    Starting    and    Lighting               Monotype  Caster  Operator. 

Expert.  Monotype  Keyboard  Operator. 

Pattern  Maker.  Proofreader. 

*Plumber.  Stoneman. 

Tailor.  Tool  and  Die  Maker. 


Tradk  and  Industrial  and  Commercial  Education  101 

Evening  courses  were  offered  in  the  occupations  listed  on  page 
100  preceded  by  an  asterisk,  and  also  in  architectural  and  me- 
chanical drawing,  in  electricity,  in  alternating  and  direct  current 
motors  and  machinery,  in  mechanical  shop  practice,  millinery, 
painting  and  decorating,  sheet  metal  drafting,  sign  writing  and 
trade  mathematics. 

Part  time  courses  were  offered  in  plumbing  and  printing  and 
for  juniors  employed  in  department  stores. 

In  the  Counties: 

Part  time  courses  in  mining  designed  to  prepare  mine  em- 
ployees for  the  positions  of  fire  boss,  mine  foreman  and  super- 
intendent were  conducted  at  Frostburg  during  June  and  July. 
Evening  classes  were  held  during  the  entire  school  year  at  five 
centers  in  Allegany  and  Garrett  Counties  in  ventilation,  map 
reading  and  electricity  as  they  apply  to  mining. 

Hagerstown  organized  evening  classes  for  apprentices  and 
journeymen  carpenters  in  trade  mathematics  and  plan  reading 
and  for  machinists  in  shop  sketching  and  blueprint  reading. 

At  Annapolis  a  course  was  conducted  for  the  colored  men  em- 
ployed as  cooks  at  the  United  States  Naval  Academy. 

The  Professor  of  Industrial  Education  at  the  University  of 
Maryland,  who  gives  one-fourth  of  his  time  to  supervision,  gave 
the  following  teacher  training  courses,  which  were  taken  by  75 
Baltimore  City  teachers : 

Trade  and  Related  Technical  Subject  Analysis 
Objectives  and  Organization  of  Part  Time  Education 
Introduction  to  Vocational  Education 
Occupational  Information,  Guidance  and  Placement 

Two  classes  for  foremen  were  conducted,  one  for  a  mixed 
group  of  19  and  a  second  for  34  assistant  foremen  at  the  Balti- 
more works  of  the  General  Electric  Company. 

COMMERCIAL  EDUCATION 

Baltimore  City  employs  a  supervisor  of  commercial  education. 
The  following  number  of  commercial  teachers  in  the  city  and 
counties  were  employed  in  1925-26 : 

Baltimore 

City  Counties 

Senior  High   Schools *38  62 

Junior  High   Schools *39 

Special  Classes 5 

Evening  Schools 35 

Continuation   Schools 2 

*Includes  two  colored. 


102  Annual  Report  of  State  Department  of  Education 

*  MUSIC— 1925-1926 

The  plans  and  activities  of  the  State  Department  of  Educa- 
tion for  extending  and  improving  the  teaching  of  music  in  the 
schools  are  now  pretty  definitely  established.  The  problem  for 
the  officials  of  the  State  Department  of  Education  and  each 
County  Board  of  Education  is  one  of  finding  the  most  practical 
means  of  carrying  out  in  a  sound,  effective,  and  practical  way, 
the  provisions  of  the  law  which  include  music  among  the  regular 
elementary  school  subjects.  It  is  primarily  a  problem  of  teacher 
training  in  subject  matter  and  in  method ;  first  before  the  teacher 
enters  upon  her  school  work,  and  second  while  she  is  in  service. 

The  successful  completion  of  thorough  courses  in  music  is  now 
required  before  a  normal  school  diploma,  leading  to  a  first  grade 
certificate  to  teach  in  an  elementary  school  in  Maryland,  can  be 
obtained.  Provision  is  made  also  for  the  certification  of  full  time 
elementary,  and  high  school  music  teachers.  The  authority  for 
providing  music  instruction  and  music  supervision  in  both  the 
elementary  and  the  high  schools  of  Maryland  has  been  estab- 
lished beyond  any  question. 

The  training  of  the  elementary  teacher,  before  she  becomes  a 
regular  teacher  in  service,  devolves  largely  upon  the  normal 
schools.  From  actual  observation  of  the  teaching  of  a  large  num- 
ber of  recent  normal  school  graduates  and  from  class  conferences 
during  the  year  with  practically  all  the  seniors  in  the  three  nor- 
mal schools,  it  is  gratifying  to  report  that  the  normal  schools  are 
constantly  functioning  better  in  preparing  students  to  teach 
music.  The  three  normal  schools  now  have  strong  and  adequate 
music  faculties,  and  not  only  train  thoroughly  in  method  and 
subject  matter,  but  also  have  become  centers  of  musical  culture 
for  students  and  community. 

The  four  State  summer  schools,  during  their  six  weeks'  terms, 
did  much,  as  they  have  done  for  several  years,  to  add  to  the  train- 
ing in  school  music  by  furnishing  courses  of  instruction  for 
approximately  two  hundred  of  the  primary  and  grammar  grade 
elementary  teachers  who  were  in  actual  service  during  the 
school  year.  A  number  of  the  elementary  teachers  took  courses 
in  school  music  at  summer  sessions  outside  the  State  also.  The 
State  Supervisor,  through  conferences  and  through  observation 
of  the  class  teaching,  kept  in  touch  with  and  helped  guide  and 
stimulate  the  work  of  both  the  normal  and  the  summer  schools. 


*  Prepared   by   Thomas   L.    Gibson,    State    Supervisor   of   Music. 


Music  in  County  Elementary  Schools  103 

The  plan  followed  by  the  State  Supervisor  of  Music  in  field 
work  was  to  find  such  teachers  as  possessed  the  greatest  ability 
in  school  music  and  to  help  to  train  them  to  give  demonstration 
lessons  before  groups  of  teachers.  In  every  county  of  the  State, 
with  the  assistance  of  the  elementary  school  supervisors  and  the 
special  music  teachers,  lesson  plans  were  made  and  carried 
through  with  groups  of  teachers,  and  conferences  and  critiques 
conducted  at  the  close  of  the  demonstration  teaching.  Besides 
assisting  in  the  preparation  for  demonstrations  by  teachers 
chosen  for  that  purpose,  the  State  Supervisor  himself  gave  dem- 
onstration lessons  of  one  character  or  another,  either  at  teachers' 
institutes  or  at  group  meetings.  At  all  meetings  for  demonstra- 
tion teaching  mimeographed  lesson  plans  to  be  used  in  the 
critique  and  to  be  retained  for  class  teaching  during  the  school 
year  were  placed  in  the  hands  of  observing  teachers. 

In  practically  every  county  a  minimum  amount  of  time  was 
specified  by  the  elementary  supervisors  in  the  recitation  schedule 
for  class  teaching  in  music  as  a  regular  school  subject.  The  ele- 
mentary school  supervisors  cooperated  with  the  State  Supervis- 
or in  seeing  that  something  definite  in  music  was  done  during  the 
time  assigned  to  it  and  that  all  recent  normal  school  graduates 
were  held  up  to  the  same  standards  in  the  teaching  of  elementary 
school  music  as  in  the  other  elementary  school  subjects. 

Elementary  school  supervisors  in  several  counties  were  pro- 
vided with  portable  phonographs  and  records  which  were  used  to 
give  demonstration  lessons  in  schools  and  at  patrons'  meetings. 
The  demonstrations  resulted  in  increased  use  of  these  instru- 
ments. Phonographs  are  now  to  be  found  in  each  of  the  large 
graded  schools  and  even  rural  teachers  and  patrons  are  beginning 
to  regard  the  phonograph  and  appropriate  records  as  a  very 
necessary  part  of  school  equipment.  Patrons'  organizations  have 
assisted  financially  in  placing  phonographs  in  many  of  the  rural 
schools.  Lesson  plans  in  music  appreciation  have  been  prepared 
and  placed  in  the  hands  of  supervisors  and  teachers,  and  appro- 
priate phonographic  records  and  helpful  books  have  been  sug- 
gested. 

A  most  encouraging  development  was,  that  during  the  year 
a  number  of  the  counties  employed  either  full-time  or  part-time 
special  teachers  of  school  music.  There  were  a  total  of  fifty- 
seven  of  these  special  teachers  in  the  counties  of  the  State,  and 
the  present  year  there  are  sixty-seven. 

A  commendable  feature,  especially  noticeable  this  past  year^ 
was  the  service  rendered  to  both  the  schools  and  the  communities 
by  the  class  work  in  music.  Song  festivals,  childrens'  concerts, 
music  memory  contests,  operettas  and  pageants  were  given  by 


104  Annual  Report  of  State  Department  of  Education 

a  very  large  number  of  the  elementary  schools,  and  special  musi- 
cal programs  were  a  part  of  all  the  exercises  held  in  connection 
with  completion  of  the  seventh  grade  work.  Music  was  provided, 
also,  by  the  schools  for  a  large  number  of  the  meetings  of 
patrons'  clubs.  Through  glee  club,  orchestra,  and  band  concerts 
and  operettas  given  by  the  schools  in  all  parts  of  the  State,  thous- 
ands of  dollars  were  realized  and  much  wholesome  entertain- 
ment provided.  There  can  be  no  more  commendable  special 
activities,  we  believe,  in  connection  with  school  life  than  these. 
Through  the  preparation  of  such  programs,  music  training  is 
given  to  large  numbers  of  pupils;  wholesome  entertainment  is 
provided  for  parents  and  patrons ;  money  which  goes  into  school 
funds  and  is  used  for  practical  school  purposes  is  contributed 
willingly,  and  valuable  training  has  been  given  to  the  children 
for  a  proper  use  of  their  leisure  time.  These  activities  are 
increasing  from  year  to  year. 

Free  musical  festivals,  also,  were  given  the  past  year  at  dif- 
ferent points  in  several  of  the  counties.  The  amount  of  money 
raised  through  concerts  and  operettas  and  used  for  school  equip- 
ment extended  all  the  way  from  a  minimum  of  a  few  dollars  in 
many  of  the  smaller  schools  up  to  the  maximum  sum  of  more 
than  three  thousand  dollars  in  one  of  the  larger  counties.  There 
was  not  a  single  county  that  did  not  realize  some  value  both 
financial  and  cultural  from  the  school  music  activities  during  the 
past  year. 

A  number  of  the  elementary-  school  pupils  received  special 
training  in  learning  to  play  some  one  of  the  most  useful  orches- 
tral instruments.  A  few  additional  orchestras  were  organized 
in  the  elementary  schools,  and  in  a  number  of  both  the  rural  and 
urban  primary  schools  rhythm  bands  were  made  a  part  of  the 
music  activities.  (See  picture  of  elementally  school  rhythm  bands 
and  orchestras  in  Allegany,  Caroline  and  Prince  George's 
counties.) 

The  supervising  and  helping  teachers  in  their  meetings  have 
listed  suitable  song  material  for  the  different  grades,  have 
selected  appropriate  phonographic  records  for  listening  lessons, 
and  in  some  counties  have  worked  with  a  committee  of  teachers 
in  outlining  a  practical  course  of  study  in  elementary  music. 

In  the  high  schools  the  specific  objectives  during  the  past  year 
were  to  help  extend  the  teaching  of  music  to  more  of  the  schools 
and  to  improve  the  quality  of  the  teaching  of  the  subject. ^  These 
objectives,  as  in  the  elementary  schools,  involved  the  training 
of  the  teachers.  Letters  were  sent  out  as  in  previous  years  to 
the  colleges  and  music  schools  of  the  State  setting  forth  the  need 
for  more  and  better  trained  music  teachers  in  our  high  schools, 


^  The  enrollment  by  counties  in   music   is  given   in  Table  41,   page  89,   and   in  each   indi- 
vidual high  school   in  Table  XXXIII.^  pages   312   to   317. 


ABOVE:    MT.  ROYAL  I'RIMARY   B.VND.   CUMBERLAND,   ALLEGANY   COUNTY. 
MIDDLE:     KINDERBAND    AT   DENTON    PRIMARY    SCHOOL,    CAROLINE   COUNTY. 
BELOW:    ELEMENTARY  SCHOOL  ORCHESTRA.  HYATTSVILLE,  PRINCE  GEORGES 
COUNTY. 


'^^'<y,  UNTVa^x.  OP  ^^^, 


Need  for  More  High  School  Music  Teachers  105 

either  as  full-time  or  part-time  teachers  of  the  subject.  The 
State  Supervisor  visited,  by  request,  some  of  the  colleges  and 
spoke  of  this  need  to  the  student  body,  urging  those  students 
possessing  a  high  degree  of  musical  talent  and  preparing  to  teach 
in  the  high  schools  to  ask  for  training  in  the  essentials  of  high 
school  music.  A  knowledge  of  this  need  has  resulted  in  three  of 
the  Maryland  colleges  continuing  to  offer  a  limited  course  in 
high  school  music.  Furthermore,  short  courses  in  high  school 
music  were  offered,  as  in  previous  years,  by  Johns  Hopkins  and 
by  the  University  of  Maryland  in  their  summer  schools.  It  is 
evident  that  the  training  which  has  been  given  for  the  past  three 
years  in  the  colleges  and  in  the  university  summer  schools  has 
helped  very  materially  to  extend  and  to  improve  the  teaching  of 
music  in  our  high  schools,  but  there  is  still  an  imperative  need 
for  a  larger  number  of  high  school  music  teachers  and  for  a  more 
definite  and  thorough  training  for  this  field  of  teaching.  Some 
further  means  must  be  devised  to  fill  the  need. 

To  improve  the  work  of  high  school  music  teachers  in  the  serv- 
ice,^ conferences  were  held  with  county  superintendents  and  high 
school  principals  and  demonstration  lessons  and  talks  were  given 
before  groups  of  principals  and  high  school  music  teachers  in 
several  counties.  Typewritten  lesson  plans  on  some  of  the  fea- 
tures of  the  tentative  course  were  issued  and  sent  to  all  high 
school  teachers  of  music.  These  plans  were  used  in  connection 
with  demonstration  lessons  in  chorus  study,  in  sight  singing,  and 
in  music  appreciation.  Lesson  plans  on  some  definite  features 
of  the  subject,  suitable  subject  matter  for  the  different  grades, 
and  lists  of  songs  to  be  memorized  were  solicited  from  several 
of  the  music  teachers.  High  schools  were  urged  to  make  their 
classroom  teaching  of  music  function  in  every  way  possible  as  a 
real  service  to  both  the  school  and  the  community. 

As  a  result  of  demonstration  lessons,  reports  of  committees  on 
song  content  and  on  phonographic  records  for  the  different  high 
school  grades,  several  of  the  counties  have  begun  to  formulate 
tentative  courses  in  music  for  their  high  schools  with  a  view  of 
making  revisions  from  year  to  year  until  these  courses  are  in 
permanent  form. 

In  addition  to  the  teacher  training  problem,  there  is  need  of 
authoritative  information  on  what  should  be  taught  in  music  to 
the  pupils  in  the  different  gi-ades  of  both  the  elementary  and  the 
high  school. 

In  his  Psychology'  of  Musical  Talent,  Dr.  Emil  Seashore, 
of  the  University  of  Iowa,  from  tests  given  to  thousands  of 
pupils,  records  the  following  percentages  of  relative  musical 

'  The  number  of  music  teachers  serving  in  county  high  schools  is  shown  in  Table  44. 
page  93. 


106  Annual  Report  of  State  Department  of  Education 

talent:  10%  of  all  children  have  a  very  superior  degree  of  musi- 
cal talent;  20%  a  fair  degree;  40%  some  talent;  20%  meager 
talent,  and  10%  no  talent  whatever.  His  findings  are  based  on 
a  series  of  tests  which  relate  to  inherent,  inborn  ability,  each  of 
which  is  discussed  very  thoroughly  in  his  book,  which  was  issued 
in  1922.  He  infers  that  approximately  90%  of  all  children  can 
acquire  a  singing  voice  and  pleasure  in  its  use,  can  memorize 
music  through  imitation,  and  can  acquire  a  basis  for  intelligent 
listening.  Indirectly,  the  conclusion  can  be  drawn,  also,  from 
his  discussion  that  not  more  than  30%  of  all  school  children  ever 
can,  ever  will,  or  ever  will  need  to  become  skillful  performers, 
either  as  singers  or  players,  but  that  most  children  can  become 
intelligent,  happy  listeners,  and  that  our  schools  should  spend 
much  of  the  time  assigned  to  music  teaching  in  developing  in 
children  the  ability  to  listen  with  understanding  and  pleasure. 
Findings  similar  to  those  of  Dr.  Seashore  resulted  from  tests , 
made  a  very  few  years  ago  by  a  commission  appointed  for  the 
purpose  in  the  schools  of  England.  While  there  may  be  some 
doubt  as  to  the  complete  reliability  of  the  conclusions  reached, 
these  findings  are  pretty  generally  accepted  as  a  guide  in  plan- 
ning music  work  for  the  schools. 

Governed  by  these  findings,  our  policy  in  brief  is  to  attempt  to 
give  all  pupils  the  things  in  music  which  it  appears  all  can 
acquire,  and  after  discovery,  of  the  rather  highly  talented  30  per 
cent,  to  give  them  an  opportunity  in  the  larger  high  schools  to 
develop  their  talent  to  as  great  an  extent  as  seems  practicable. 

*  PHYSICAL  EDUCATION 

The  Department  of  Physical  Education  in  Maryland  has 
avoided  the  dangers  of  an  improper  emphasis  upon  health  and 
safety  by  stressing  good  behavior,  greater  activity,  and  hence, 
motor  skill  and  emotional  control.  It  has  believed  with  Hoover 
that  "safeguard  is  a  negative  term"  and  has  suggested  scien- 
tifically selected  activity  rather  than  prohibitions  of  this  sport 
or  of  that  game.  It  is  trying  to  popularize  in  the  State,  the  salu- 
tation "how  do  you  doV  not  "how  are  you?",  since  it  is  convinced 
that  happiness  and  health  are  never  grasped  by  those  seeking  but 
are  presented  as  gifts  to  those  who  grow  and  play  as  nature  leads. 
It  has  increased  the  extent  of  good  health  by  laying  the  founda- 
tion in  strong  muscles,  good  digestions  and  vigorous  hearts  that 
•athletics  build  and  strengthen.  A  diluted  health  program  based 
on  instruction  in  hygiene  failed  forty  years  ago,  but  health  is 
resulting  in  Maryland  in  a  decade  of  activities  and  health  service 
which  were  devised  in  answer  to  the  desire  of  each  pupil  to  learn 
lof  the  possibilities  of  his  body  as  well  as  to  remove  any  handicaps 
resulting  from  deviations  and  defects. 

*  Pi'epared  by  William  Burdick,  M.  D., 


Thk  State  Widk  Physical  Education  Program  107 

At  the  inception  of  the  state-wide  program  of  Physical  Edu- 
cation, it  was  assumed  that  the  best  discipline  was  secured  not 
by  deadly  dumbbell  drills,  but  by  persistent  practice  in  volun- 
tarily selected  games.  Consequently,  there  is  developing  self- 
government  and  a  self-disciplined  type  of  athletics,  wholesome, 
cooperative  and  free  from  fear.  It  is  true  exercises  for  correc- 
tive and  remedial  purposes  are  rarely  used  except  on  rainy  days, 
but  the  results  in  the  number  free  from  medical  and  dental  de- 
fects in  the  counties  with  an  activity  program  seem  to  warrant 
the  attention  given  to  the  95  per  cent  of  reasonably  healthy 
children. 

There  is  also  here  a  decadence  of  the  old  time  gymnastics  and 
individualistic  developing  exercises,  but  it  is  believed  the  new 
consideration  for  the  direction  of  the  play  of  children  will  sur- 
pass the  old  results.  The  training  of  the  emerging  senses  and 
motor  abilities  by  the  directed  play  of  the  child  will  show  skills 
and  vigor  developed  a  half  century  ago  by  the  hard,  tiresome, 
tedious  gymnasium  practice  of  that  day  and  this  training  and  its 
results  will  allow  the  high  school  boy  and  girl  in  late  adolescence 
to  spend  their  energies  in  preparing  to  live  the  social  life  that 
these  times  demand. 

New  studies  of  Herrick  show  that  ''socialized  behavior  is  the 
supreme  achievement  of  the  cortex  of  the  brain" — that  while 
stereotyped  actions  that  keep  us  alive  and  free  from  danger  are 
performed  by  neuron  systems  below  the  brain,  there  is  prac- 
tically no  limit  to  the  social  development  of  the  modifiable  be- 
havior controlled  by  the  cortical  covering  of  the  cerebrum.  This 
means  that  social  situations  must  be  presented  to  our  high  school 
pupils  for  their  immediate  education.  Athletics  are  the  natural 
activities  where  youth  "solves  problems,  learns  transmitted  law, 
and  establishes  habits  of  response  for  social  as  well  as  individual 
ends."  In  the  games  of  field  ball  and  soccer,  fundamental 
strength  and  force  are  converted  into  a  controlled  power  for  hon- 
esty and  righteousness.  With  102  high  schools  playing  in  the 
State  High  School  Baseball  Tournament,  there  was  no  protest 
as  to  eligibility  rules  or  bad  behavior.  The  participation  in  ath- 
letics is  leading  to  a  feeling  of  responsibility  for  doing  his  best 
which  will  more  than  justify  all  the  time  being  spent  upon  this 
phase  of  education  because  "altruism  and  idealism  grow,  expand 
and  propagate  as  truly  as  do  cunning,  acquisitiveness,  selfishness, 
and  greed,  and  when  once  society  has  definitely  set  its  face  toward 
the  highest  standards  of  social  relationship,  no  single  community 
can  obstruct  the  general  movement.  Nor  can  any  advanced  peo- 
ple revert  to  its  barbaric  standard  of  isolated  self-suflficiency." 


108  Annual  Report  of  State  Department  of  Education 

Badge  Tests 

Forty-one  per  cent  of  the  white  boys  and  girls  above  the  third 
grade  passed  the  preliminary  physical  tests  set  up  as  standards. 

CHART    17 


PEECENT  PASSIUG  PIELmiNARY  AUD  FIWAL  TESTS 
OF  BOYS'  ATHLETIC  BADGE  TESTS  1926. 
Based  on  enrollment  1925  -  1926     4th  Grade  to  IV  Yr.  H.S.  inclusive. 


Pepcent 


BNROU^ 

commr 

!:ENT 

ENTERED 

won 

Q.A.'S   : 

651   • 

386 

134 

CAL.     : 

,  282  : 

154  • 

70 

DOR. 

1,113 

548 

227 

ST.M'S 

506 

244 

15 

CASO. 

1,001 

481 

154 

TAL.     : 

765 

364 

123 

MONT. 

1,698 

761 

227 

KEHT 

579 

257 

103 

FRED. 

2,788 

1,212 

304 

P.G.'S 

2,151 

852 

314 

HOW. 

728 

284 

67 

WIC. 

1,428 

517 

220 

CAEH. 

1,903 

685 

232 

A.A. 

1,805 

634 

244 

WOR. 

963 

308 

132 

CHAS. 

496 

156 

55 

HAR. 

1,410 

435 

187 

CECIL 

1,171 

338 

80 

AIXE. 

:    3,988 

:    1,106 

582 

SOI!. 

1,027 

:      258 

105 

WASH. 

:    3,702 

:      910 

:     302 

BALIO. 

:    4,910 

869 

:     187 

GAB. 

1,384 

:      203 

:      45 

36,449 


11,962 


4,109 


a: 


4-8 


grm 


^35^ 


Additional  P.A.L.  Indoor  Meet 
Entrants   Winners 


Balto. 
How. 


475 
19 


129 
2 


Participation  in  Badge  Tests 


109 


It  is  encouraging  to  find  half  of  the  children  of  the  State  partici- 
pating in  individual  athletics,  for  it  seems  fair  to  assume  ten 
per  cent  more  tried  and  failed.  Thirty  thousand,  five  hundred 
and  forty-three  white  and  9,583  colored  boys  and  girls  qualified 
for  the  final  test;  v^^hile  11,138  white  and  2,804  colored  pupils  won 
their  badges.    Charts  17  and  18  show  the  per  cent  of  white  boys 


CHART    18 


PERCENT  PASSIKC!  PRELIXL^VJiY  .'•jm  FINAL  lEoTS 

OF  Gluts'   ATHLETIC  B.UWE  T13TS     1926. 

aa*d  on  anrolbnent  1926  -  1926  4th  Grade  to  IV  Yr.  H.S.   inolysiT^. 


Per>c; 


COONTT 

ENROLLKEHT 

ENTERED 

TON 

Q.A.'S 

73S 

601 

190 

FRED. 

2,830 

2,020 

562 

CASO. 

1,011 

720 

338 

DOR. 

1,285 

880 

387 

KEMT 

668 

450 

lio 

OAL. 

299 

200 

85 

TAL. 

792 

512 

255 

SI.    M'S 

485 

300 

121 

LIONT. 

1,702 

1,058 

3ri 

P.C.'S 

2,223 

1,366 

332 

?nc.    ■ 

1,508 

897 

Sol 

CECIL 

1,194 

70S 

2P7 

A. A. 

1,890 

1,113 

491 

CHAS. 

484 

284 

143 

CAHR. 

1,947 

1,075 

517 

HO'.T. 

687 

334 

193 

BALTO. 

4,663 

2,073 

552 

WOR. 

1,006 

4  20 

204 

SOS. 

1,055 

437 

244 

HAH. 

1,554 

654 

285 

^ASK. 

3,848 

1,107 

463 

ALt£. 

4,291 

1,150 

307 

OAR. 

1,444 

244 

42 

Won 


37,5°9 


18,581 


110  Annual  Report  of  State  Department  of  Education 

and  girls  passing  preliminary  and  final  tests.  The  physical  abil- 
ity test  consists  of  ten  athletic  events,  six  of  which  must  be 
passed  to  secure  a  1926  date  bar  the  next  year  after  the  gold 
badge  is  won.  Each  year  thereafter  an  additional  event  must  be 
passed;  for  example,  one  contending  the  fourth  year  for  a  date 
bar  must  make  50  per  cent  in  nine  of  the  ten  prescribed  events. 
Seven  hundred  and  ninety  tried  for  date  bars  the  past  year, 
31  per  cent  more  than  have  tried  before.  Whereas  in  1925,  603 
girls  won  gold  badges,  in  the  1926  meets  649  girls  competed  for 
date  bars,  46  at  least  of  whom  must  have  won  date  bars  before. 
(See  Table  IX,  page  283,  for  number  of  white  boys  and  girls  par- 
ticipating in  tests  for  the  various  badges.) 

Girls'  Activities 

Athletics  for  girls  were  popularized  by  two  girls'  carnivals 
held  for  Wicomico  and  Frederick  counties  at  the  State  Armories 
in  Salisbury  and  Frederick.  Events  were  selected  suitable  to 
girls'  interests  and  physical  abilities.  Eight  hundred  and  forty- 
six  competitors  at  Salisbury  and  seven  hundred  and  eight  com- 
petitors at  Frederick  showed  how  desirous  girls  are  for  athletics. 
A  new  obstacle  race  was  conducted  at  the  meets  in  which  eighty 
teams  of  430  girls  participated.  In  the  three  track  events,  4,720 
girls  entered  as  compared  with  10,286  boys  in  their  24  events. 

Athletics  for  Colored  Boys  and  Girls 

In  Tables  XI  and  XII,  see  pp.  285  and  286,  the  state-wide  ath- 
letics for  boys  and  girls  attending  colored  schools  are  shown.  It 
will  be  noted  that  4,903  colored  boys  were  entered  in  the  track 
rneets. 

Team  Games  Tournament 

During  the  year  ^24,694  white  boys  and  girls  played  on  ^1,813 
teams  in  ^248  tournaments,  an  increase  above  last  year  of  4,172 
competitors,  while  4,861  boys  and  girls  participated  in  group  ath- 
letics in  Baltimore  and  Howard  Counties.  Field  dodge  ball,  a 
new  game  for  elementary  pupils,  attracted  84  teams  and  1,051 
players.  Dodge  ball  lost  15  teams  in  the  counties,  but  still  911 
teams  played  this  game  with  11,553  contestants.  (See  Table  X, 
page  284.) 

*  Excludes  flag  relay,   run  and  catch  and  obstacle  relay. 


State  Wide  Soccer  Tournament 


111 


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112  Annual  Report  of  State  Department  of  Education 

Soccer 

Soccer  is  now  played  by  133  high  schools  including  all  the  first 
group  high  schools  except  two.  Junior  leagues  were  played  in 
Frederick,  Allegany  and  Washington  Counties.  National  soccer 
officials  state  that  Maryland  proportionately  has  the  best  school- 
boy soccer  in  America.     (See  Chart  19  and  Table  X,  page  284.) 

Base    Ball 

A  State-wide  Baseball  Tournament  in  cooperation  with  the  Bal- 
timore Sun  was  conducted  for  the  first  time.  One  hundred  and 
two  high  schools  had  1,724  players.  The  tournament  was  won 
for  Dorchester  County  by  Cambridge  High  School.  (See  Table 
X,  page  284.) 

Field  Days  in  the  Counties 

Each  county  has  a  field  day  for  the  white  pupils,  and  all  but 
Allegany,  Garrett,  and  Washington  Counties  (where  there  are 
few  colored  people)  held  similar  days  for  colored  pupils.  These 
days  probably  are  attended  by  not  only  more  pupils  but  by  more 
people  than  any  other  event  in  the  county.  New  athletic  fields 
were  put  into  use  at  Elkton  and  Denton  for  Cecil  and  Caroline 
Counties.  Rainy  days  caused  three  postponements  of  the  meet  at 
Garrett  County. 

State-Wide    Meet 

The  Twelfth  Annual  Championships  were  held  at  the  Balti- 
more Stadium,  June  11,  1926,  and  the  representatives  of  Balti- 
more City  were  the  winners,  The  boys'  band  of  the  Boys'  High 
School,  Frederick,  Maryland,  furnished  music  for  the  day.  The 
Maryland  Parent-Teacher  Association,  through  its  school  groups 
at  Public  Schools  No.  44,  51,  63,  64,  65,  74,  Clifton  Park,  No.  90, 
Garrett  Heights,  No.  212,  Govans,  No.  213,  Pimlico,  223,  and 
Forest  Park  High  School,  entertained  in  their  homes,  the  boys 
who  came  from  a  distance,  each  school  acting  as  host  to  one 
county  group.  The  girls  of  the  volley  ball  teams  from  twenty 
counties  were  entertained  at  the  State  Normal  School  at  Towson 
by  Miss  Lida  Lee  Tall,  Principal.  The  championship  in  dodge 
ball  was  won  by  Talbot  County's  athletes  from  Easton  High 
School,  and  the  championship  in  volley  ball  was  won  by  Allegany 
County's  representatives  from  Lonaconing  High  School. 


Medical  Examinations  of  High  School  Boys 


113 


Health  Activities 

During  1925-1926,  a  total  of  10,760  examinations  of  4,267  boys 
and  6,094  girls  were  made.  Five  thousand  ninety-seven  letters 
were  sent  to  parents  advising  them  of  their  children's  physical 
handicaps.  The  counties  have  been  ranked  according  to  percent- 
age of  high  school  boys  receiving  health  buttons,  denoting  free- 
dom from  gross  medical  and  dental  defects.  A  study  was  made 
also  of  the  relative  appearance  of  ten  special  defects  among  the 
high  school  boys  in  all  the  counties.    (See  Chart  20  and  Table  52.) 


TABLE   52 

PER  CENT  OF  DEFECTS  AND  DEVIATIONS  FOUND  IN  HIGH  SCHOOL  BOYS 
EXAMINED  IN  MARYLAND  COUNTIES,  1922-1926 


COUNTY* 


Examined 

. 

c. 

^ 

2 

B 

VI 

a 

Q 

2  1 

Per  Cent  of  Boys  Having  Following  Defects  of 


Total  and  Average. 


Baltimore 

Allegany 

Talbot 

Frederick 

Caroline 

Washington .... 

Carroll 

Calvert 

Kent 

Somerset 

Garrett 

Howard 

Cecil 

Queen  Anne's .  . 

Wicomico 

Worcester 

Montgomery. .  . 

Charles 

Harford 

Dorchester .... 
Prince  George's . 
St.  Mary's 


5,309 

1924-5 

730 

1922-3 

4831 

1925-6 

206, 

1922-3 

400 

1925-6 

212 

1925-6 

330 

1922-3 

227 

1924-5 

51 

1924-5 

109 

1925-6 

218 

1924-5 

160 

1924-5 

117 

1925-6 

219 

1925-6 

133 

1925-6 

311 

1925-6 

217 

1924-5 

256 

1924-5 

59 

1924-5 

284 

1925-6 

241 

1924-5 

318 

1924-5 

28 

1 

69.5 

51.4 
63.8 
72.3 
65.0 
75 . 5 
65  5 
58.6 
82  4 
80.7 
83.9 
79.4 
76.1 
76.7 
74.4 
82  3 
74.2 
83.6 
72.9 
69.4 
71  0 
71.1 
85.1 


20.6 

21.6 
12.2 
16  5 
12.0 
31.1 
13.9 
21  6 
15.7 
10.1 
30  3 
24.4 
20.5 
22.4 


24 

23 

22 

21 

45 

26 

27 

20.8 

25.0 


16.9 

9.6 
13.5 
13.1 
31.3 
13.0 
14.2 
32.1 
15.7 
19  3 
15.1 
13.8 
14.5 
22.8 
15.0 
16.7 
13.8 
18.0 
22.0 
17.3 
15.4 
18.9 
10.7 


14.4 

10.3 
13.9 
13.6 
39.8 
9.1 
12.7 
13.7 
11.8 
28.2 
12  8 
28.8 
16.2 
15.1 
14.3 
15.4 
20.7 
16.0 
42.4 
19.4 
20.3 
15.0 
25.0 


15.4 

12.0 
12.2 
15.6 
6.3 
13 

11.2 
13.2 
19.1 
15  6 
10  6 
23.1 
22.2 
22.8 
21.8 
14.1 
16.1 
23.8 
10.2 
21.5 
17.8 
21.4 
25.0 


3.1 
1.0 


3.9 
8  4 
2.0 
2.8 
4.6 
5.0 
2.3 
1.4 
1.5 
6.4 
4.6 
1.6 


5.5 

2.7 
5.2 
3.4 
8.0 
5.7 
3  9 
15.4 
9.8 
1.8 
3.2 
2.5 
6.8 
5.5 
4.5 
5.5 
7.4 
3.1 
6 
6 


.3 
0.4 
7.6 
7.1 


1.4 


.6 
1.0 
3.3 

.9 
2.4 

.9 

.0 
1.8 
2.3 
1.9 

.0 
2.3 

.8 
1.3 

.9 
1.6 

.0 
1.1 
1.2 
1.9 

.0 


3.2 

2.6 
2.1 
3.4 
1.0 
3.8 
3.9 
3.5 
2.0 
1.8 

.9 
4.4 
6.0 
1.8 
6.8 

.6 
1.8 
5.9 
3.4 
6.3 
5.0 
4.1 
3.6 


6.2 


♦The  counties  were  ranked  in  each  defect  and  the  order  is  determined  by  the  sum  of  the  ranks  in 
the  various  defects. 


114 


Annual  Report  of  State  Department  of  Education 


CHART    20 


HIGH   SCHOOL  BOYS  RECi:iVIi;G  HEALTH  BUTTONS 

FOR  FREEDOM  FROM  CONDITIONS  HEQUIF:ING  IffiDICAL  ATTENTION 

AND  FOR  OBi-E:VinG  PERSONAL  C/iEF 


County 


Huniber 


Per  Cent 


Total  end  Co.  'Av , 

Baltimore 

Anne  .-jrxjindel 

'ffsshington 

Carroll 

Dorchester 

Allegany 

Talbot 

Ttorcester 

Frederick 

Prince  George's 

3lontg  emery 

Caroline 

Cal-^ert 

Harford 

Howard 

Cecil 

Kent 

Somerset 

Queen  Anne's 

Wiconico 

St.  Mary's 

Charles 

Garrett 


1386 
309  KM 


Baltimork  City  Summer  and  Evening  Schools 


115 


BALTIMORE  CITY  SUMMER  SCHOOLS 

In  the  summer  of  1926  Baltimore  City  had  12  summer  schools 
in  operation.  Pupils  in  primary  grades  at  the  demonstration 
schools  attended  for  6  weeks,  while  other  pupils  attended  for  8 
weeks.  The  sessions  lasted  4  hours  daily.  The  teaching  staff 
included  12  principals  and  103  assistants.  There  was  an  increase 
of  15  per  cent  in  the  enrollment  of  1926  over  1925.  The  1926 
enrollment  included  5,651  pupils  of  whom  4,023  were  taking 
review  work,  while  1,628  were  doing  work  in  advance  of  that 
they  had  had  during  the  preceding  school  year. 


TABLE  53 
BALTIMORE  CITY  SUMMER  SCHOOLS  IN  1926 


2 

3 

Enrollment  Taking 

II 

Success  in 

TYPE  OF  SCHOOL 

a>  o 
1^ 

01 

< 

<U  0 

r 

< 

White 

Demonstration 

1 
3 
1 
2 

335 

635 

1,104 

1,605 

"    527' 

970 

1,300 

335 
108 
134 
305 

96.7 
95.6 
96.0 
96.0 

' 79 ' 9 ' 
87.1 
86.0 

98  4 

Elementary  

94  0 

Junior  High 

87.3 

Senior  High 

89  0 

Total 

7 

1 

3 

*1 

*1 

3,679 

374 

1,101 

336 

161 

2,797 

"907 
183 
136 

882 

374 

194 

153 

25 

96.0 

94.0 
91.7 
92.1 

87,2 

84.3 

'is.s 

53.6 

48.5 

92  1 

Colored 

Demonstration 

Elementary 

Junior  High* 

Senior  High* 

75.0 
83.5 
73.2 
80.0 

Total 

Grand  Total,  1926 

Grand  Total,  1925 

5 

12 
10 

1,972 
5,651 
4,915 

1,226 
4,023 
3,594 

746 
1,628 
1,321 

91.2 
93.9 
95.0 

58.5 
73.9 

77.9 
86.8 

*  The  same  school. 


BALTIMORE  CITY  EVENING  SCHOOLS 

Except  for  $425  spent  for  evening  elementary  schools  in  Alle- 
gany County,  the  evening  industrial  work  of  the  Bureau  of 
Mines  in  Allegany  and  Garrett  Counties  described  on  page  101, 
and  the  evening  schools  for  colored  adults  in  Anne  Arundel 
County  (see  page  200),  there  were  no  evening  school  classes  in 
counties  in  Maryland. 


116 


Annual  Report  of  State  Department  of  Education 


Baltimore  City  had  an  increase  of  41  per  cent  in  the  average 
net  roll  in  evening  schools  for  1926  over  1925.  The  average  net 
roll  in  1926  was  9,516.    The  staff  included  258  teachers. 


TABLE  54 

BALTIMORE  CITY  EVENING  SCHOOLS  YEAR  ENDING 
JULY  31,  1926 


Type  of  School 


Total 
Net  En- 
rollment 


Total  No, 
of  With- 
drawals 


Per  Cent 
of  With- 
drawals 


Units  of  Work 


Under- 
taken 


Accom- 
plished 


Per  Cent 
of  Work 
Accom- 
plished 


White  Schools 


Elementary 

Americanization.. . 

Secondary 

Commercial 

Industrial 

Home  Economics. . 

793 
2,034 
1,750 

1,874 
1,271 
1,022 

402 
760 
893 

786 
748 
409 

50.7 
37.4 
51.1 
41.9 
58.9 
40.0 

1,954 
1,823 
3,320 
3,354 
1,350 
972 

836 

1,171 

2,489 

1,939 

661 

612 

42.8 
64.2 
75.0 
57.8 
49.0 
63.0 

Total  

8,744 

3,998 

45.7 

12,773 

7,708 

60.3 

Colored  Schools 


Elementary 

1,253 

348 

27.8 

5,375 

3,116 

71.0 

Secondary 

141 

85 

60,3 

567 

205 

36.2 

Commercial 

235 

140 

59.6 

597 

159 

26.6 

Industrial 

233 

25 

10.7 

233 

144 

61.8 

Home  Economics. . 

333 

126 

37.8 

266 

200 

75.2 

Total 

2,195 

724 

33.0 

7,038 

4,524 

64.2 

SUMMARY 

White 
1925  1926 

Average  Net  Roll 5,426  7,411 

Average  Attendance 4,106  5,471 

Per  Cent  of  Attendance 76  74 

Average  Number  Teachers ..  .  215  206 

Number  of  Sessions 48-83  46-93 


Colored 

1925 

1926 

1,338 

2,105 

964 

1,485 

73 

70 

39 

52 

71 

69-71 

ADMINISTRATION  AND  SUPERVISION 

COUNTY  SUPERINTENDENTS 

Of  the  twenty-three  Maryland  counties  eight  employed  for  the 
year  ending  in  July,  1926,  fewer  than  150  teachers,  six  had  from 
150  to  199,  and  nine  had  200  or  more  teachers.  The  salary  for 
county  superintendents,  of  which  the  State  pays  two-thirds, 
varies  with  the  total  number  of  teachers  in  the  county  and  with 
experience.  County  superintendents  must  be  high  school  and  col- 
lege graduates  and  must  have  completed  one  year  of  graduate 
work  in  education,  in  addition.  A  minimum  teaching  experience 
of  two  years  is  required.     (See  Table  55.) 


TABLE  55 


Experience  in  Years  as 
County  Superintendent 


Salary  of  County  Superintendents  in  Counties 
Having 


Less  than  150 
Teachers 


150-199 
Teachers 


200  or  More 
Teachers 


1-4 
5-7 

8  + 


/$2,500-\ 
\$2,940  / 


$2,940 
3,240 
3,540 


$3,540 
3,840 
4,140 


ELEMENTARY  SCHOOL  SUPERVISORS  IN  THE  COUNTIES 

The  State  also  pays  two-thirds  of  the  minimum  salary  of 
supervising  and  helping  teachers  for  white  elementary  schools. 
The  number  of  supervising  and  helping  teachers  required  in  each 
county  is  based  on  the  number  of  white  elementary  teachers  em- 
ployed. For  the  school  year  1925-1926,  48  were  in  service.  In 
eight  counties  having  less  than  80  teachers,  only  one  supervising 
or  helping  teacher  was  required ;  in  the  larger  counties  from  two 
to  six  were  employed,  depending  on  the  number  of  elementary 
teachers  employed.  In  the  fall  of  1926,  52  were  in  service.  (See 
Table  56  and  Chart  21.) 


117 


118  Annual  Report  of  State  Department  of  Education 

TABLE  56 

NUMBER   OF   SUPERVISING   OR   HELPING  TEACHERS   REQUIRED   AND  EMPLOYED 

IN  MARYLAND  COUNTIES  FOR  VARYING  NUMBERS  OF  TEACHERS. 

YEAR   ENDING  JULY   31.    1926 

SUPERVISING   OR   HELPING   TEACHERS 

Number  of  M„TYiV,or    Number 

White  Elementary     d^t/v -5^^  of  Coun-  Names  of  Counties 

Teachers  Required      ^.^^ 

Less  than  80 1  8         Calvert,    Caroline,    Charles,    Howard, 

Kent,    Queen    Anne's,    St.    Mary's.  . 
Talbot. 

80-119 2  5         Cecil    (1),    Dorchester,    Somerset    (1), 

Wicomico,  Worcester  (1). 

120-185 3  5         Anne   Arundel    (2),    Carroll,    Harford 

(2),       Montgomery     t(2).       Prince 
George's  t(2). 

186-235 4  2  Garrett,  Frederick. 

236-285 5  1  Washington  f  (3). 

286-335 6  1  Allegany  J  (5). 

336-385 7  1  Baltimoref  (6). 

(  )  The  number  of  supervising  or  helping  teachers  actually  employed  for  the  year  ending  in  June, 
1926,  is  shown  in  parentheses  for  counties  which  had  fewer  than  the  minimum  number  required  by 
law. 

t  An  additional  supervising  or  helping  teacher  has  been  employed  for  1926-27. 

t  Only  4  supervising  and  helping  teachers  are  employed  in  1926-27. 

Requirements  for  Supervisors 

The  following  statement  of  conditions  under  which  candidates 
for  supervising  positions  may  secure  certificates  from  the  State 
Superintendent,  provided  a  county  superintendent  is  considering 
the  desirability  of  securing  their  services,  was  prepared  by  the 
Assistant  State  Superintendent,  with  the  advice  and  suggestion 
of  the  State  Superintendent  and  Assistant  Supervisor  of  Elemen- 
tary Schoools  and  with  the  criticism  of  the  supervising  and  help- 
ing teachers  employed  in  the  counties.  The  conditions  are  sum- 
marized under  three  heads : 

I.     Outline  of  Professional  Qualifications. 
II.     Practical  Demonstration  of  Method  in  Supervision. 
III.     Salary. 

I— OUTLINE  OF  PROFESSIONAL  QUALIFICATIONS 
Legal  Requirement: 

1.  Graduation  from  a  two-year  standard  normal  schoool,  or  the  equiva- 

lent. 

2.  In  addition  to  "1",  two  full  years  of  work  at  a  standard  college,  or 

the  equivalent,  not  less  than  one-half  in  academic  branches  re- 
lated to  the  elementary  schools  and  the  other  half  in  advanced 
elementary  school  methods  and  supervision. 


Requirements  for  County  Elementary  School  Supervisors      119 


3.  In  lieu  of  "1"  and  "2"  may  be  substituted  graduation  from  a  stand- 

ard college,  either  including  or  with  the  addition  of  one  full  year 
of  work  in  Education,  including  elementary  school  methods  and 
supervision. 

4.  Four  years  of  successful  teaching  experience  in  elementary  schools. 

(Supervisors  from  the  State  Department  of  Education  will  pass 
judgment  on  the  candidate's  ability  to  teach  as  a  prerequisite  to 
any  consideration  for  a  cei'tificate  in  supervision.) 

5.  Candidates  for  positions  as  helping  teacher  require  one  year  less 

education. 
Professional  Equipment: 

1.  Knowledge  of  subject  matter  and  knowledge  of  technique  of  teaching 

to  the  extent  of  being  able  to: 

a.  Sense  a  teacher's  problem. 

b.  Suggest  helpful  procedures  and  devices. 

c.  Analyze  and  reconstruct  a  lesson. 

2.  Ability  to  formulate  and  carry  out  sane  supervisory  policies  based 

on  needs  of  the  group  and  of  individual  teachers.     This  means: 

a.  To  decide  upon  specific  objectives. 

b.  To  plan  and  conduct  teachers'  meetings  which  will  further  the 

objectives. 

3.  Necessary  aptitudes,  which  may  be  expressed  as: 

a.  Sincerity  of  purpose. 

b.  Ability  to  work  harmoniously  with  people. 

c.  Ability  to  stimulate  teachers  to  greater  achievement. 

d.  Ability  to  take  into  consideration  the  teacher's  point  of  view. 

e.  An  optimistic  temperament  and  a  sane  outlook  on  life. 

f .  A  real  interest  in  the  work. 

II— PRACTICAL  DEMONSTRATION  OF  METHOD  IN  SUPERVISION 
A    personal    interview    with    the    State    Supervisors    of    elementary 
schools  is  required,  during  which  the  candidate  will  be  asked  to  dem- 
onstrate the  application  of  supervisory  skill  in  several  typical  teaching 
situations. 

Ill— SALARY 

The  State  Superintendent  will  fix  the  salary,  within  legal  limits,  in 
which  the  State  shall  share,  after  careful  consideration  of  the  candi- 
date's training,  experience,  and  ability.  Experience  as  critic  teacher 
in  a  standard  normal  school  or  as  supervisor  of  elementary  instruction 
will  determine  whether  or  not  the  State  will  share  in  a  salary  above 
$2,040. 

Salaries  for  supervising  and  helping  teachers,  in  which  the  State 
shares  two-thirds,  are  as  follows: 

TABLE  57 


Supervisory  Experience 
in  Years 

Supervising 
Teacher 

Helping 
Teacher 

1-4 

5-7 

$2,040 
2,340 
2,640 

$1,440 
1,740 

8-1- 

2,040 

120 


Annual  Report  of  State  Department  of  Education 


a 
o 


The  Conference  of  Superintendents  in  the  Fall  of  1925        121 

The  Fall  Conference  of  Superintendents 

Due  to  the  fact  that  a  six  weeks'  summer  course  in  supervision 
was  given  by  Miss  Simpson  and  Miss  Wiedefeld  in  1925,  which 
was  taken  by  27  supervising  or  helping  teachers,  over  one-half  of 
the  entire  county  supervisory  force,  the  usual  fall  conference  of 
the  supervisory  group  was  not  held.  (The  course  in  supervision 
was  described  on  page  130  of  the  1925  annual  report.) 

The  superintendents  discussed  the  following  topics  at  the  fall 
conference  on  October  1  and  2,  1925 : 

1.  Suggestions  for  the  good  of  the  service,  from  County  Superintend- 

ents and  Members  of  the  Department. 

2.  Report  of  Committee  on  School  Consolidation,  Mr.  C.   G.   Coooper, 

Chairman. 

3.  Report  of  Committee  on   Cei'tification  of  Teachers,   Mr.   C.   Milton 

Wright,  Chairmav. 

4.  State-wide  Objectives  in  Elementary  Education : 

(a)  Course  of  Study. 

(b)  Improving  the   Teaching  of   English,  History,   Geography  and 

Arithmetic  in  the  Grammar  Grades.     Introduced  by  Miss  I. 
Jewell   Simpson. 

5.  Shall  we  recognize  "Standard"  graded  schools?     Introduced  by  Mr. 

T.  L.  Gibson. 
•6.     (a)     What  progress  are  the   counties  of  Maryland   making  in   im- 
proving school  buildings?     (b)   Should  the  counties  be  rated  once 
in  two  or  three  years  on  school  buildings  and  equipment?     If  so, 
how?     (b)   Introduced  by  Mr.  Nicholas  Orem. 

7.  Shall  the  State  Department  place  inter-school  baseball  on  the  same 

basis  as  soccer?     Introduced  by  Dr.  William  Burdick. 

8.  Report   on   the    Supervisors'   replies   to  the   questionnaire   on   "The 

Teaching  of  Citizenship  in  the  Elementary  Grades,"  and  a  tenta- 
tive plan  for  a  bulletin  on  this  topic.  Introduced  by  Miss  M. 
Theresa  Wiedefeld. 

9.  Possible  topics  for   county  schools  to  emphasize   during  American 

Education  Week. 
10.*  What  are  the  tests  of  high  type  supervision  from  the  county  super- 
intendent's standpoint? 

The  following  committee  will  formulate  a  preliminary  state- 
ment of  tests  (standards)  of  supervision  for  presentation  to  the 
group  at  the  April   (1926)   Conference: 

Committee  on  Standards  for  Supervision — B.  J.  Grimes,  Chair- 
man;  Edward  F.  Webb,  E.  M.  Noble,  G.  Lloyd  Palmer  and 
Howard  T.  Ruhl. 

Thirteen  Southern  State  Superintendents  Study  Maryland's  Classroom 

Supervision 

It  was  for  the  purpose  of  studying  Maryland's  system  of  super- 
vision of  classroom  instruction  that  the  superintendents  of 
schools  of  thirteen  southern  states  spent  three  days  visiting  the 
countj^  schools  of  Maryland  in  December,  1925.     In  arranging 

*  In  order  to  assist  this  committee,  each  superintendent  is  requested  to  contribute  in 
■writing:  one   important   statement   on    topic    10   at   this   point. 


122  Annual  Report  of  State  Department  of  Education 

for  the  visit,  Superintendent  Harris  of  Louisiana  wrote:  "It  is 
my  understanding  that  Maryland  has  probably  made  the  great- 
est advancement  of  the  Southern  States  in  the  field  of  super- 
vision and  that  it  would  be  of  interest  to  all  of  us  to  see  at  first 
hand  just  what  is  being  accomplished  and  how  the  authorities 
have  gone  about  their  work." 

Rural  and  graded  schools  in  four  counties  adjacent  to  Balti- 
more, viz.,  Baltimore,  Anne  Arundel,  Carroll  and  Montgomery, 
were  visited  for  two  days,  and  in  the  evenings  conferences  were 
held.    On  the  third  day  the  follovnng  program  was  presented : 

I.      Value  of  Supervision Dr.  Bachman 

II.      Scheme  of  Teacher  Training Miss  Tall 

(a)  Normal  School. 

(b)  Supervision. 

(c)  Certification. 

(d)  Minimum  Salary  Schedule. 

III.      How  the  Supervisor  Conducts  Her  Work Miss  Wiedefeld 

IV.      The  State's  Part  in  Supervision Miss  Simpson 

(a)  How  We  Get  Supervisors. 

(b)  How  the  State  Promotes  Growth  of  Supervision. 

V.  The  Local  (County)  Unit  in  Supervision Mr.  Grimes 

VI.  A  Professional  Staff  in  the  Office  of  the  County 

Superintendent  Mr.  Cooper 

After  the  visit,  Superintendent  Allen  of  North  Carolina  wrote 
that  he  was  tremendously  impressed  with  three  things  in  Mary- 
land: 

"1.  The  plan  of  supervision,  bringing  about  such  great  enthusiasm 
on  the  part  of  the  workers,  and  the  high  degree  of  competence  shown 
by  the  supervisors. 

"2.  The  character  of  the  classroom  instruction,  which  seemed  to 
be  of  extremely  high  order.  I  observed  about  eight  or  ten  teachers 
in  operation,  and  I  did  not  see  any  teaching  of  a  low  order.  Tt  was 
all  far  above  the  average  and  some  of  it  manifested  a  high  degree 
of  excellence. 

"3.  The  amount  of  teaching  equipment  that  was  placed  at  the 
disposal  of  the  teachers  even  in  the  small  type  of  school.  It  was 
indeed  stimulating  to  see  the  kind  of  work  that  could  be  done  even 
in  a  one-teacher  school  when  this  institution  is  properly  equipped 
and  manned  by  a  competent  teacher.'" 

Sectional  Meetings  of  Supervisors 

Three  groups  of  meetings  of  supervisors  were  held  in  Hagers- 
town,  Baltimore  County,  and  Easton  on  December  4-5,  December 
11-12,  1925,  and  January  15-16,  1926,  respectively.  The  .pro- 
gram of  each  meeting  included  visits  to  the  county  schools  the 
morning  of  the  first  day ;  observance  of  a  county  teachers'  meet- 
ing conducted  in  the  afternoon  by  a  supervisor  in  the  county 
visited;  an  evening  conference  conducted  by  Miss  Wiedefeld  to 


Mid-Winter  Sectional  Meetings  of  Supervisors  123 

discuss  the  work  seen  during  the  day ;  and  a  conference  on  gen- 
eral supervisory  problems  the  following  morning,  conducted  by 
Miss  Simpson.  Miss  Healy  took  the  visiting  supervisors  to  see 
work  in  the  grammar  grades  and  conducted  a  meeting  for  gram- 
mar grade  teachers.  Miss  Jessop  demonstrated  the  work  being 
done  by  rural  teachers  in  Baltimore  County  on  the  course  of 
study  in  English.  Miss  Thompson  took  the  supervisors  to  see 
work  in  rural  schools  in  primary  and  grammar  grades,  and  had 
a  general  meeting  of  her  teachers. 

The  visiting  supervisors  were  divided  into  committees  and 
given  the  following  plan  for  discussion,  each  committee  being 
held  responsible  for  one  question.  There  were  slight  modifica- 
tions so  that  the  questions  fitted  each  of  the  meetings. 

Please  give  some  thought  to  all  of  the  following  questions  and 
intensive  study  to  the  question  assigned  to  the  committee  to  which 
you  are  appointed. 

1.  To  what  extent  did  the  work  as  planned  and  executed  fulfil  the 
purpose  or  purposes  of  the  supervisor? 

2.  In  what  specific  ways  were  the  various  types  of  teachers  helped? 
(What  knowledge,  suggestive  procedures,  principles,  devices, 
standards,  inspiration,  etc.,  were  gained?) 

3.  Discuss  the  supervisor's  technique  as  evidenced  by  her  method 
of  questioning,  method  of  handling  teachers'  contributions,  or- 
ganization of  materials  and  activities,  method  of  clinching  and 
summarizing,  and  any  other  phases  of  teaching  technique  in- 
volved. 

4.  Evaluate  the  meeting  from  the  standpoint  of  teacher  participa- 
tion— realization  of  its  purpose,  preparation  for  it,  feeling  of 
responsibility  for  its  success,  participation  in  discussions  and 
other  activities,  interest,  background  of  knowledge,  attitude, 
teacher  leadership,  etc. 

5.  What  do  you  consider  the  chief  values  to  be  gained  by  the 
visiting  supervisors  from  this  teachers'  meeting? 

6.  What  indications  of  the  objectives  of  the  supervisors  were  in 
evidence  in  the  work  of  the  teachers  visited? 

Prior  to  attendance  upon  the  group  meeting  visiting  super- 
visors had  been  sent  the  following  Assignment  for  Observation 
of  the  teachers'  meeting: 

I.      ASSIGNMENT      FOR      OBSERVATION      OF      THE     TEACHERS' 

MEETING 

Make  a  plan  for  yourself  which  will  help  you  to  observe  the  meeting 
with  specific  questions  in  mind  and  to  organize  the  procedure  around 
definite  problems. 

In  making  your  plan  you  might  take  into  consideration  some  of  the 
following  factors: 

1.    Purpose  of  the  meeting — its  relation  to  group  needs,  and  to  indi- 
vidual needs. 


124  Annual  Report  of  State  Department  of  Education 

2.  Plan  of  the  meeting — its  relation  to  supervisory  objectives,  develop- 
ment of  the  teachers,  past  meetings,  particular  teaching  or  admin- 
istrative diflficulties. 

3.  Provision  for  review,  drill,  development  and  discussion  of  new  prob- 
lems or  procedures. 

4.  Provision  for  teacher  participation  and  method  of  handling  teachers' 
contributions. 

5.  Provision  for  meeting  individual  needs,  for  adapting  the  work  to 
the  needs  of  all  present. 

6.  Organization  of  materials  and  activities — relative  values  as  evi- 
denced by  distribution  of  time  and  emphasis. 

7.  Character  of  the  help  received  by  individuals — knowledge,  ideas, 
principles,  devices,  standards. 

8.  Power  of  the  group — knowledge,  attitude  and  skills,  evidenced  by 
the  teachers. 

9.  Supervisor's  philosophy  of  supervision  as  evidenced  by  her  plan  and 
method  of  conducting  the  meeting,  by  its  tone  or  atmosphere,  by 
the  attitude  of  the  teachers. 

10.    Supervisor's  technique  of  supervision. 

On  Saturday  morning  the  supervisors  under  the  leadership  of 
Miss  Simpson  discussed  "Pertinent  Problems  in  Supervision" 
connected  with  course  of  study  making,  strengthening  the  teach- 
ing in  grades  6  and  7,  and  lesson  planning. 

The  supervisors  were  given  the  following  suggestive  procedure 
for  committee  work  to  be  used  in  making  a  course  of  study  in 
any  subject: 

THE  COURSE  OF   STUDY  IN  GEOGRAPHY. 
(Suggestive  Procedure  for  Committee  Work) 

1.  Preparation  of  the  committee  by  reading  and  study: 

a.  General  reading  on  curriculum  making. 

b.  Books  and  magazine  articles  on  teaching  of  geography. 

c.  Best  courses  of  study  in  geography. 

2.  Committee  decides  what  a  course  of  study  in  geogi'aphy  should  contain: 

a.  Statement  of  principles  and  aims  of  geography  teaching. 

b.  Goals  for  each  grade. 

c.  Activities  through  which  goals  may  be  reached. 

d.  Principles  underlying  problem  solving. 

e.  Criteria  for  judging  value  of  geography  problems  and  activities. 

f.  A  teachers'  and  a  pupils'  bibliography. 

3.  Each  member  of  committee  makes  goals  for  each  grade. 

4.  Committee  meets  to  discuss  and  agree  upon  goals. 

5.  Chairman  of  committee  meets  teachers  of  different  grades  and  compiles 
goals  expressed  in  terms  of: 

Knowledge  to  Activities   to  Skills  to  be  Attitudes   to 

be   acquired.  be  developed.  attained.  be  instilled. 


Suggestive  Procedure  for  Course  of  Study  Work  in  Geography  125 

6.  Collect  from  teachers  of  various  grades  suggested  activities  to  develop 
the  goals: 

a.  Statement  of  problems. 

b.  Devices  for  drill. 

c.  Estimates  of  amount  of  time  to  be  spent  on  various  units  of  work. 

d.  Projects  or  types  of  work. 

(Chairman  sorts  out  best  of  all  material  submitted.) 

7.  Chairman  compiles  statement  of  the  general  aims  and  principles  of 
geography  teaching;  of  principles  underlying  the  teaching  of  geography 
through  problems;  of  criteria  for  judging  the  value  of  problems  and 
various  activities  in  geography. 

(Chairman  submits  material  to  committee  for  criticism  and  approval.) 

8.  Compile  a  teachers'  and  pupils'  bibliography  for  each  grade,  also  a 
list  of  sources  from  which  geography  material  may  be  obtained. 

CONCRETE  ILLUSTRATION. 

As  an  illustration  of  Number  6  above,  the  following  assignment  which 
was  used  by  the  Supervising  Teacher  in  Kent  County  is  given: 

For  Teachers  Interested  in  Grades  I-IV. 

Work  in  grades  I-IV  will  involve  a  great  deal  of  nature  study,  so  let  us 
plan  our  work  under  the  title  of  nature  study  and  geography. 

1.  Make  a  list  of  the  most  important  things  that  we  need  every  day. 

Which  of  these  do  we  eat? 

Which  of  these  do  we  wear? 

Which  of  these  do  we  need  for  protection? 

Which  of  these  do  we  need  for  work? 

Organize  under  these  heads: 

Food.  Utensils. 

Shelter.  Tools  and  Machines. 

Clothing.  Records — books. 

Check  the  needs  which  are  supplied  in  our  immediate  locality.     In 
Kent  County. 

2.  Make  a  list  of  occupations  or  industries  in  which  the  people  in  our 
district  are  engaged  towards  supplying  these  needs.  Check  those 
which  you  think  should  be  taught  in  your  gi-ade. 

3.  Make  a  list  of  10  or  more  topics  under  nature  study  that  should 
be  taught  in  your  grade,  e.  g.,  rivers,  work  of  frost,  etc. 

Note:  It  is  not  intended  that  teachers  should  make  an  exhaustive  list.  A  list  of  10  or  more 
topics  under  Nos.  1,  2,  and  3,  will  give  us  a  foundation  upon  which  to  organize  the 
work  at  our  next  meeting. 

For  Teachers  Interested  in  Grades  V-VII. 

Grade  V.  Prepare  a  list  of  25  of  the  most  important  topics  to  be  taught 
in  the  geogTaphy  of  the  United  States,  e.  g.,  coal,  transporta- 
tion, etc. 

Grade  VI.       Select  25  important  topics  for  study  on   South   America  and 

Europe. 
Grade  VII.     Select  25  topics  for  study  in  the  seventh  grade  of  importance  to 

the  remaining  continents. 

Teachers  in  rural  schools  should  select  one  grade  in  which  they  are  inter- 
ested for  study. 

Bring  this  list  to  the  next  teachers'  meeting.     At  that  time  we  will  pre- 
pare a  combined  list  and  make  plans  for  further  work. 


126  Annual  Report  of  State  Department  of  Education 

Course  of  Study  Discussion  at  the  1926  Spring  Conference 

The  annual  spring  conferences  were  held  April  14-15,  1926. 
The  morning  of  the  first  day  the  county  board  members,  county 
superintendents,  county  supervisors  and  staff  of  the  State  De- 
partment of  Education  heard  Dr.  Charles  H.  Judd,  Director  of 
the  School  of  Education,  University  of  Chicago,  address  the 
students  at  the  Towson  State  Normal  School  on  understanding 
the  needs  of  the  individual  pupil.  In  the  afternoon,  Dr.  Judd 
spoke  to  the  group  on  the  history  of  curriculum  reconstruction 
and  some  of  the  problems  of  course  of  study  making.  A  general 
discussion  followed.  Through  the  courtesy  of  Dr.  Buchner,  the 
latter  meeting  was  held  in  a  lecture  room  at  the  Johns  Hopkins 
University. 

The  following  day  the  superintendents  and  supervisors  each 
held  separate  all-day  sessions. 

The  superintendents,  under  the  leadership  of  State  Superin- 
tendent Cook,  heard  reports  from  the  following  standing  com- 
mittees on: 

School  Consolidation  (proposal  for  a  survey  of  methods  of  handling  the 
transportation  problem,  Superintendent  C.  G.  Cooper.) 

Teachers'  Pensions  (the  work  of  the  committee  and  its  actuary  in  gath- 
ering the  data  preliminary  to  formulation  of  pension  legislation. 
Superintendent  E.  W.  Broome). 

Teachers'  Certificates  and  Examinations  (proposed  requirement  of  col- 
lege work  in  subjects  which  an  applicant  may  be  certified  to  teach 
in  a  Mai-yland  High  School). 

Standards  for  Judging  Supervision  (report  on  elements  to  be  consid- 
ered by  superintendents  in  judging  supervisors.  Superintendent  B. 
J.  Grimes). 

Standard  Schools  (proposed  requirements  to  apply  to  graded  as  well  as 
iniral  schools,  and  to  individual  rooms  in  buildings) . 

Records  and  Reports  (a  survey  of  forms  used  by  supervisors  in  the 
various  counties  to  report  on  their  activities  to  their  superintend- 
ents and  county  boards  of  education). 

There  was  also  a  tentative  discussion  of  legislation  to  elim- 
inate so-called  second  group  high  schools,  to  provide  for  two- 
teacher  first-group  high  schools,  to  increase  the  ratio  of  pupils 
to  academic  teachers  in  first-group  schools,  and  to  increase  the 
number  of  special  teachers  for  whom  state  aid  could  be  given. 

A  proposed  by-law  was  approved  permitting  county  boards 
of  education  to  establish  kindergartens  taught  by  properly  quali- 
fied kindergarten  teachers,  provided  sufficient  funds  are  specific- 
ally appropriated  in  the  annual  school  budget  for  this  pui-pose. 

Meanwhile,  with  Miss  Simpson  presiding,  the  supervisors  dis- 
cussed the  following  questions : 


Problems  in  Course  of  Study-Making  127 

I.  Prohlenin  in  Course  of  Studij  Makinrj  (submitted  by  some  of  the  county 
supervisors  at  the  mid-winter  sectional  conferences)  : 

1.  In  making  a  course  of  study  for  a  county  is  it  better  to  determine 
first  what  shall  be  taught  in  each  subject  and  later  work  out  plans 
and  methods  of  instruction  or  to  attempt  a  detailed  course  in  one 
subject  only  during  a  school  year? 

2.  What  is  the  best  plan  for  outlining  the  ground  to  be  covered  in 
formal  knowledge  plus  the  suggestion  of  activity? 

3.  In  organizing  a  course  of  study  to  what  extent  shall  material  be 
arranged  in  teaching  order?     Shall  it  be  entirely  so  arranged? 

4.  Is  method  as  important  a  part  of  the  course  of  study  as  the  subject- 
matter  outlines?  Should  lesson  plans  and  drill  exercises  be  in- 
cluded? 

5.  After  teachers  have  agreed  upon  subject-matter  for  the  grade, 
what  is  the  best  way  of  including  this  material  in  the  course  of 
study — by  half  years,  months  or  two-month  periods?  In  other 
words,  is  it  advisable  to  permit  teachers  to  choose  the  order  of 
teaching  the  material,  or  to  give  them  directions  or  suggestions? 

6.  Can  all  teachers  participate  in  course  of  study  making  when  many 
rural  teachers  are  so  situated  that  committee  meetings  are  prac- 
tically impossible? 

7.  Can  teachers  with  a  very  limited  knowledge  of  child  psychology 
and  the  learning  process  participate  in  course  of  study  making? 

8.  Is  it  better  to  have  committees  for  subjects  or  for  gx'ades,  e.  g., 
one  group  of  teachers  working  on  history  for  all  grades  or  a  group 
working  on  all  subjects  for  the  sixth  grade? 

9.  If  lesson  procedures  are  to  be  included  how  shall  they  be  secured — 
through  the  supervisor,  the  grade  chairman,  or  from  all  of  the 
teachers?  Is  there  not  danger  of  making  the  course  of  study  too 
bulky? 

10.  How  may  we  get  teachers  who  have  long  been  accustomed  to 
thinking  in  terms  of  subjects  and  textbooks  to  think  in  terms  of 
"abilities  to  do  things"? 

11.  What  is  the  most  satisfactoiy  system  of  making  use  of  investiga- 
tions in  course  of  study  making?  Should  the  supervisor  recom- 
mend this  material  to  the  grade  chairman? 

12.  How  can  we  keep  the  undertaking  of  making  a  course  of  study 
active,  when  this  activity  tends  to  be  slowed  up  because  of  the  diffi- 
culties of  weather,  distances,  expenses,  time  and  overburdening  of 
some  of  the  most  conscientious  teachers? 

13.  What  is  the  best  method  for  checking  up  the  course  of  study  so  far 
as  developed  with  the  State  goals  in  that  particular  subject? 
Should  it  be  done  through  the  teachers'  meetings  or  through  indi- 
vidual report? 

II.  DEBATABLE  QUESTIONS  PERTAINING  TO  TEACHING. 

The  following  questions,  on  which  there  is  difference  of  opinion,  will 
be  discussed  for  the  purpose  of  clarifying  ideas,  but  not  necessarily  for 
the  purpose  of  changing  convictions.  Be  ready  to  present  and' sub- 
stantiate your  own  ideas  on  these  questions. 

1.  Do  you  advocate  printing  or  script  for  the  first  few  weeks  of  black- 
board work  in  the  first  grade? 


128  Annual  Report  of  State  Department  of  Education 

2.  Should  children  be  told  the  story  they  are  to  read? 

3.  Should  dramatization  follow  or  precede  the  reading  of  the  story? 

4.  Should  silent  reading  always  pi'ecede  oral  reading? 

5.  When  should  vocabulary  difficulties  be  handled — before  the  silent 
I'eading,  after  the  silent  reading,  after  the  oral  reading? 

6.  Should  a  period  ever  be  spent  on  an  isolated  word  drill? 

7.  Should  children  watch  for  errors  in  each  other's  reading? 

8.  The  question  of  phonics. 

9.  How  useful  is  a  manual  to  teachers  and  supei-visors? 

10.  What  are  the  advantages  and  disadvantages  in  having  pupils  apply 
standards  to  the  work  of  their  classmates? 

11.  rhe  question  of  penmanship  in  primary  grades — when  to  begin 
writing,  size  of  writing,  seatwork  involving  writing,  use  of  pen 
and  ink. 

12.  Do  you  advocate  having  children  always  answer  in  complete  sen- 
tences? 

13.  The  question  of  spelling  in  primary  grades — when  to  begin  it, 
choice  of  words,  number  of  words,  place  of  oral  spelling,  study  of 
words. 

Maryland  Participates  in  Study  of  Length  of  Elementary  School  Curriculum 

It  was  during  the  visit  of  Dr.  Judd  that  six  county  superin- 
tendents agreed  to  co-operate  in  a  testing  program  designed  to 
disclose  facts  regarding  the  length  for  the  elementary  school 
course.  The  three  counties  having  an  eight  grade  elementary 
school  course  (Allegany,  Anne  Arundel  and  Washington)  were 
paired  with  three  comparable  counties  having  a  seven  grade 
course  (Baltimore,  Montgomery  and  Frederick).  It  was  decided 
to  test  the  seventh  and  eighth  grade  and  first  year  high  school 
pupils  in  the  first  named  counties  and  the  seventh  grade  and 
first  year  high  school  pupils  in  the  latter  counties  during  the 
third  week  in  May. 

The  tests  chosen  for  elementary  grades  were : 
Stanford  Achievement  Test. 
Wilson  Language  Error  Test. 
Gregory  Spencer  Geography  Test. 
Writing  a  letter. 

For  the  high  school  grades  the  following  were  chosen: 
Otis  Classification  Test. 
Ruch  Popenoe  General  Science  Test. 
Wilson  Language  Error  Test. 
Writing  a  letter. 

Illinois  Standardized  Algebra  Test. 
Henmon  Latin  and  French  Tests. 

The  tests  were  given  by  the  superintendents  and  supervisors 
in  each  county  and  were  sent  to  the  University  of  Chicago  for 
scoring  and  tabulation.  The  report  containing  the  results  of  the 
study  is  being  awaited  with  interest. 


Supervision  of  County  High  Schools 
HIGH  SCHOOL  SUPERVISION 


129 


The  county  high  schools  of  the  State  are  supervised  by  three 
State  supervisors  of  high  schools,  who  work  in  the  eastern,  cen- 
tral and  western  portions  of  the  State,  respectively.  The  work 
is  unified  by  a  monthly  conference  held  by  the  three  supervisors 
with  the  State  Superintendent  of  Schools. 


TABLE  58 


Section 

No.  of 
Counties 

No.  of 
Schools 

No.  of  Teachers 

Academic 

Special 

Western 

Central 

Eastern 

5 

8 
10 

43 
50 
61 

215.7 
205.4 
230.2 

72.2 
66.7 

72.2 

The  supervision  of  the  high  schools  is  carried  on  by  visits  to 
the  high  schools — each  one  receiving  three  or  more  visits  a  year 
for  the  purpose  of  helping  teachers  to  improve  their  classroom 
instruction.  Conferences  are  held  with  individual  teachers  and 
principals  to  discuss  the  work  observed. 

During  1925-26  county  teachers'  meetings  were  held  with  the 
teachers  of  each  subject  as  well  as  general  meetings  of  all  the 
teachers  of  each  county.  The  former  type  of  meeting  centered 
around  a  demonstration  lesson  followed  by  a  critique  conducted 
by  the  supervisor.  It  is  felt  that  better  participation  and  results 
are  obtained  when  the  teachers  who  meet  together  for  this  type 
of  meeting  have  a  common  bond  in  the  subject  taught.  Course 
of  study  revision  in  the  various  high  school  subjects  is  the  out- 
growth of  these  group  subject-matter  meetings.  Teachers  of  the 
social  studies  from  Queen  Anne's  County,  for  example,  are  or- 
ganizing material  for  use  in  the  course  in  "Problems  of  Democ- 
racy." They  worked  together  in  the  summer  of  1926  at  the 
University  of  Maryland  and  had  the  advantage  of  several  con- 
ferences with  Professor  J.  Montgomeiy  Gambrill  of  Columbia 
University. 

The  general  meeting  for  the  teachers  of  each  county  focused 
upon  the  discussion  of  an  outstanding  instructional  book  of  the 
year,  Kilpatrick's  Foundation  of  Method.  The  following  pro- 
gram is  typical  of  the  procedure  at  these  meetings : 


II. 


General  Subject  of  the  Meeting: 

The  Primary,  the  Associate  and  the  Concomitant  Learnings 

General  Reference:  (To  be  read  and  studied  by  each  teacher). 
Kilpatrick:  Foundations  of  Method   (Macmillan,  1925). 


130  Annual  Report  of  State  Department  of  Education 

III.      Other  References: 

(a)  Journal  of  Educational  Method:  Jan.  and  Feb.,  1925.     (World 

Book  Co.,  Yonkers,  N.  Y.) 

(b)  La  Rue:  Psychology  for  Teachers  (Houghton,  Mifflin). 

(c)  Freeman:  Psychology  of  the  Common  Branches    (Houghton, 

Mifflin). 

(d)  Gates:  Psychology  for  Students  of  Education  (Macmillan). 

(e)  Stray er:  Brief  Course  in  the  Teaching  Process  (Macmillan). 

(f)  Freeland:  The  Improvement  of  Teaching   (Macmillan). 

(g)  Earhart:  Types  of  Teaching  (Houghton  Mifflin). 

IV.      PROGRAM:  9:30  A.  M.     State  High  School  Supervisor  presiding. 

1.  What  the  secondary  (associate  and  concomitant)  learnings  are. 

2.  Why  high  school  teachers  need  today  to  be  more  sensitive  than 

heretofore  about  these  learnings. 

3.  What  secondary  learnings  are  my  pupils  actually  getting  from 

my  day-to-day  instruction? 

a.  In  science. 

b.  In  history. 

c.  In  English. 

d.  In  mathematics. 

e.  General  discussion. 

4.  //  ive  assume  for  the  purpose  of  this  discussion,  that  some  of 

the  more  usual  types  of  procedure  in  high  school  classrooms 
are  (a)  lecturing;  (b)  question-and-answer;  (c)  written 
lessons;  (d)  the  recitation  that  is  wholly  or  partly  social- 
ized; (e)  the  supervised  study  procedure  (more  or  less  pro- 
perly conducted)  ; 

Arid  if  we  assume  that  some  of  the  more  usual  types  of  lessons 
(kinds  of  lessons)  are:  (a)  the  review  lesson;  (b)  the  test- 
ing lesson;  (c)  the  drill  lesson;  (d)  the  inductive-develop- 
ment lesson;   (e)   the  lesson  for  appreciation; 

Then,  what  are  some  of  the  ways  in  which  we  must  modify 
our  day-to-day  classroom  procedure  in: 

(a)  Reviewing. 

(b)  Drilling. 

(c)  Testing. 

(d)  In  conducting  inductive  lessons. 

(e)  In  conducting  deductive  lessons. 

(f)  In  conducting  lessons  for  appreciation? 

(g)  General  discussion. 

5.  Summary  of  the  morning's  professional  discussion  led  by  the 

County  Superintendent. 
Noon  Recess:  12:15  to  1:30.  .   . 

AFTERNOON  SESSION: 

6.  Some  Unmistakable  Evidences  of  Good  High  School  Teaching, 

State  High  School  Supervisor. 

Group  meetings  of  high  school  principals  of  adjoining  coun- 
ties were  held  for  a  discussion  of  Franklin  Johnson's  book,  "Ad- 
ministration and  Supervision  of  the  High  School.'"  The  follow- 
ing program  was  used  for  this  discussion : 

I.      General  Subject:  The  Several  Functions  of  the  High  School  Principal. 
1.      The  principal  as  the  responsible  leader  of  his  school. 


Group  Meetings  of  High  School  Principals  131 

2.      The  jjiincipal  as  responsible  for  all  the  activities  of  his  school: 

a.  Curriculum  revision. 

b.  Quality  of  instruction. 

c.  Routine  administration:  What  can  he,  and  what  can  he  not 
delegate? 

Discussion  opened  by  Supervisor. 

II.      An  .Account  of  the  Best  Faculty  Meeting  I  Ever  Conducted. 
Discussion  opened  by  Principal. 
III.      The   Principal  Caicses  of  High  School  Mortalitj/:   What  are   we,  as 
principals,  doing  to  reduce  this  mortality? 

Discussion  opened  by  Principal. 

IV.  So7ne  Details  in  ivhich  Algebra  or  United  States  History,  as  Now 
Taught  in  My  School,  are  Making  Definite  Contributions  to  the 
Aims  of  Secondary  Education  as  Set  Forth  by  Johnson  in  Chap- 
ter II. 

Discussion  opened  by  Principal. 
V.     Discussion  of  the  High  School  Library  binder  the  Following  Heads: 

a.  The  educational  necessity  of  the  high  school  library. 

b.  What  are  the  library  facilities  in  my  school? 

c.  How  is  the  library  used  in  my  school? 

d.  What  steps  can  a  principal  take  to  secure  necessary  support 
for  more  adequate  library  facilities? 

Discussion  opened  by  Principal. 

BULLETINS  ISSUED  BY  THE  DEPARTMENT 

The  following  printed  bulletins  were  published  by  the  State 
Department  of  Education  during  1925-26  to  aid  in  the  profes- 
sional growth  of  supervisors  and  teachers  and  to  inform  the  pub- 
lic concerning  the  work  of  the  schools. 

1.  Making  the  Most  of  Supervision  (September,  1925),  a  32-page 
bulletin  containing  Miss  M.  Clarice  Bersch's  report  of  her  work 
as,  supervising  teacher  in  1924-25  in  the  Grantsville  unit  of  Garrett 
County,  a  mountainous  section  containing  many  rural  schools  and 
a  large  proportion  of  untrained,  inexperienced  teachei's.  (Each 
year  the  report  of  a  county  supervisor  is  published  by  the  Depart- 
ment.) 

2.  Notes  on  the  Teaching  of  High  School  Mathematics  (October, 
1925),  a  40-page  bulletin  prepared  by  Mr.  Samuel  M.  North,  to 
consider  a  few  of  the  outstanding  topics  in  the  Report  on  the  Reor- 
ganization of  Mathematics  in  Secondary  Education.  Three  lessons 
taught  by  Maryland  high  school  teachers  illustrating  socialized 
group  procedure  in  algebraic  drill,  an  introductory  lesson  on  quad- 
ratic equations,  and  intuitive  introductory  work  in  demonstrative 
geometry  complete  the  bulletin. 

3.  Arithmetic  Goals  (October,  1925),  a  67-page  revision  of  the  bulle- 
tin previously  published  containing  remedial  measures  to  follow  a 
testing  program  with  the  addition  of  Goals  for  each  grade  and 
much  new  material. 

4.  Biennial  Report  of  the  Maryland  Public  Library  Advisory  Commis- 
sion, a  19-page  bulletin  outlining  the  development  of  libraries  in 
the  counties  and  Baltimore  City. 

5.  Silent  Reading,  a  96-page  revision  of  the  bulletin  published  twice 
previously  outlining  remedial  measures  to  follow  class  and  indi- 
vidual difficulties  revealed  in  a  testing  program  in  reading  with  the 
addition  of  goals  to  be  achieved  in  each  grade. 


132  Annual  Report  of  State  Department  of  Education 

6.      Measurable  Evidence  of  Progress  in  Maryland  Public  Schools,  1925, 
a  reprint  of  269  pages  from  the  annual  report. 

In  addition  to  the  printed  bulletins,  the  following  mimeo- 
graphed bulletins  were  sent  to  supervisors  in  the  counties : 

Tentative  Goals  in  English  containing  for  each  grade  Goals  in 
Oral  English,  Written*  English  and  Functional  Grammar  and 
standards  for  judging  compositions. 

An  annotated  list  of  standard  tests  in  English,  History  and 
Geometry  to  be  used  by  the  counties  in  planning  testing  programs 
for  the  year. 

The  Conference  of  Attendance  Officers. 

At  a  conference  of  attendance  officers,  held  on  March  31,  and 
April  1,  1926,  with  Mr.  Gibson  presiding,  the  following  topics 
were  discussed : 

1.  Present  in  a  two-minute  statement  a  sample  of  monthly  reports  on 

attendance  as  they  are  prepared  for  teachers  and  newspapers.  (It 
would  be  desirable  to  bring  a  sufficient  number  of  exhibits  to  sup- 
ply a  set  to  each  member  of  the  group.  Only  samples  of  statistics, 
plans  and  devices  put  into  effect  since  the  last  meeting  of  attend- 
ance officers  in  October,  1924,  need  be  brought.) 

2.  How   can    the   time   for   field   and   office   work   be   organized   most 

advantageously? 

3.  How  many  parents  had  to  be  notified  last  year  of  the  delinquency 

of  their  children  in  the  matter  of  school  attendance? 

4.  How  many  violators  of  the  compulsory  attendance  law  had  to  be 

brought  before  magistrates  for  trial?  Before  Juvenile  Courts? 
Before  a  jury?  To  what  extent  were  penalties  imposed?  Before 
which  court  is  it  more  desirale  to  try  cases? 

5.  What  effect  do  trials   or  summonses  have  on  delinquent  parents? 

On  preventing  delinquency  in  others? 

6.  Can  the  attendance  officer  in  many  cases  carry  on  his  work  more 

effectively  by  adopting  the  case  work  procedure  of  the  social 
worker  and  by  cooperating  to  the  fullest  extent  with  other  social 
workers  in  the  county? 

7.  By  what  means  is  attendance  being  improved  in  your  county?    What 

is  an  attainable  goal  in  attendance  in  rui'al  schools?  In  graded 
schools?     In  high  schools? 

8.  Which    factors    are    most    important    in    securing   and    retaining   a 

maximum  attendance? 

9.  Can  the  State  Department  render  assistance  not  now  given  which 

will  stimulate  better  attendance?   What  specific  help  can  be  given? 

10.  What  difficulties  are  found  in  tracing  the  places  to  which  families 

move?  In  other  counties  in  Maryland?  In  other  States?  How 
may  these  difficulties  be  met? 

11.  To  whom  in  other  counties,  or  in  other  States,  are  withdrawal  slips 

and  discharge  cards  sent? 

12.  Are  all   of  the  counties  following  unifonn  methods  in   calculating 

percentage  of  attendance? 


fTHE  CERTIFICATION  OF  TEACHERS 

CHANGES  IN  REQUIREMENTS 

An  important  change  in  the  requirement  for  high  school 
teachers'  certificates  in  academic  subjects  was  recommended  by 
the  county  superintendents  in  April,  1926,  and  was  passed  by  the 
State  Board  of  Education  in  the  form  of  a  by-law  in  August  of 
that  year.  The  regulation  increases  the  amount  of  college  work 
required  in  the  two  high  school  subjects,  whatever  these  may  be, 
which  the  applicant  is  certified  to  be  able  to  teach.  The  old 
requirement  called  simply  for  two  years'  continuous  study  in  each 
of  the  two  branches,  and  was  felt  to  furnish  too  meager  a  back- 
ground of  subject  matter.    The  new  regulations  are  as  follows : 

BY-LAW    51 

The  number  of  college  credits  required  on  and  after  August 
1,  1927,  in  any  two  or  more  subjects  which  are  to  be  placed  on  a 
high  school  teachers'  certificate,  is,  respectively,  as  follows : 

Number  of 

Semester 

Hours 

English 24 

Social    Studies 24 

Distributed  as  follows: 

Histoi-y,  including  American  History 18 

E conomics  or  Sociology 6 

Mathematics  18 

Including  preferably  College  Algebra,  Trigonometry, 
Solid  Geometi-y,  Analytics.  If  any  one  or  more  of  the 
first  three  subjects  mentioned  have  been  completed  in 
high  school,  the  college  credit  required  may  be  cor- 
respondingly reduced,  provided,  however,  that  mathe- 
matics is  pursued  for  at  least  two  full  years  in  college. 

Latin 18 

Based  preferably  on  four  years  of  high  school  Latin. 

French 18 

Based  preferably  on  two  years  of  high  school  French. 

Chemistry* _ 18 

Biology*    , 18 

Physics* „ 18 

High  School  Science 24 

Six  semester  hours  each  of  chemistry,  physics,  and 
biology,  and  at  least  12  semester  hours  in  one  of  these 
3  sciences. 

*  If  this  has  been  studied  in  high  school,  12  hours'  college  credit  in  the  erubject,  pltia  6 
semester  hours  in  any  other  natural  science,  'will  be  considered  to  meet  the  requirement, 
although   18  semester  hours  are  urged. 

In  October,  1926,  the  superintendents  recommended  that  the 
certificates  of  teachers  who  have  met  the  full  requirement,  but 
have  not  attended  summer  school  within  the  last  four-year  teach- 
ing period,  be  rated  second  class  and,  further,  that  such  certifi- 
cates be  hereafter  renewed  for  four-  instead  of  for  three-year 

t  Prepared  by  Merle  S.   Bateman,   Credential   Secretary. 

133 


134 


Annual  Report  of  State  Department  of  Education 


periods,  in  order  that  the  term  of  renewal  shall  coincide  with  the 
time  within  which  the  applicants  must  attend  summer  school. 
The  details  of  this  plan  are  being  worked  out  and  it  will  doubt- 
less go  into  effect  in  1927-28. 

At  the  same  conference  of  superintendents  it  was  recom- 
mended, furthermore,  that  experience  credit  (that  is,  a  quarter 
of  a  year's  credit  for  three  years'  successful  experience  under 
supervision)  be  no  longer  accepted  toward  the  requirement  for 
first  grade  certificates  dated  later  than  August  1,  1928.  The 
State  Board  of  Education  will  be  asked  to  take  the  necessary 
action  in  this  connection. 

NUMBER  OF  CERTIFICATES  ISSUED 

Table  58  indicates  the  number  of  certificates  of  various  kinds 
which  have  been  issued  during  the  period  from  December  1  to 
November  30,  in  1921-22,  1924-25,  and  1925-26.  The  number  of 
administrative  and  supervisory  certificates  does  not  difl'er  appre- 
ciably from  the  number  issued  in  1924-25.  The  increase  in  the 
number  of  high  school  principals'  certificates  was  due  partly  to 
the  employment  of  new,  qualified  principals;  partly  to  the  fact 
that  principals  already  in  service,  but  foiTnerly  working  on  pro- 
visional certificates,  qualified  in  1925  for  regular  certificates ;  and 
partly  to  the  advancement  of  several  schools  from  second  to  first 

TABLE  58 


GRADE  OF  CERTIFICATE 


Number  of  Certificates  Issued 
December  1  to  November  30 


1921-22 


1924-25 


1925-26 


Administration  and  Supervision 

Administration  and  Supervision 

Elementary  Supervision 

Helping  Teacher 

Special  Supervision 

Attendance  Officer 

High  School 

Principal.  .  . 

Academic 

Special 

Vocational 

Junior 

Elementary  School 

Principal 

First 

Second 

Third 


4 
9 

10 
0 
0 

7 

151 

30 

24 

6 

43 
370 
325 

214 


6 
0 
2 

24 

256 

46 

11 

3 

18 
875 
127 

41 


0 
7 
6 
1 
2 

31 

312 

67 

17 

3 

23 

857 

90 

29 


Certificates  Issued  135 

group,  this  condition  necessitating  the  principals  meeting  the 
requirement  for  principals'  certificates.  The  increase  in  the  num- 
ber of  high  school  assistants'  certificates  was  just  about  enough 
to  take  care  of  the  additional  number  of  teachers  needed  for  the 
increased  high  school  enrollment  and  the  normal  turnover  among 
teachers.  There  was  little  need  for  junior  high  school  teachers* 
certificates,  which  are  based  on  the  rather  scant  requirement  of 
three  years  of  college  work. 

The  slight  lessening  of  the  number  of  first  grade  certificates 
issued  was  a  result  of  a  smaller  Baltimore  City  graduating  class 
at  Towson,  there  now  being  an  oversupply  of  elementary  teachers 
in  the  City.  There  was  an  encouraging  decrease  in  the  number 
of  second  and  third  grade  certificates.  It  is  hoped  that  these 
grades  of  certificates  will  soon  no  longer  be  issued,  because  there 
will  be  an  adequate  supply  of  teachers  holding  first  grade 
certificates. 

Provisional  Certificates 

The  number  of  provisional  or  emergency  certificates  issued 
during  each  of  the  last  four  years  is  given  in  Table  59.  The  grati- 
fying steady  drop  in  the  number  of  these  emergency  certificates 
is  the  result  of  the  increasing  numbers  of  qualified  teachers  sup- 
plied by  the  colleges  and  normal  schools  and  the  efforts  on  the 
part  of  school  officials  to  employ  only  trained  teachers.  A  few 
more  provisional  certificates  will  necessarily  be  authorized  to  take 
care  of  emergencies  arising  during  the  rest  of  the  school  year 
1926-27,  but  the  total  for  the  year  will  obviously  be  smaller  than 
for  any  preceding  year. 

TABLE  59 

Provisional  or  Emergency  Certificates 
Issued  for 

Elementary  High  School 

Year                                                               School  Teaching  Teaching 

1923-24 276  225 

1924-25 316  184 

1925-26 175  132 

1926-27 130  85 

Certification  of  High  School  Teachers 

In  1925-26,  the  certification  of  the  Maryland  high  school 
teachers  was  checked  for  the  fifth  consecutive  year.  It  was  pos- 
sible to  make  the  check  about  a  month  earlier  in  the  year  than 
formerly  and  it  was  therefore  especially  encouraging  to  find  that 
there  were  fewer  uncertificated  teachers  than  usual.  As  will  be 
seen  from  Table  60,  the  percentage  dropped  from  26.1  in  1923-24 
to  7.2  per  cent  in  1926-27.  The  counties  are  listed  in  accordance 
with  their  rank  in  having  their  teachers  certificated  in  Table  61. 


136 


Annual  Report  op  State  Department  of  Education 


TABLE  60 
WHITE  HIGH  SCHOOL  TEACHERS  UNCERTIFICATED 


Fall  of 

Number 

Per  Cent 

1923 
1924 
1925 
1926 

197 
139 
125 

76 

26.1 

17.6 

14.4 

7.2 

TABLE  61 

WHITE     HIGH     SCHOOL     TEACHERS     IN     EACH     COUNTY 

UNCERTIFICATED  IN  DECEMBER,  1925,  AND  NOVEMBER,  1926 


Total  Num- 
ber White 

High  School 

Teachers 

November 

1926 

White  High  School  Teachers 
Not  Certificated 

COUNTY 

Number 

Per  Cent 

Dec. 
1925 

Nov. 
1926 

Dec. 
1925 

Nov. 
1926 

Total 

915 

*66 
59 
43 
35 
34 

30 
29 
16 

7 
92 

51 
27 
68 
20 
40 

35 
28 
63 
7 
35 

22 
22 
96 

125 

1 
0 
2 

10 
5 

0 
1 
0 
2 
6 

3 
11 
5 
2 
3 

10 
1 
9 
0 
3 

2 

7 
42 

76 

0 
0 
0 
0 
0 

0 
0 
0 
0 

1 

1 
1 
3 
1 
3 

3 
3 

7 
1 

7 

5 

5 

35 

14.4 

1.3 
0 

4.6 
29.4 
15.1 

0 
3.7 

0 

28.5 

8.3 

6.8 
37.9 

7.4 
11.1 

7.9 

29.4 

3.7 

17.3 

0 

9.8 

9.5 
30.4 
43.3 

7.2 

Carroll  

0 

Prince  George's 

0 

Wicomico 

0 

Worcester 

0 

Cecil      

0 

Garrett          

0 

Caroline 

St.  Mary's 

0 
0 

Charles     

0 

Baltimore 

1.0 

Montgomery      

1.0 

Somerset 

3.7 

Frederick       

4.4 

Kent        

5.0 

Harford 

7.5 

Anne  Arundel 

8.6 

Talbot 

10.7 

Washington 

11.1 

Calvert 

14.3 

Dorchester 

20.0 

Howard 

22.7 

Queen  Anne's 

22.7 

Allegany 

36.4 

*Exclude3  the  teaching  staff  at  New  Windsor  High  School. 


Provisionally  Certificated  High  School  Teachers 


137 


It  is  evident  that  the  superintendents  are  exercising  more  care 
than  formerly,  not  only  in  selecting  their  teachers,  but  in  seeing 
that  they  have  been  certificated  by  the  State  Superintendent.  To 
have  them  meet  this  test  is,  of  course,  the  only  way  of  knowing 
postively  that  they  meet  the  legal  requirements,  A  few  of  the 
counties,  however,  need  to  stress  the  point  very  much  more  than 
they  have  emphasized  it  up  to  the  present.  Teachers  who  are 
engaged  late  in  the  summer,  or  even  after  the  school  session 
opens  should  be  instructed  to  apply  immediately  for  certificates, 

CHART  22 


COUKTT 
TOTAL  AITD 
AVERAGE  CO. 

BALTIMORE 

GAEHETT 

CAL7ERT 

CHARLES 

ST.  MART'S 

FREDERICK 

TALBOT 

WASHINGTON 

DORCHESTER 

CECIL 

HOWARD 

WICOMICO 

KENT 

PR.  GEORGE'S 

CAROLINE 

MONTGOMERT 

HARFORD 

ALLEGAHT 

CARROLL 

QU.  ANNE'S 

VOECESTEE 

AN.  ARUNDEL 

SOMERSET 


PER  CENT  OF  PEOVISIONALLT  CERTIFICATED 
TOITE  HIGH  SCHOOL  PRINCIPAIS  AND  TEACHERS 

Total  No. 
Principals  Per  Cent  Holding  PrOTisional  Certificates 
&  Teachers 

Oct.  Oct.  Oct.  Oct. 
1923  1925  1926 


1926 
915 


27     30.0  31.0  ^ 


•  Excludes  St.    Mary's   Seminarj'   and   Charlotte  Hall 
•*  Excludes  New  Windsor  High   School. 


138 


Annual  Report  of  State  Department  of  Education 


SO  that  the  real  situation  with  regard  to  the  preparation  of  the 
teaching  staff  may  be  known. 

Provisionally  Certificated  White  High  School  Teachers 

Considerable  stress  has  been  laid  upon  reducing  the  number  of 
provisionally  certificated  high  school  teachers.  Chart  22  shows 
the  progress  that  has  been  made  in  this  respect  in  each  of  the 
counties.  The  percentage  has  fallen  from  29.6  to  9.3  between 
1923  and  1926.  Five  of  the  counties,  Baltimore,  Garrett,  Calvert. 
Charles,  and  St.  Mary's,  have  no  teachers  working  on  provisional 
certificates,  and  the  next  on  the  list,  Frederick,  only  3  per  cent. 
Even  those  at  the  bottom  of  the  list  have  made  marked  improve- 
ment since  1923  and  will  doubtless  make  further  progress.  Only 
three  counties,  Talbot,  Caroline,  and  Carroll,  have  taken  slight 
backward  steps,  but  each  of  these  counties,  on  the  other  hand, 
has  made  a  noticeable  gain  since  the  first  check. 

A  special  study  has  been  made  of  the  preparation  of  the  pro- 
visionally certificated  high  school  teachers  distributed  among  the 
principals,  academic  teachers,  commercial  teachers,  and  so  forth. 
Table  62  shows  the  result  of  this  study. 

TABLE  62 

SHORTAGE     IN     TRAINING     OF     PROVISIONAL     HIGH     SCHOOL 

TEACHERS  IN  SERVICE  IN  MARYLAND   COUNTIES 

OCTOBER,  1926,  HOLDING  FOLLOWING 

TYPES  OF  CERTIFICATES 


Shortage  in 
Years 

Principal 

Aca- 
demic 

Com- 
mercial 

Manual 
Train- 
ing 

Music 

Home 
Eco- 
nomics 

Physical 
Educa- 
tion 

""4" 
3 

8 
9 

1 
4 

2 
3 

1 
5 
1 

'""2"' 
1 
1 
2 
2 
4 

4 
4 
3 
2 

1 

m 

IM 
2 

■2^ 
3 

1 

1 
1 

1 

1 

2 

1 

•3^ 
4 

1 

1 

1 

1 

43^ 
5 

5.m- 

1 

3 

1 

1 

Total 

8 

25 

15 

.13 

18 

4 

2 

Shortage  in  Preparation  of  High  School  Teachers  139 

It  will  be  noted  that  the  high  school  principals  who  are  working- 
on  provisional  cei-tificates  are,  for  the  most  part,  within  a  short 
distance  of  qualifying.  All  except  one  of  them  can,  by  attending 
summer  school  once  or  twice,  qualify  for  limited  regular  certifi- 
cates. The  provisionally  certificated  academic  teachers  also  are, 
for  the  most  part,  within  a  short  distance  of  qualifying.  There 
are  three  rather  hopeless  exceptions,  where  the  teachers  are  from 
one  and  a  half  to  three  and  a  half  years  short  of  the  requirement. 
They  should  be  replaced. 

Most  of  the  provisionally  certificated  teachers  of  music  are  not 
very  short  of  the  requirement  and  can  easily  qualify  for  regular 
certificates  within  a  year  or  two.  The  three  who  are  extremely 
short  might  perhaps  well  be  replaced.  The  provisionally  certi- 
cated  commercial  teachers  are,  with  four  exceptions,  within  a 
year  or  less  of  qualifying,  being  about  evenly  distributed  within 
the  two  halves  of  the  one-year  period.  It  would  not  be  difficult 
to  replace  the  commercial  teachers  who  are  very  short  of  the 
requirement.  There  were  thirteen  regular  commercial  teachers' 
certificates  issued  in  1925-26  and  nine  of  these  were  received  by 
new  applicants.  Three  of  them,  incidentally,  had  had  a  year 
more  of  training  than  Maryland  requires  and  one  had  two  years 
more. 

Only  three  of  the  provisionally  certificated  manual  training 
teachers  come  within  a  year  or  three  quarters  of  a  year  of  quali 
fying.  Nine  are  from  one  and  a  quarter  to  two  years  short  and 
one  comes  within  three  and  a  half  years  of  qualifying.  It  looks 
as  if  the  greatest  effort  is  needed  in  connection  with  manual  train- 
ing teachers.  Those  who  are  more  than  a  year  short  and  any  of 
the  others  who  are  not  making  every  effort  to  qualify  should  be 
replaced,  if  possible.  In  this  connection,  it  is  worth  while  to  note 
that  nine  regular  certificates  in  manual  training  were  issued 
during  1925-26,  and  six  of  these  were  issued  to  new  applicants. 
It  is  therefore  evident  that  manual  training  teachers  are  available 
and  that  it  would  not  be  impossible  to  replace  those  who  have 
had  the  least  training. 

It  is  still  rather  difficult  to  get  qualified  teachers  of  physical 
education,  and  some  of  those  with  little  academic  training  may  do 
rather  good  work  in  their  special  field.  There  seems  no  reason, 
however,  why  the  three  conspicuously  short  teachers  of  home  eco- 
nomics should  be  continued  in  service,  as  there  is  a  practically 
adequate  supply  of  teachei^  who  qualify  in  this  subject. 

(HECK  OF  ELEMENTARY  CERTIFICATION 

In  the  spring  of  1926  it  was  possible  to  check  for  the  third  year 
the  certification  of  the  elementary  school  teachers.  This  check 
also  showed  a  marked  improvement.  There  were  only  475  uncer- 
tificated  (this  includes  94  colored  teachers),  as  compared  with 


140 


Annual  Report  of  State  Department  of  Education 


700  the  preceding  year.  Most  of  the  cases  were  cleared  up  by 
information  from  the  superintendents  as  to  changes  in  names,  or 
by  the  renewal  of  certificates  which  had  expired,  or  by  the  author- 
ization of  provisional  certificates.  It  has  been  possible  to  begin 
the  elementary  check  earlier  in  the  year  1926-27,  and,  the  num- 
ber of  unsettled  cases  being  smaller,  as  they  doubtless  will  be,  it 
is  hoped  that  it  will  be  possible  to  make  sure  that  every  elemen- 
tary school  teacher  as  well  as  every  high  school  teacher  is  certif- 
icated this  year. 

NEARLY  80  PER  CENT  OF  WHITE  COUNTY  ELEMENTARY 
TEACHERS  HAVE  FIRST  GRADE  CERTIFICATES 

The  twenty-three  counties  of  Maryland  are  steadily  moving 
nearer  the  goal  of  having  a  trained  teacher  in  every  elementary 
classroom.  Table  63  shows  that  there  are  nearly  1,200  more 
white  elementary  school  teachers  holding  regular  first  grade  cer- 
tificates in  October,  1926,  than  in  1921,  and  200  more  than  in 
1925.  Of  the  3,071  teachers  employed  in  October,  1926,  in  white 
elementary  schools  2,414  or  79  per  cent  hold  regular  first  grade 
certificates,  which  means  graduation  from  normal  school  or  its 
equivalent.  The  per  cent  of  teachers  holding  the  first  grade  cer- 
tificate has  risen  from  40  in  October,  1921,  to  79  in  1926. 

On  the  other  hand,  the  number  and  per  cent  of  teachers  holding 
second  and  third  grade  certificates  has  steadily  declined  as  may 
readily  be  seen  in  the  two  lower  groups  of  bars  on  Chart  23. 
Whereas  in  October,  1921,  there  were  1,122  or  37  per  cent  of  the 
teachers  holding  second  grade  certificates,  by  October,  1926,  the 

TABLE  63 

INCREASE  IN  TEACHERS  HOLDING  REGULAR  FIRST  GRADE 
CERTIFICATES,  1921-1926 


FALL  OF 

Total  Number 

White  Elementary 

Teachers 

White  Elementary  Teachers 
Holding  Regular  First  Grade 
Certificates 

Number 

Per  Cent 

1921 

3,040 

1,228 

40.4 

1922 

3,038 

1,351 

44.5 

1923 

3,026 

1,633 

54.0 

1924 

3,019 

1,936 

64.1 

1925 

3,058 

2,212 

72.4 

1926 

3,071 

2,414 

78.6 

Improvement  in  Certification  of  White  Elementary  Teachers   141 


number  and  per  cent  had  decreased  to  426  and  14,  respectively. 
Likewise  teachers  holding  third  grade  certificates  have  dropped 
from  659  in  October,  1921,  to  207  in  1926,  corresponding  percent- 
ages being  22  and  6.     (See  Chart  23.) 

CHART  23 


TBAINDrO  OF  lOLHYLAMD  COUNTT  WHITB  ELEMSHTAET  TEACHEHS 


bumbsb 
bkg-    phovi- 

OCf.   ni.AB  SIOSAL 
1921 


■  %  BECDLAB      I     I  %   PB07ISI0HA1 

FIBST  GRADE  CEPTIFICATES 


1921 

935 

189 

1922 

894 

175 

1923 

820 

97 

1924 

690 

125 

1925 

517 

55 

1926 


405 


21 


1921 

968 

291 

1922 

365 

201 

1923 

320 

124 

1924 

229 

101 

1925 

182 

65 

1926 


161 


46 


SECOND  GRADE  CERTIFICATES 


THIRD  GRADE  CERTIFICATES 


142 


Annual  Report  of  State  Department  of  Education 


The  number  of  teachers  holding  first  grade  certificates  in  1921, 
1925  and  1926"  and  the  increase  of  1926  over  1921  and  1925  are 
shown  in  Table  64  and  similarly  percentages  in  Table  65.  Wash- 
ington County  increased  the  number  of  teachers  holding  first 
grade  certificates  over  last  year  by  32,  Garrett  by  28,  Carroll  by 
16,  Prince  George's  and  Allegany  by  15.  In  Table  65,  the  counties 
are  ranked  in  the  order  of  the  percentage  of  teachers  holding  firsi 
grade  certificates  in  October,  1926.  Queen  Anne's  and  Baltimore 
Counties  rank  highest  with  100  per  cent  of  their  teaching  staffs 
holding  first  grade  certificates,  Allegany  has  94  per  cent,  Calvert 
and  Montgomery  90  per  cent.  Charles  and  Garrett  made  the 
greatest  increases  over  the  fall  of  1925,  their  per  cent  in  1926 
being  19  and  18  above,  respectively.  Somerset  and  Howard  made 
gains  of  13  and  12  per  cent,  respectively,  and  Carroll  and  Calvert 
increased  their  percentages  over  last  year  by  10.  The  differences 
between  the  per  cent  of  trained  teachers  in  1926  and  1921  are 
greatest  in  Wicomico,  Howard,  Kent,  Garrett,  Caroline  and  Wor- 
cester. 


TABLE  64 

COUNTY 

Number  of  White  Elementary  Teachers  Holding 
Regular  First  Grade  Certificates  October 

1921 

1925 

1926 

1926  Increase  Over 

1921 

1925 

Allegany 

Anne  Arundel 

Baltimore 

Calvert     

207 
76 

261 
16 
22 
47 
29 
10 
22 
91 
12 
46 
16 
20 
86 
56 
35 
10 
19 
34 
73 
24 
16 

282 

123 

343 

24 

55 

112 

53 

21 

63 

149 

87 

82 

43 

46 

116 

150 

62 

18 

39 

45 

160 

83 

56 

297 

124 

346 

26 

58 

128 

62 

33 

64 

152 

115 

94 

50 

51 

128 

165 

62 

21 

50 

48 

192 

90 

58 

90 

48 
85 
10 
36 
81 
33 
23 
42 
61 

103 
48 
34 
31 
42 

109 
27 
11 
31 
14 

119 
66 
42 

15 
1 
3 
2 

Caroline 

Carroll 

Cecil  

3 

16 
9 

Charles       

12 

Dorchester          

1 

Frederick 

Garrett 

3 

28 

Harford 

Howard 

Kent 

Montgomery 

Prince  George's 

Queen  Anne's 

St.  Mary's 

Somerset 

12 

7 

5 

12 

15 

3 
11 

Talbot 

Washington         

3 
32 

Wicomico 

7 

Worcester 

2 

Total 

1,228 

2,212 

2,414 

1,186 

202 

White  Elementary  Teachers  Holding  First  Grade  Certificates  143 


TABLE  65 


COUNTY 

Per  Cent  of  White  Elementary  Teachers 
Holding  Regular  First  Grade  Certificates  October 

1921 

1925 

1926 

1926  Increase  Over 

1921 

1925 

Queen  Anne's 

49 
89 
71 
42 
68 
30 
36 
57 
25 
21 
26 
59 
38 
17 
27 
18 
37 
27 
7 
27 
22 
15 
16 

100 
98 
94 
80 
88 
79 
82 
80 
73 
77 
73 
82 
67 
68 
61 
68 
64 
56 
47 
52 
48 
33 
33 

100 
100 
94 
90 
90 
88 
87 
87 
85 
83 
82 
82 
75 
73 
71 
69 
66 
65 
65 
61 
61 
52 
42 

51 
11 
23 
48 
22 
58 
51 
30 
60 
62 
56 
23 
37 
56 
44 
51 
29 
38 
58 
34 
39 
37 
26 

Baltimore 

Allegany           

2 

Calvert 

Montgomery 

Kent        

10 
2 
9 

Prince  George's 

Talbot 

5 

7 

Howard 

Wicomico 

Caroline 

Anne  Arundel     

12 
6 
9 

Harford 

Worcester 

Carroll     

8 

5 

10 

Dorchester 

Frederick 

Washington 

Garrett 

Cecil 

Somerset 

Charles 

St.  Mary's 

1 
2 
9 

18 

9 

13 

19 

9 

Average 

40 

72 

78 

38 

6 

Certification  in  Rural  and  Graded  Schools 

The  number  and  per  cent  of  teachers  holding  different  grades 
of  certificates  in  the  various  types  of  white  elementary  schools 
in  October,  1926,  are  given  in  Table  66.  The  one  teacher  schools 
have  62  per  cent  of  the  teachers  holding  first  grade  certificates, 
the  two-teacher  schools  79  per  cent,  and  the  graded  schools  89  per 
cent.  On  the  other  hand,  the  one-teacher  schools  have  22  per  cent 
holding  second  grade  certificates,  the  two-teacher  schools  16  per 
cent,  and  the  graded  schools  9  per  cent.  The  differences  are  still 
more  marked  for  teachers  holding  third  grade  certificates — 16 
per  cent  in  the  one-teacher  schools,  5  per  cent  in  the  two-teacher 
schools,  and  2  per  cent  in  the  graded  schools. 


144 


Annual  Report  of  State  Department  of  Education 


TABLE  66 

GRADE     OF     CERTIFICATE     HELD    BY    COUNTY    ELEMENTARY 
TEACHERS  IN  VARIOUS  TYPES  OF  SCHOOLS,  OCTOBER,  1926 


White  Elementary  School  Teachers 

Colored 

CERTIFICATES 

One 
Teacher 
Schools 

Two 
Teacher 
Schools 

Graded 
Schools 

All 
Schools 

Elementary 

School 
Teachers 

Number 

First  Grade 

Regular 

Provisional 

Second  Grade 

Regular 

Provisional 

Third  Grade 

Regular 

Provisional 

555 

8 

190 
14 

109 

38 

370 
2 

72 
3 

21 
4 

1,489 
14 

143 

4 

31 

4 

2,414 
24 

405 

21 

161 
46 

436 
9 

185 
8 

60 

27 

Total    

914 

472 

1,685 

3,071 

725 

Per  Cent 

First  Grade 

Regular 

Provisional 

Second  Grade 

Regular 

60.7 
.9 

20.8 
1.5 

11.9 
4.2 

78.4 
.4 

15.3 
.6 

4.4 
.9 

88.4 
.9 

8.5 
.2 

1.8 
.2 

78.6 

.8 

13.2 

.7 

5.2 
1.5 

60.1 
1.3 

25.5 

Provisional 

Third  Grade 

Regular    

1.1 
8.3 

Provisional 

3.7 

Total        

100.0 

100  0 

100.0 

100  0 

100.0 

CERTIFICATION  IN  COLORED  ELEMENTARY  SCHOOLS 

For  colored  elementary  schools,  see  the  last  column,  which  indi- 
cates that  61  per  cent  of  the  teachers  hold  first  grade  certificates, 
27  second  grade  and  12  per  cent  third  grade  certificates.  Condi- 
tions in  the  colored  schools  are  similar  to  those  in  the  white  one 
teacher  schools.     (See  Table  66.) 


The  Certification  Score  in  Wiiitk  Elementary  Schools  145 

THE  CERTIFICATION  SCORE 

The  training'  of  the  teaching  staff  is  expressed  in  another  way 
in  a  single  figure  called  the  certification  score  which  is  obtained 
by  the  following  weighting  of  the  various  grades  of  certificate. 

Elementary  principal  and  first  grade,  regular 4 

Elementary  principal  and  first  grade,  provisional 2 

Second  grade,  regular 2 

Second  grade,  provisional 1 

Third  grade,  regular 1 

Third  grade,  provisional 0 

White  Elementary  Schools 

The  certification  score  for  white  elementary  schools  in  each 
county  is  shown  in  Chart  24.  There  has  been  a  steady  increase 
from  64.4  in  October,  1922,  to  71.5  in  1923,  to  77.4  in  1924,  to 
83.2  in  1925,  and  to  87.1  in  1926.  Except  for  slight  setbacks  in 
Talbot,  Caroline  and  Charles  in  1924,  and  in  Anne  Arundel  and 
Dorchester  in  1926,  there  has  been  consistent  improvement  in 
every  county  of  Maryland.  Except  for  Calvert,  the  rank  of  the 
counties  is  quite  similar  to  that  shown  in  Table  65,  page  143.  Ten 
counties  score  above  90  points  and  only  6  score  below  80. 

Similar  certification  scores  for  the  various  types  of  elementary 
schools  are  included  in  Table  67. 

Most  of  the  counties  have  made  rapid  gains  in  the  past  four 
years  in  staflfing  their  one  teacher  schools  with  better  trained 
teachers,  but  a  few  counties  have  made  only  slight  advances  or 
have  even  gone  backward.  This  is  true  of  the  four  counties  at 
the  foot  of  the  list — Anne  Arundel,  Dorchester,  Washin^on  and 
St.  Mai-y's.  There  are  six  counties  having  scores  above  90  and 
two  of  100.  In  the  two  teacher  schools  Somerset  has  retro- 
graded. Twelve  counties  score  90  or  more  including  three  having 
a  perfect  score  for  the  two  teacher  schools.  Except  for  the  drop 
in  Frederick  County,  the  graded  schools  are  rapidly  approaching 
a  score  of  100  per  cent.  Four  counties  have  now  attained  this 
score.  Only  six  counties  are  below  90  points  in  their  graded 
schools — Worcester,  Cecil,  Frederick,  Somerset,  Garrett  and 
Washington.  With  the  passage  of  the  retirement  bill  at  the  1927 
session  of  the  legislature,  it  will  probably  be  possible  for  counties 
which  have  low  scores  to  make  great  improvement.  (See 
Table  67.) 


146 


Annual  Report  of  State  Department  of  Education 


CHART  24 


CERTIFICATION  SCOHE  OP  WHITE  ELEMENTARY  SCHOOL  TEACHERS 


County 
Co.  Average 

^u.  Anne ' 3 

Baltimore 

Allegany 

Montgomery 

Kent 

Pr.  George '3 

Talbot 

Calvert 

Wicomico 

» 

Howard 

Caroline 

An.  Arundel 

Harford 

Worcester 

Carroll 

Frederick 

Dorchester 

Cecil 

Washington 

Garrett 

Somerset 

Charles 

St.  Mary's 


1923 
71.5 

65.8 
95.2 
87.1 
79.1 
74.6 
77.9 
85.6 
72.2 
72.3 
64.5 
72.8 
79,7 
71.9 
63.6 
61.8 
64.8 
64.1 
69.3 
66.7 
38.6 
56.5 
51.5 
40.3 


OCTOBER 

1924  1925 

77.4  83.2 

99.2  100.0 

97.0  98.4 
93.9  96.5 
89.8  93.0 

78.4  88.4 

85.8  90.4 

82.5  89.3 

77.9  85.0 
84.7  88.4 
71,9  83.5 

72.2  83.9 

82.3  87,9 
77.9  80.7 

73.1  82.3 
67.7  75,7 

73.4  79.9 

69.5  80.4 
71.7  73.8 

70.2  73.3 

51.3  64.0 
62.0  67.4 
47.9  54.7 

44.6  50.0 


1926 


EQ3 


BS3 


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EEZ9i 
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EdM 
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Certification  Scores  in  Types  of  Whiti':  Elementary  Schools    147 


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148 


Annual  Report  of  State  Department  of  Education 


Certification  in  Colored  Elementary  Schools 

The  marked  betterment  of  the  training  of  teachers  in  the  col- 
ored elementary  schools  is  reflected  in  Chart  25,  Somerset 
County  at  the  bottom  of  the  list  is  the  only  one  which  has  had  a 
decided  deterioration  in  the  training  of  its  colored  teachers  under 
conditions  a  year  ago.  Its  score  now  is  only  48.5  points,  9  less 
than  last  year.  Charles  and  Washington  Counties  have  also  had 
to  appoint  to  their  colored  schools  teachers  slightly  less  well 
trained  during  the  current  year  than  a  year  ago.  There  are  four 
counties  whose  teacher  certification  score  is  above  90 — Allegany, 
Cecil,  Howard  and  Baltimore,  while  there  are  nine  with  a  score 

CHART  25 


CERTIFICATIOH  SCOBE  OF  COLOEED  ELEMENTAET  SCHOOL  TEACHEHS 

OCTOBER 
County      1923  1924  1925 
Co,  Aversige    60,6  64.0  71.4 


Allegany 

Cecil 

Hcjward 

Baltimore 

Kent 

^u,  Anne's 

Pr.  George's 

Harford 

Montgomery 

Vlcomico 

Caroline 

Frederick 

Vaahin^on 

St.  Mary's 

Calvert 

Anne  Arundel 

Talbot 

Carroll 

Charles 

Worcester 

Dorchester 

Somerset 


100,0  100.0  100.0 

84,4  93.3  96.9 

68.4  83.3  89.5 

82.2  86,7  89,1 
75,9  65.5  81.0 

66.4  77,3  84.1 

66.6  73,3  78.8 

68.5  74,0  75,0 
58.1  61,2  76,2 

61.5  72.1  71,2 

63.4  57.7  64.4 

53.7  45.5  66.1 

64.6  68,8  76,9 
42,6  53,6  54.4 

57.3  56,5  72,2 

43.5  57.1  69.8 

62.1  61,1  68,5 

71.2  66.7  72.9 

61.8  66.0  69,1 

56.4  56.5  64.1 

47.6  47.1  50.5 

52.7  52,0  57.8 


Certification-  Scores  in  Colored  Elementary  Schools  149 

of  less  than  75 — Somerset,  Dorchester,  Worcester,  Charles,  Car- 
roll, Talbot,  Anne  Arundel,  Calvert  and  St.  Mary's.  The  devel- 
opment of  colored  high  schools  which  are  found  in  all  of  these 
latter  counties  except  Calveii:  and  St.  Mary's,  making  it  possible 
to  prepare  pupils  who  can  enter  the  Bowie  Normal  and  Industrial 
School,  should  help  to  improve  teacher  certification  conditions  in 
these  counties.     (See  Chart  25.) 

MARYLAND  TEACHERS  KEEP  UP  TO  DATE  BY  ATTENDING 
SUMMER  SCHOOL 

During  the  summer  of  1926,  1,450  teachers  serving  in  Mary- 
land counties  in  October,  1926,  attended  summer  schools.  Of  this 
total,  888*  are  teachers  in  elementary  schools  for  white  pupils, 
281  are  in  high  schools  for  white  pupils,  and  281  are  in  colored 
schools.  This  means  that  29  per  cent  of  the  teaching  staff  in 
white  elementary  schools,  31  per  cent  in  white  high  schools,  and 
36  per  cent  in  colored  schools,  went  away  to  college  or  normal 
school  last  summer  to  increase  their  knowledge  of  subject  matter 
and  learn  improved  methods  of  imparting  to  children  the  mate- 
rial which  is  included  in  the  course  of  study. 

The  State  law  requires  every  county  teacher  to  attend  summer 
school  once  in  four  years.  It  is  gratifying  to  find  that  a  number 
of  teachers  over  and  above  those  required  to  attend  do  so  from 
interest  and  a  desire  for  self  improvement,  and  this  undoubtedly 
will  be  reflected  in  the  work  of  their  pupils. 

The  number  of  teachers  attending  summer  schools  from  the 
various  counties  is  given  in  Table  68. 

In  white  elementary  schools,  a  large  proportion  of  the 
teachers  in  Prince  George's,  Cecil,  Somerset,  Worcester,  Calvert, 
Caroline,  and  Allegany  went  to  summer  school  in  1926.  The  white 
high  schools  of  St.  Mary's,  Montgomery,  Baltimore,  Calvert, 
Charles,  Talbot,  Allegany,  and  Garrett  have  on  their  teaching 
staffs  over  one-third  who  were  in  summer  school  in  1926.  The 
colored  schools  of  Somerset,  Carroll,  Prince  George's,  Wicomico, 
Talbot,  Caroline,  Anne  Arundel,  Charles,  Calveii;  and  Dorchester 
employed  staffs  over  one-third  of  whom  had  been  to  summer 
school  in  1926. 

Colleges  Attended  by  Summer  School  Students 

The  summer  schools  selected  by  Maryland  county  teachers  cov- 
ered a  wide  area,  extending  as  far  west  as  the  University  of  Cali- 
fornia; as  far  south  as  Miami  University  and  Louisiana  State 
Normal  School ;  as  far  north  as  the  University'  of  Michigan,  Har- 
vard, and  the  University  of  Vermont ;  and  as  far  east  as  Oxford 
University  and  the  Sorbonne  in  Paris.    The  teachers  who  com- 

*  These  fijrures  do  not  include  198  white  elementary  school  teachers  who  attended  the 
Baltimore   County   Institute   for   two   weeks  at   the  beginning  of  the  school   year. 


150 


Annual  Report  of  State  Department  of  Education 


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Summer  Schools  Attended  by  Maryland  County  Teachers      151 

bine  travel  with  their  professional  study  are  bound  to  bring  back 
to  the  classroom  fresh  points  of  view  which  will  probably  make 
their  teaching  of  some  topics  in  geography  and  history  that  they 
have  previously  known  only  through  the  printed  page  more  \ital 
and  interesting. 

TABLE  69 

NUMBER  OF  MARYLAND  COUNTY  TEACHERS  TEACHING  IN  FALL  OF  1926 

WHO   ATTENDED  SUMMER  SCHOOL   IN   1926,   DISTRIBUTED   BY 

KIND  OF  CERTIFICATE 


COLLEGE 


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33 

8 

239 

75 

314 

158 

59 

18 

235 

59 

294 

45 

45 
114 

78 
4 

123 

51 

34 

29 

118 

42 

14 

17 

73 

2 

75 

20 

15 

3 

38 

16 

54 

13 

21 

3 

37 

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40 

17 

17 
17 

5 

22 

7 

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11 

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45 

606 

200 

82 

888 

281 

1,169 

198 

198 
79 

7 

198 

39 

37 

3 

86 

1 

36.5 

24 

61.5 

61.5 

31 

17 

8 

56 

1 

57 

1 

10 

1 

12 

12 

7 

2 

9 

3 

12 

5 

5 

7 
7 

4 

1 

9 

7 

8 

2 

3 

2 

7 

17 

9.5 

26.5 

2 

28.5 

110 

115 

38 

263 

18 

281 

WHITE 

Johns  Hopkins  University 

University  of  Maryland 

Teachers  College,  Columbia  Univ 

Towson  Normal  School 

Frostburg  Normal  School 

University  of  Virginia 

University  of  Delaware 

University  of  Pennsylvania 

Shepherdstown  State  Normal  School. . . 
Harrisonburg  State  Normal  School.  .  .  . 

George  Washington  University 

University  of  West  Virginia 

Cumberland  Valley  State  Normal  School 

University  of  California 

Western  Reserve  University 

College  of  William  and  Mary 

Other  Schools 

Total 

Baltimore  County  Institute 

COLORED 

Hampton  Institute 

Bowie  Normal  School 

Morgan  College 

Petersburg  Normal  School 

University  of  Pennsylvania 

Columbia  University 

Howard  University 

Storer  College 

Other  Schools 

Total 


152  Annual  Report  of  State  Department  of  Education 

The  majority  of  the  Maryland  county  teachers,  however,  chose 
to  go  to  nearby  schools.  Table  69  includes  those  schools  and  col- 
leges having  five  or  more  attendants  from  Maryland  counties. 
The  schools  are  listed  in  the  order  of  total  number  of  students 
from  Maryland  county  schools. 

It  will  be  noted  that  Johns  Hopkins  University  and  the  Univer- 
sity of  Maryland  lead  all  of  the  other  schools  by  a  wide  margin, 
Columbia  University  and  our  own  normal  schools  at  Towson  and 
Frostburg  coming  next  in  order,  followed  by  the  Universities  of 
Virginia,  Delaware,  and  Pennsylvania. 


EXTENSION  COURSES 

In  addition  to  work  at  summer  school,  225  teachers  in  ten 
counties  completed  extension  courses  given  within  their  counties. 
Through  the  fund  provided  in  the  State  public  school  budget  for 
this  purpose,  it  was  possible  to  reimburse  counties  and  teachers 
to  the  extent  of  one-half  of  the  tuition  cost  of  such  courses.  Table 
70  indicates  the  counties  giving  such  courses,  the  number  com- 
pleting them  and  the  amount  of  State  aid.  The  faculty  of  the 
normal  schools  and  colleges  of  the  State  furnished  most  of  the 
instruction  provided. 

TABLE  70 

NUMBER     OF     MARYLAND     COUNTY     TEACHERS     COMPLETING 

EXTENSION  COURSES  SUBSIDIZED  BY  THE  STATE  AND 

THE    AMOUNT   OF    STATE    AID    ALLOWED   FOR 

YEAR  ENDING  JULY  31,  1926 

No.  of  Teachers 
COUNTY  Completing  Ex- 

tension Courses  State  Aid 

Anne  Arundel 43  $386 .  73 

Carroll 14  175.00 

Cecil 13  249.28 

Frederick 24  354 .  00 

Garrett 9  75 .  00 

Harford 16  115.04 

Prince  George's 21  361.20 

Somerset 16  129.70 

Washington 51  765 .  00 

Wicomico 18  270 .  00 


Total 225  $2,880.95 


Experience  of  Maryland  County  Teachers  153 

EXPERIENCE  OF  MARYLAND  COUNTY  TEACHERS 

A  tabulation  of  the  experience  of  teachers  in  service  in  Octo- 
ber, 1926,  indicates  that  the  median  teacher  is  sHghtly  younger 
than  in  previous  years.  Half  of  the  teachers  in  the  one  room 
schools  had  had  less  than  3.4  years  of  experience,  in  two  teacher 
schools  the  median  experience  was  5.7  years  and  in  graded 
schools  7.4  years.  In  high  and  colored  schools  the  median  expe- 
rience was  3.8  and  3.6  years,  respectively.  The  number  and  per 
cent  of  teachers  having  no  experience,  experience  of  from  1  year 
to  7  years,  respectively,  and  in  groups  of  four-year  periods  is 
given  in  Table  71. 

In  order  that  the  counties  may  have  a  comparison  of  the  rel- 
ative maturity  of  the  teaching  staffs  in  the  white  elementary 
schools.  Chart  26  represents  graphically  the  per  cent  of  teachers 
in  each  county  who  have  had  less  than  three  years'  experience  by 
the  dotted  portion  of  the  bar  at  the  left,  those  who  have  had  3-15 
years'  experience  inclusive  by  the  portion  of  the  bar  filled  with 
parallel  horizontal  lines,  those  who  have  had  16-23  years  of  expe- 
rience by  the  white  section,  and  those  with  24  or  more  years  of 
experience  by  the  black  section  at  the  extreme  right  of  the  bar. 

It  will  be  evident  that  one-third  of  the  teachers  in  the  average 
county  have  had  less  than  three  years  of  experience.  Howard. 
Garrett,  Caroline,  Carroll  and  Charles  Counties  have  a  relatively 
large  proportion  of  their  teaching  staffs  in  this  group.  These 
counties  have  been  rapidly  replacing  teachers  holding  provisional 
certificates  with  normal  school  graduates.  Howard  with  the 
minimum  salary  schedule  and  being  close  to  Baltimore  City  and 
County  cannot  hold  experienced  successful  teachers.  This  group 
includes  the  recent  normal  school  graduates  who  are  fulfilling 
their  pledge  to  teach  two  years,  who  may  or  may  not  continue  in 
the  teaching  profession.  Talbot,  Wicomico  and  Kent  have  a 
rather  small  proportion  of  their  staffs  in  this  group. 

Most  of  the  counties  number  the  majority  of  their  teaching 
staffs  among  the  group  having  experience  from  3  to  15  years, 
nearly  half  of  the  teaching  staffs  in  the  average  county  falling  in 
this  group.  Those  who  have  decided  to  make  teaching  their  life 
work  are  to  be  found  here  and  it  is  from  this  group  that  creative, 
vital,  artistic  teaching  may  be  expected.  Howard  and  Carroll 
have  relatively  small  numbers  in  this  group,  while  Prince 
George's,  Montgomery,  Wicomico  and  Harford  have  a  large  pro- 
portion of  their  teachers  having  had  from  3  to  15  years  of  expe- 
rience. 


154 


Annual  Report  of  State  Department  of  Education 


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Experience  of  County  White  Elementary  School  Teachers     155 
CHART  26 

PER  CEIIT  OP  WHITE  ELS-VZIJTAEY  TEACHERS  DI  SERVICE 
OCTOBER  1926 
HIVING  HAJ)  THE  FOLLOWING  YEASS   OP  EXPEHEERCE 


cquiiTY 

TOTAL  MVD 
CO.    AVSRAOE 

ALLEGANY 

AN.    ARL^JDEL 

BALTDJOHE 

CALVERT 

CAROLINE 

CARROLL 

CECIL 

CHARLES 

DORCHESTER 

PESDERICK 

GARRETT 

KARP0R3 

HOWARD 

KENT 

MONTGOMEBT 

PR.    GEORGE'S 

QU.  kind's 

ST.   II^T'S 

SOMERSET 

TALBOT 

WASHINGTON 

WICOMICO 

WORCESTER 


TOTAL 

Nm3SR 

TEACHERS 


TEARS 


0-2 
3071  |;;^^:^^:^^^  33  :W-:'v7^>;V> 


3-15 


16-23     244> 


101  |:::::v:::25::::::?i^ 
64 


Less  than  one-fifth  of  the  teaching  staffs  in  the  counties  have 
had  more  than  15  years'  experience.  Talbot,  Somerset,  Cecil, 
Frederick,  Kent  and  Allegany  have  relatively  more  older  teachers 
than  most  of  the  counties,  and  Garrett,  Montgomery,  Caroline, 
Harford  and  Prince  George's  have  less.  The  enactment  of  the 
new  teachers'  retirement  law  will  permit  some  of  the  older  teach- 
ers who  have  given  35  years  of  service  to  retire,  thus  reducing  the 
proportion  in  the  highest  experience  group. 


156 


Annual  Report  of  State  Department  of  Education 


Inexperienced  Teachers  Employed 

A  rough  measure  of  teacher  turnover  may  be  obtained  from 
the  per  cent  of  inexperienced  teachers  who  are  employed.  Such 
a  measure,  however,  leaves  out  of  account  teachers  of  experience 
who  come  from  other  States  or  experienced  Maryland  teachers 
who,  after  having  left  the  service,  return  to  teaching  positions. 
Such  a  measure  also  does  not  take  into  consideration  the  addi- 
tional positions  due  to  increased  enrollment  which  must  be  filled 
in  the  counties  with  a  growing  population. 

In  elementary  schools  the  number  of  teachers  with  no  experi- 
ence employed  in  October,  1926,  was  smaller  than  in  the  past  two 
years.  In  one-teacher,  high,  and  colored  schools  the  number  and 
per  cent  of  inexperienced  teachers  in  service  were  higher  than 
in  either  of  the  past  two  years,  but  in  two-teacher  and  graded 
schools,  they  were  lower.    (See  Chart  27.) 


CHART  27 


NUMBER  Aim   PEE  CENT  OF  TEACHERS  IN  tlABTlAUD  COUHTIES 

HAVING  THEIB  FIEST  YEAH  OF  TEACHING  EXPEHIENCE 

OCTOBER  1925  AND  OCTOBER  1926 

KUMBFJl     PER  CENT 
SCHOOLS   1925  1926   1925  1926 

ONE  TEACHER  175   208  18.3 

r.VO  TEACHER   77    58  14.8 
GRADED       159   124  10.1 

WHITE  HIGH   150   166  17.3 


COLORED 


160   183  20,6 


Inexperienced  Teachers  in  White  Schools 

The  number  and  per  cent  of  high  school  teachers  in  each  county 
having  their  first  year  of  teaching  experience  is  shown  in  Chart 
28.  The  per  cent  varies  from  a  minimum  of  8.5  in  Prince 
George's  and  8.6  in  Anne  Arundel  and  Worcester  to  33.3  per  cent 
in  Somerset  and  50  per  cent  in  St.  Mary's,  the  average  for  the 
counties  being  18.1  per  cent.  There  were  166  new  teachers.  One 
of  the  important  problems  of  the  high  school  supervisors  was  to 
give  help  needed  by  these  beginning  teachers.     (See  Chart  28.) 


Inexperienced  White  High  School  Teachers 


157 


CHART  28 


NUMBER  AlU)  lER  CETIT  OF  TdlTE  HIGH  SCHOOL  TEACHERS 
IN  ItARILAUD  COUHTIES 
DI  FIRST   YEAR  OF  TEACHIVG  EIPERIEBCE 
OCTOBER  1925  AND  OCTOBER  1926 


NDIIBER 
1925   1926 


COUNTY 
TOTAL  AND 
CO.   AVERAGE     150      166 

PR.    GEORGE'S 

AN.   ARUNDEL 

WORCESTER 

BALTIMORE 

KENT 

QU.   ANNE'S 

ALLEGANY 

FREDERICK 

DORCHESTER 

WASHINGTON 

GARRETT 

CAROLINE 

TALBOT 

CARROU 

CECIL 

HARFORD 

MONTGQMEHY 

HOWARD 

WICOMICO 

CALVERT 

CHARLES 

SOMERSET 

SAINT  MARY'S 


PER  CENT 
1925  1926 


There  were  390  beginning  teachers  in  the  county  white  elemen- 
tary schools,  one-eighth  of  the  entire  teaching  staff.  The  pro- 
portion of  inexperienced  teachers  varies,  of  course,  with  the 
county,  Worcester  having  only  2  beginners,  2.5  per  cent  of  the 
entire  group,  while  Charles  had  17  new  teachers  or  26.6  per 
cent  of  the  entire  teaching  staff.     (See  Chart  29.) 


158 


Annual  Report  of  State  Department  of  Education 


CHART  29 


HCMBKH  AHD  PES  CENT  OP  WHITE  ELEUENTAHT  TEACHEBS 
IH  MAEILAHD  COUNTIES 
K  FIBST  TEAS  OF  TEACHING  EXPERIENCE 
OCTOBEH  1925  OCTOBKE  1926 


TOTAL  AND 
CO.  ATEBAGE 
W0HCB3TEB 

KENT 

TAIBOT 

ALLEGANY 

PR.  GEOEGB'S 

fICOMICO 

SO^SHSET 

AN,  ARUNDEL 

CECIL 

qu.  ANNE'S 

DOHCHESTEB 

MDNTGOMEET 

BALTrMDSB 

FREDERICK 

WASHINGTON 

HARFORD 

CAROLINE. 

HOWARD 

CARROLL 

CALVERT 

ST.  MARY'S 

GARRETT 

CHARLES 


PER  CENT 
1925  1926 
13.4 


Similar  conditions  in  the  rural  and  graded  schools  are  shown 
in  Table  72.  More  beginners  are  needed  in  the  one  teacher  than 
in  the  larger  schools  because,  in  many  cases,  teachers  who  have 
had  experience  in  the  one-teacher  schools  seek  appointment  in 
graded  schools  whenever  vacancies  occur.    Charles,  Allegany  and 


Inexperienced  White  Elementary  School  Teachers 


159 


Caroline  Counties  have  inexperienced  teachers  in  over  one-third 
of  their  one  room  schools.  Garrett,  Carroll,  Harford,  Washing- 
ton and  Frederick  have  large  numbers  of  beginners  in  one  teacher 
schools. 

Frederick  County  had  11  beginners  in  two  teacher  schools,  and 
Baltimore  and  Washington  Counties  had  33  and  22,  respectively, 
in  graded  schools.     (See  Table  72.) 


TABLE  72 

NUMBER  AND   PER   CENT   OF   WHITE   TEACHERS   IN   MARYLAND 

COUNTIES   HAVING  THEIR   FIRST    YEAR   OF 

TEACHING  EXPERIENCE,  OCTOBER,  1926 


One  Teacher  Schools                         Two  Teacher  Schools                           Graded  Schools 

County                No.      Per                      County         No.       Per                     County         No.       Per 

Cent                                                     Cent                                                     Cent 

Total  and  Average. . 

.    208 

22.7 

Total  and  Average 

58 

12.3 

Total  and  Average 

124 

7.4 

Anne  Arundel 

Prince  George's .... 

Worcester 

Somerset 

Montgomery 

1 
2 
2 
2 
3 

4.8 

6  5 

7.1 

10.5 

11.1 

Allegany 

Calvert 

Caroline 

Kent 

Queen  Anne's .... 

0 
0 
0 
0 
0 

0 
0 
0 
0 
0 

Worcester 

Kent 

Wicomico 

Allegany 

Caroline 

0 
0 
1 
5 

1 

0 
0 

18 
2.0 
2  6 

Dorchester 

Talbot 

Cecil 

Wicomico 

Kent 

5 
2 

7 
7 
4 

14.7 
15.4 
15  9 
17.5 
19  0 

Worcester 

Baltimore 

Carroll 

Somerset 

Cecil 

0 
2 
1 
1 

1 

0 
4.3 
4.5 
4.5 
5.6 

Talbot 

Queen  Anne's .... 

Howard 

Dorchester 

Frederick 

1 

1 
1 
2 
5 

2.9 

4.2 
4  3 
4.4 

4.5 

Calvert 

Baltimore 

Washington 

Frederick 

Queen  .'Anne's 

4 

7 

14 
16 

6 

19  0 

20  0 

20  6 

21  1 
21   4 

Garrett 

Wicomico 

Talbot 

Harford 

Anne  Arundel .... 

2 

1 
1 
4 
3 

7.7 

8.3 

12.5 

13.3 

13.6 

Cecil 

Harford 

Prince  George's .  . 
Anne  Arundel .... 
Somerset 

2 
3 
9 
9 
4 

5   1 

5  9 

6  9 
8.3 
9  8 

St.  Mary's 

Howard 

Harford 

Garrett 

Carroll 

7 

6 

.      12 

.     36 

.      24 

21   9 
25  0 

27  3 
28.8 

28  9 

Prince  George's... 

Montgomery 

Washington 

St.  Mary's 

Frederick 

4 
5 
6 
4 
11 

14.3 
14.7 
17.6 
22.2 
23.9 

Montgomery 

Garrett 

Washington 

Carroll 

Baltimore 

9 
3 

22 
9 

33 

11.0 
11.1 
11.3 
11.8 
12.4 

Charles 

Allegany 

Caroline 

.      11 

19 
U 

32.4 
45  2 

45.8 

Charles 

Dorchester 

Howard 

4 
4 
4 

25.0 
28.6 
33.3 

Charles 

Calvert 

2 

2 

14.3 
50.0 

Problems  of  Beginning  Teachers 

The  following  excerpts  from  reports  of  county  supervising 
teachers  indicate  methods  of  dealing  with  problems  which  the 
beginning  teachers  present : 

"The  grammar  grade  gi-oup  of  teachers  which  numbered  121  teachers, 
included  35  who  were  either  beginners  or  new  to  the  system.  This  large 
number  of  new  teachers  scattered  over  the  suburban  section  of  the 
county,  necessitated  a  more  systematic  plan  for  visiting  the  teachers 
than  had  f oiTnerly  been  used.  After  the  first  visit,  they  were  grouped  as : 

(1)  Teachers  weak  in  discipline  in  need  of  immediate  attention. 

(2)  Teachers  weak  in  methods  but  able  to  hold  class. 


160  Annual  Report  of  State  Department  of  Education 

"The  plan  was  to  visit  the  first  group  every  two  weeks,  so  as  to  get 
them  straightened  out  before  bad  habits  of  the  children  became  too 
strong.  While  some  teachers  were  saved  by  this  plan,  it  did  not  work 
out  as  well  as  I  had  hoped,  because  of  the  necessity  of  planning  my 
visits  so  as  to  travel  with  the  primary  helping  teacher,  and  also  because 
of  the  geographical  situation  of  the  schools.  Much  of  the  routine  work 
in  the  classroom  of  the  new  teachers  moved  along  smoothly  which  was 
due,  I  believe,  to  a  careful  planning  for  the  first  day  of  school  which  I 
discussed  with  the  teachers  during  the  teachers'  institute,  preceding  the 
opening  of  school. 

"During  the  first  two  months  of  school  I  taught  for  nearly  every  new 
teacher,  for  the  purpose  of  showing  the  one  group  how  to  handle  the 
class  and  for  the  purpose  of  giving  the  other  group  a  definite  plan  or 
procedure  for  lessons  in  reading,  writing,  literature,  etc.  In  schools 
where  there  were  several  new  teachers  I  saved  time  by  calling  the 
teachers  at  noon  and  discussing  their  work.  Our  new  teachers  are 
trained  to  think  through  the  work  from  an  impersonal  viewpoint.  This 
facilitates  the  supervisor's  work  and  incidentally  strengthens  the 
teachers  involved. 

"Beginning  teachers  always  express  a  need  for  more  detailed  subject 
matter  than  is  found  in  the  course  of  study,  so  in  answer  to  the  call, 
with  the  aid  of  several  experienced  teachers,  material  was  compiled  on 
(1)  South  America  for  the  fourth  grade,  (2)  Conservation — The  Game 
Department,  for  the  seventh  grade,  and  (3)  Department  of  Health  in 
Baltimore  County  for  the  sixth  grade."* 

"Special  visiting  days  were  provided  for  the  beginning  teachers.  The 
supervising  teacher  was  present  during  the  various  lessons  observed  and 
held  a  detailed  analysis  of  the  procedures  afterward,  showing  parts  that 
might  be  applied  and  those  parts  that  might  have  to  be  avoided.  The 
teachers  were  always  given  a  guide  for  observation  so  that  the  import- 
ant things  might  be  noted,  and  also  a  definite  summary  of  workable 
helps,  which  would,  in  turn,  be  sought  in  further  visits  to  their  respec- 
tive classrooms.  The  features  noted  were  the  habits  of  the  children  and 
teacher;  evidences  of  planning;  appearance  of  the  room;  devices  used; 
illustrative  material  used  and  where  and  how  secured ;  seatwork  results ; 
assignments;  questions  of  teacher  and  children;  and  attention  to  indi- 
vidual weaknesses  and  strengths."** 

The  following  outline  of  ways  in  which  the  supervisor  helps 
teachers  applies  not  only  to  the  beginning  teacher  but  to  those  of 
experience. 

"Each  classroom  naturally  has  its  own  problems.  These  individual 
needs  must  be  met  at  any  and  all  visits  but  always  in  the  supervisor's 
mind  are  those  things  which  she  wishes  to  follow  up  as  the  result  of 
group  and  conference  work.  From  this  viewpoint  there  are  listed  five 
types  of  classroom  visits, 
"The  Initial  Visit: 

1.  Course  of  study  adjustments. 

2.  Proper  books  for  primary  grades. 

3.  Proper  books  for  grammar  grades  according  to  the  groups  in 

two-room  schools. 

4.  Supplies  to  be  ordered  O.K.'d. 

5.  Problems  of  organization  and  classification. 

6.  Daily  program. 

*  Adapted   from   report  of   Nellie   Gray,    Baltimore    0>UTity. 
**  Adapted  from  report  of  Ruth  Parker,  Anne  Arundel   County. 


Supervisory  Help  for  Inexperienced  Teachers  161 

"The  Visits  Following  Up  Objectives: 

1.  Effective  Environment: 

Help  given  on  objectives  chosen  by  teacher  either  on  artistic  or 
social  side. 

2.  Effective  Teaching: 

a.  Lesson  plan  (subject  chosen  by  teacher). 

b.  Method  of  one  class  observed  and  analyzed  with  teacher  under 

these  heads. 

(1.)     Type  of  lesson. 

(2.)     Questions. 

(3.)    Response  of  Pupils. 

(4.)    Assignment. 

(5.)    Class  management. 

c.  Lesson  taught  usually  at  request  of  teacher. 

3.  Effective  Use  of  Materials: 

a.  Posted  in  school  and  being  used : 

(1.)     Daily  program. 

(2.)    Good  alphabet  form,  teacher's  name,  name  of  school. 

(3.)    Class  posters  to  show  progressive  accomplishment. 

Songs  We  Sing. 

Books  We  Have  Read. 

Pictures  We  Like. 

Poems  We  Know. 

Games  We  Play. 
(4.)     Individual  Posters. 

Books  I  Have  Read. 
(5.)    Correct  form  of  3  common  errors  of  speech. 
(6.)     Number  Chart   (1—100)   Grade  1. 
(7.)     Reading  chart  of  individual  difficulties. 
(8.)    Standards  in  reading. 

b.  Sandtable. 

c.  Seatwork  and  board  assignments. 

4.  Effective  Professional  Growth : 

Books  and  articles  suggested  to  help  teacher  meet  any  of  the 
above  problems.  Note:  Not  all  these  were  used  in  one  visit 
but  different  parts  at  various  visits  were  kept  in  mind  and 
applied  as  the  occasion  demanded. 

"The  Visit  Following  the  Demonstration  Lesson: 

1.  Tests  given  analyzed  with  teachers  and  suggestions  g^ven  as  to 

remedial  work  and  teaching  of  special  groups. 

2.  To  obtain   more  fluent  oral  reading  and  better  rate  in   silent 

reading; 

Special  stress  was  laid  upon  rapid  recognition  of  vocabulary  and 
phrases  of  varying  lengths. 
"The  Visit  Looking  Forward  to  Promotions: 

1.  Analysis  of  class  progress. 

2.  Those  sure  of  promotion  to  be  given  enriched  work  and  inde- 

pendent work  to  develop  responsibility. 

3.  Those  in  danger  of  failure  to  be  given  special  help  along  their 

line  of  weakness. 


162 


Annual  Report  of  State  Department  of  Education 


"The  Visit  Dealing  With  Promotions: 

1.  Promotions  made  upon  ability  of  pupils. 

2.  Promotions  made  upon  what  the  child  will  be  able  to  do  next 

year. 

3.  The  misfit  child  placed  socially  in  his  group  and  special  help 

given. 
"The  teacher  often  needs  help  in  deciding  individual   cases  coming 
under  2  and  3."* 

CHART  30 


TTTMBKH  AJU)  PEE  CEM?  OF  COLORED  TEACHERS 
IN  MARYLAin)  COUNTIES 
IN  FIRST  TEAR  OF  TEACHING  EXPERIENCE 
OCTOBER  1925  AND  OCTOBER  1925 


NUMBER 
1925  1926 


TOTAL  AND 


CO.  AVERAGE 

ALLEGANY 

BALTIMORE 

MONTGCaiERT 

WASHINGTON 

FREDERICK 

CARROLL 

WICOMICO 

WORCESTER 

HARFORD 

TALBOT 

PR.    GEORGE'S   11 

AN.   ARUNDEL       9 

CALVERT  6 

KENT  8 

SOMERSET 

CHARLES 

QU.   ANNE'S 

CECIL 

ST.  MARY'S 

CAROLINE 

DORCHESTER 

HCWARD 


160       183 


PER  CENT 
1925  1926 
20,6 


From  report  to  State  Superintendent  of  Hulda  Brust,  Montgomery  County. 


Inexperienced  Colored  Teachers  in  Maryland  Counties 


163 


In  colored  schools  183  inexperienced  teachers  included  23.7  per 
cent  of  the  county  colored  teachers.  There  were  none  in  Allegany 
County,  but  Caroline  and  Dorchester  had  41  per  cent  and  Howard 
had  45  per  cent  of  their  colored  teachers  who  were  beginners. 
The  proportion  of  beginners  is  higher  in  colored  schools  than  in 
the  white  schools  perhaps  because  the  lack  of  sufficient  graduates 
from  our  Maryland  normal  school  makes  it  necessary  to  employ 
many  who  have  their  homes  and  interests  outside  of  this  State. 
They  have  no  ties  to  bind  them  to  Maryland  which  means  a  shift- 
ing in  the  teaching  staff  every  year.  The  increase  in  four  yea^ 
graduates  from  the  county  high  schools  and  the  further  develop- 
ment of  the  normal  school  work  at  Bowie  will  help  this  situation. 
(See  Chart  30.) 

SUBSTITUTE  SERVICE 

In  the  school  year  ending  in  July,  1926,  there  were  14,630  days 
of  substitute  service  for  1,574  teachers  who  were  absent  from 
white  elementary  schools.  This  included  51  per  cent  of  the  teach- 
ers who  were  absent  on  the  average  9  days.  Only  one-third 
of  the  teachers  in  one  teacher  schools  had  substitutes  probably 
because  of  the  difficulty  of  securing  them  in  the  rural  sections. 


TABLE  73 
SUBSTITUTE  SERVICE  IN  YEAR  ENDING  JULY  31,  1926. 


Type  of  School 

Total 
Teachers 

Number 

Having 

Substitute 

Service 

Per  Cent 
Having 

Substitute 
Service 

Approxi- 
mate Total 

Days  of 
Substitute 

Service 

Average 
Number  of 

Days  of 
Substitute 

Service 

One  Teacher 

Two  Teacher 

Graded 

All  Elementary 

White  High 

951 

511 

1,605 

3,067 

865 

728 

45 

318 

239 

1,017 

1,574 

231 

161 

3 

33.4 
46.8 
63.4 
51.3 
26.7 
22.1 
6.7 

3,350 
2,145 
9,135 
14,630 
2,175 
1,705 
65 

10.5 
9.0 
9.0 
9.3 
9  4 

Colored  Elementary. . 
Colored  High 

10.6 
21.7 

164 


Annual  Report  of  State  Department  of  Education 


Substitute  service  for  absent  high  school  teachers  was  probably 
even  more  troublesome  to  secure,  as  only  one-fourth  of  the  high 
school  teachers  had  substitute  service  when  absent.  One-fifth  of 
the  colored  teachers  had  substitute  service  when  they  were 
absent.    (See  Table  73.) 

PROPORTION  OF  MEN  TEACHERS  DECREASING 

The  number  of  men  teaching  in  white  high  schools  has  been 
increasing  each  year  but  the  increase  has  not  been  in  proportion 
to  the  increase  in  teaching  positions.  The  per  cent  of  men  high 
school  teachers  has  decreased  slightly  each  year  so  that  in  1926 
they  included  303  or  35  per  cent  of  the  high  school  teaching  staff. 

In  white  elementary  and  colored  schools  both  the  number  and 
per  cent  of  men  teachers  is  steadily  decreasing.  In  1926  the 
counties  employed  224  men  or  7.3  per  cent  of  the  teaching  staff 
in  white  elementary  schools.  These  are  lower  than  comparable 
figures  for  1923 — 287  men  comprising  9.4  per  cent  of  the  teach- 
ing staff.  In  1926  in  colored  schools  108  or  14  per  cent  of  the 
teaching  staff  were  men.  In  1923  the  corresponding  number  and 
percentage  were  135  and  18.3  per  cent.     (See  Table  74.) 


TABLE  74 


No.  of 

Teachers 

1926 

Men  Teaching 

Type  of 
School 

Number 

Per  Cent 

1923 

1924 

1925 

1926 

1923 

1924 

1925 

1926 

White  High 
White 

Elemen.. 
Colored. . .  . 

865 

3,067 
773 

253 

287 
135 

271 

253 

129 

283 

233 

126 

303 

224 
108 

36.9 

9.4 
18.3 

36.2 

8.3 
16.9 

35.1 

7.6 
16.5 

35.0 

7.3 
14.0 

AVERAGE  NUMBER  BELONGING  PER  TEACHER 

There  is  no  more  important  question  in  school  organization  and 
administration  than  the  number  of  teachers  to  be  assigned  to 
schools  having  varying  enrollments  of  pupils.  In  order  that  the 
practice  of  Maryland  county  high  schools  may  be  available,  Table 
75  shows  the  number  of  white  high  schools  of  the  first,  second 
and  third  groups  and  colored  high  schools  having  varying  num- 
bers of  pupils  and  teachers. 

The  first  column  in  Table  75  indicates  that  there  were  9  two 
teacher  first  group  white  high  schools  with  a  maximum  average 
number  belonging  of  50 ;  the  second  column  shows  that  there  were 
19  first  group  high  schools  with  three  teachers  in  which  the  aver- 
age number  belonging  varied  from  40  or  less  to  from  76  to  100. 
The  number  in  italics  represents  the  number  of  teachers  for 
whom  State  aid  is  allowed  for  the  number  belonging  at  the  left. 
Schools  which  fall  to  the  left  of  the  figures  in  italics  have  fewer 
teachers  than  the  number  to  which  they  are  entitled  under  the 
existing  law.  Schools  to  the  right  of  the  figures  in  italics  have 
more  teachers  than  the  number  for  which  they  are  entitled  to 
receive  State  aid.  In  some  cases,  the  extra  teachers  are  instruc- 
tors of  vocational  agriculture  and  vocational  home  economics, 
whose  salaries  are  paid  partly  through  aid  from  federal  funds 
and  partly  from  the  State  Vocational  Fund. 

The  legislature  of  1927  is  being  asked  to  amend  the  law  regard- 
ing provision  for  high  school  teachers,  eliminating  so-called  sec- 
ond group  schools,  reclassifying  existing  third  group  schools  as 
second  group  and  changing  somewhat  the  pupil-teacher  ratio  in 
first  group  schools. 

The  median  first  group  county  high  school  has  5.2  teachers  and 
92.5  pupils  belonging  on  the  average.  One-half  of  the  first  group 
high  schools  have  from  two  to  five  teachers.     (See  Table  75.) 

SIZE  OF  CLASS  IN  WHITE  COUNTY  HIGH  SCHOOLS 

Chart  31  shows  that  the  average  number  belonging  per  teacher 
in  white  high  schools  is  20.3,  varying  from  27.6  pupils  in  Charles 
to  13.8  pupils  in  Carroll.  Carroll  decreased  the  pupil-teacher 
ratio  by  provision  of  special  teachers  in  music,  manual  training, 
agriculture  and  home  economics,  for  all  of  the  high  schools,  Cal- 
vert had  a  considerable  decrease  under  1925  in  the  number 
belonging  per  teacher.  Kent,  Howard,  Worcester,  Garrett,  Dor- 
chester, Harford,  Anne  Arundel,  Baltimore  and  Caroline  in- 
creased the  number  of  pupils  per  high  school  teacher  by  one  or 
more,  Kent  and  Howard  making  the  greatest  increases  over  1925. 

165 


166 


Annual  Report  of  State  Department  of  Education 


TABLE  75 

RELATION  OF  TEACHING  STAFF  IN  HIGH  SCHOOLS  AND  SIZE  OF 
ENROLLMENT  FOR  YEAR  ENDING  JULY  31,  1926. 


FIRST  GROUP  APPROVED  WHITE  HIGH  SCHOOLS 

Average 
Number 
Belonging 

Number  of  Teachers 

Total 

No. 

Schools 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14  15  16  17  18  19  20  21 

22  + 

40  or  less 

41-  50 

51-  75 

5 
4 

4 
II 
3 
1 

'i8 
9 
2 

1 

7 
8 
2 

1 

2 

3 

1 

1 
1 
2 
5 

i 

1 

2 

1 

i 

1 
1 

2 
1 

i 
1 

1 

1 

\  \ 

i 

9 
16 
29 

76-100 

20 

101-125      

8 

126-150 

9 

151-175 

6 

176-200 

4 

201-225 

2 

226-250               

2 

251-275 

1 

1 

276-300 

301-325 

0 
2 

326-350 

351-375 

0 
3 

376-400 

i 

/ 

1 

401-425 

426-450 

451-475 

476-500    

0 
0 

1 

2 

Overi500 

9 

19 

29 

18 

7 

10 

4 

3 

5 

3 

0 

2 

0 

2 

3 

5 

Total 

1 

2 

0 

1 

1 

1 

2 

3 

m 

120 

Average 

Number 

Belonging 

Per 

WHITE  SCHOOLS 

COLORED  SCHOOLS 

Second  Group 
Number  of  Teachers 

Third  Group 
Number  of  Teachers 

First  Group 
Teachers 

Second  Group 
Teachers 

Third  Group 
Teachers 

2 

3 

4 

Total 

1 

t2 

Total 

4 

5 

Total 

2 

3 

Total 

1 

2 

Total 

1-15.. .. 

0 
3 
9 

1 
1 
2 

3 
9 
2 

■   2 

3 

11 

2 

0 
1 
1 

1 
2 
2 
2 

7 

1 
1 

0 
0 
1 
2 

2 

"i 

1 

0 
0 
2 

0 
1 

1 

2 
1 
1 

2 

16-25 .... 
26-40 .... 
41-50 

1 
9 

1 
1 

2 

"2 

1 

1 

51-75 

1 
tl 

2  ... 

3  ... 

Total .  . 

12 

2 

2 

16 

14 

4 

18 

8 

2 

2 

4 

*4 

*4 

tincludes  Pennsylvania  Avenue,  Allegany  County,  154  belonging  and  7  Teachers.  ♦Excludes  two 
schools  which  did  not  receive  aid  in  Washington  and  Worcester  counties. 


Average  Number  Belonging  Per  White  High  School  Teacher    167 


CHART  31 


AVERAGE  NUMBER  BELONGING  PER  TEACHER  IN  WHITE  HIGH  SCHOOLS 


COUNT! 
CO.  AVERAGE 

CHARLES 

WASHINGTON 

BALTDIDRE 

AN.  ARUNDEL 

FREDERICK 

HARFORD 

DORCHESTER 
ST.  MART'S 
SOIffiRSST 

wicoinco 

PR.  GEOR(S'S 

CAROLINE 

ALLEGANY 

GARRETT 

WORCESTER 

KENT 

HOWARD 

TALBOT 

CECIL 

CALVERT 

qU.  ANNE'S 

CARROLL 

BALTO.  CITY 
STATE 


1924 
19.8 

22.6 
27.2 
24.6 
22.2 
21,9 
19.6 
20.6 
21.2 
0.0 
19.1 
20,7 
19.6 
20.6 
20.0 
17,9 
14,9 
13.7 
16.5 
16.6 
15,7 
23.0 

16.9 
15.4 

25.8 

21,5 


1925 
20.1 

32.4 
27,6 
25.2 
20.6 
21.8 
20.2 
21.9 
19.6 
20.0 
20.2 
20.9 
20.0 
18.4 
21.3 
17.6 
17.0 
14,5 
16.9 
17.3 
16,9 
21.4 
16.1 
16.4 

24.1 
21.2 


EQEI 
BQ 


BO 
EEEl 
lES 


■PH 


BS 


168  Annual  Report  of  State  Department  of  Education 

SIZE  OF  WHITE  ELEMENTARY  SCHOOL  CLASSES 

In  county  white  elementary  schools  there  was  a  teacher  for 
each  32  pupils  belonging  on  the  average.  Baltimore  led  the 
counties  with  39.4  pupils  for  each  white  elementary  teacher  and 
Garrett  was  lowest  with  21.9  pupils.  Calvert,  Howard,  Talbot 
and  Allegany  increased  the  pupils  per  teacher  by  one  or  more 

CHART  32 


AYEBJIGB  NUMBBH  BELONGIHG  PBE  TEA.CHKB  IN  WHITE  ELEMEHTIBT  SCHOOLS 


COUNTT 
CO.  A7EHACE 

BiLTIMOHB 

WASHINGTON 

ALLBGANT 

AN.  ABUNDEL 

PE.  GEORGE'S 

TALBOT 

WICOMICO 

HOWARD 

PRELBBICZ 

MDNTGOMEBT 

CECIL 

DORCHESTER 

CAROLINE 

HARPOHD 

SOMERSET 

WORCESTER 

Q.U.   AlINE'S 

CALVERT 

CARROLL 

KENT 

ST.  laRT'S 

CHARLES 

GARRETT 

BALTO.   CITI 

STATE 


192A  1926  19M 

31.5  32.1 
39.9  40.2  EBH 

36.2  36.6  ESgl 

33.3  33.2  ESS 
31.7  34.2  EE 
34.2  34.0 

31.4  31.6 
30.9  32.6  KaH 

30.6  30.0  CCTl 

31.7  31.8  Bin 

32.2  31.6  mm 
31.0  3i.aKnra 

28.3  30.7  wmn 
32.2  32.1  imra 

31.2  31.3  I^S 
30.9  31.5  WUJg 
29.2  30.0  gBH 

27.0  28.4  EH 

25.0  23.9  gga 

26.5  27.9 

26.1  26.8 
25,9  25.5 

23.6  24.5 
23.1  23.2 
34.5  31.6 

32.7  31.9 


Number  of  Pupils  Per  Teacher  in  Types  of  Elementary  Schools  169 

pupils,  Calvert  increasing  the  ratio  by  nearly  4  pupils  through 
€onsolidation  of  schoools  at  Solomon's.  Somerset,  Worcester, 
Garrett  and  Caroline  decreased  the  number  of  pupils  per  white 
elementary  teacher  by  at  least  one  pupil  under  the  number  in 
1925.  The  first  three  of  the  counties  together  with  Kent  and  Car- 
roll employed  teachers  in  excess  of  the  number  required  by  Sec- 
tion 47  of  the  State  school  law.     (See  Chart  32.) 


TABLE  76 

AVERAGE  NUMBER  OF  PUPILS  BELONGING  PER  TEACHER  IN 

WHITE  ELEMENTARY  SCHOOLS  FOR  YEAR  ENDING 

JULY  31,  1926 


Having 

Having  Having  Three  or 

County  One  County  Two  County         More 

Teacher  Teachers  Teachers 


County  Average .  .  24 . 3 

Baltimore 31 .6 

Montgomery 29 . 0 

Wicomico 27.9 

Harford 27.0 

Howard 27 . 0 

Frederick 26 . 9 

Talbot 26.6 

Calvert 26.4 

Washington 26 . 2 

Caroline 26.0 

Prince  George's  .  25 . 7 

Carroll 25.6 

Cecil 25 . 5 

Anne  Arundel ....  24 . 0 

Dorchester 23  . 4 

St.  Mary's 22.9 

Worcester 22 . 8 

Queen  Anne's.  ...  22.6 

Somerset 22 . 4 

Allegany 22 . 0 

Charles 19.9 

Kent 19.0 

Garrett 18.2 


County  Average  .   29 .  5 

Baltimore 34 . 5 

Washington 31.9 

Frederick 31.6 

Cecil 31.4 

Queen  Anne's ....  30 . 9 

Harford 30.6 

Allegany 30.1 

Dorchester 29 . 6 

Anne  Arundel ....  29 . 5 

St.  Mary's 28.6 

Montgomery 28.3 

Carroll 28.2 

Caroline 27.9 

Talbot 27 . 1 

Prince  George's.  .  27.0 

Howard 26 . 8 

Charles 26 . 6 

Kent 26.5 

Garrett 26 . 5 

Wicomico 26 . 0 

Worcester 25 . 3 

Somerset 24 . 1 

Calvert 21.3 


County  Average . .  37.6 

Baltimore 41.6 

Calvert 41.5- 

Washington 41.1 

Howard 40  2 

Cecil 39.1 

Dorchester 38.5 

Anne  Arundel ....  37 . 3- 

Allegany 37.1 

Prince  George's .  .  37 . 1 

Somerset 37 . 0 

Wicomico 36.6 

Talbot 36.4 

Frederick 36.2 

Caroline 35.5 

Montgomery 35.1 

Harford 33 . 8 

Queen  Anne's ....  33 . 7 

Garrett 33.6 

Worcester 33  3 

Kent 32 . 7 

St.  Mary's 31.5 

Charles 31.2 

Carroll 30 . 4 


170  Annual  Eeport  of  State  Department  of  Education 

Table  76  shows  the  number  belonging  per  teacher  in  the 
various  types  of  white  elementary  schools.  In  one  teacher  schools 
the  average  per  teacher  was  24.3,  in  two  teacher  schools  29.5  and 
in  graded  schools  37.6  pupils  per  teacher.  Baltimore  County  has 
the  largest  number  of  pupils  per  teacher  in  all  three  types  of 
schools.  The  average  in  one  teacher  schools  varies  from  18.2  in 
Garrett  to  31.6  pupils  per  teacher  in  Baltimore  County.  In  two 
teacher  schools  Calvert  is  lowest  with  21.3  pupils  per  teacher, 
and  Baltimore  highest  with  34.5.  The  variation  in  graded  schools 
is  from  30.4  pupils  in  Carroll,  which  had  a  number  of  excess 
teachers,  to  41.6  in  Baltimore  County.  The  enrollments  in  some 
of  the  two  teacher  schools  of  Calvert,  Somerset  and  Worcester  do 
not  justify  the  employment  of  the  second  teacher.  Several  of  the 
graded  schools  of  Carroll,  Kent  and  Worcester  were  undoubtedly 
staffed  with  teachers  in  excess  of  the  number  required.  (See 
Table  76.) 

In  every  county  except  Calvert,  Howard,  Montgomery  and 
Wicomico  the  number  of  pupils  per  teacher  was  least  in  one- 
teacher  schools  and  highest  in  graded  schools.  In  the  four  excep- 
tions, two-teacher  schools  had  the  smallest  enrollment  per  teacher. 

SIZE  OF  COLORED  SCHOOL  CLASSES 

In  1926  there  were  on  the  average  34.6  colored  elementary 
pupils  belonging  for  each  teacher,  a  reduction  of  1.1  pupils 
under  1925.  All  of  the  counties  showed  reductions  except  Queen 
Anne's,  St.  Mary's,  Dorchester,  Kent  and  Frederick.  Montgom- 
ery had  the  largest  number  per  teacher — 39.7, — while  Carroll  had 
the  smallest — 23.4.  A  number  of  the  colored  schools  reported 
sufficient  enrollment  to  justify  the  employment  of  additional 
teachers.  These  teachers  were  perhaps  not  provided  because 
of  the  lack  of  classroom  space  in  which  to  house  additional 
classes.  A  check  indicated  the  need  of  8  additional  teachers  in 
Prince  George's,  5  in  Montgomery  and  Charles,  4  in  Somerset, 
3  in  Worcester,  2  in  Queen  Anne's,  and  1  in  Anne  Arundel  and 
Howard  over  the  number  employed  in  1925.  This  situation  has 
been  improving  steadily,  especially  through  the  encouragement 
furnished  by  the  Rosenwald  Fund  in  the  building  of  schoolhouses 
for  colored  pupils.     (See  Chart  33.) 


Number  Belonging  Per  Colored  Elementary  School  Teacher    171 


CHART  33 


AVERAGE  NUMBEfi  BELONGIHG  PEE  TSACHEH  IN  COLORED  ELSIENTAET  SCHOOLS 


COUHTT 

1924 

CO.  AVEEAGE 

35.9 

MDNT50MERT 

42.7 

WORCESTER 

39.6 

PR.  GEORGE'S 

38.2 

AN.  AEUNDBL 

39,1 

CALVERT 

44.3 

CHARLES 

38.1 

WICOMICO 

38.7 

SOMERSET 

43.4 

HOWARD 

38.5 

BALTIMDHE 

35.5 

qU.  AME'S 

37.8 

CAEOLIHE 

34.3 

ST.  MART'S 

33.1 

DORCHESTER 

32.1 

TALBOT 

32.0 

ALLEGAI7Y 

32.8 

EKKT 

32>6 

FREDERICK 

26*2 

HARFORD 

28.2 

WASHINGTON 

26.5 

CECIL 

27.0 

CARROLL 

25.7 

BALTO.  CITT 

38.6 

STATE 

36.9 

1925  1926 
35,7 

42.9  mca 

42.0  m.i:W:m 

39.3  EEBI 


38.2  JEESM 

39.1  B23 


39.0   M*-i 
S6.0  tl^KM 


39.8    H-ikl 
36.6 


35.7 

33.9  E£5fl 

34.5 


32.6    EO^ 

31.3 

33.8   fc-IRrl 


The  average  number  of  pupils  belonging  per  teacher  in  each 
county  is  given  for  all  types  of  schools  in  Table  77. 


172 


Annual  Report  of  State  Department  of  Education 


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SALARIES  OF  TEACHERS 

The  salaries  of  county  teachers  increased  slightly  for  1926 
over  1925,  those  in  white  high  schools  having  $32  more,  in  white 
elementary  schools  $46  more,  and  those  in  colored  elementary 
schools  $17  more  than  in  1925.  The  average  salary  paid  white 
high  school  teachers  and  principals  was  $1,517,  white  elementary 
school  teachers  $1,103  and  colored  elementary  teachers  $563. 
(See  Chart  34.) 

CHART  34 


AVEHA5B  ANinjAL  SALAHY 


COUlITEo  OF  MtRTUinD 


$1,800 


1,500 


1,200 


900 


600 


300 


1916- 
1917 

*H.  H.  $798 
«E.  EL.  491 
COL.  SL.  228 


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1917- 
1918 

$341 
542 
279 


1918- 
1919 

$908 
521 
283 


1919- 
1920 


1920- 
1921 


$1017  $1289 
531  881 
359     442 


1921- 
1922 

*1346 
937 
455 


1922- 
1923 

$1436 
990 


1923- 
1924 

$1*77 
1030 


1924-  1926- 

1925  1926 

$1485  $1517 

1067  1103 

546  563 


SALARIES  OF  WHITE  HIGH  SCHOOL  TEACHERS 

Except  in  Baltimore,  Allegany,  Charles,  Washington,  Cecil,  St. 
Mary's  and  Wicomico  Counties,  the  average  salary  of  high  school 
teachers  and  principals  increased  for  1926  over  1925  in  the  vari- 
ous counties.     The  increases  varied  from  $16  to  $181,  Caroline 

173 


174 


Annual  Report  of  State  Department  of  Education 


showing  the  greatest  increase.  Wicomico  County  was  lowest, 
with  an  average  salary  of  $1,334,  and  Baltimore  highest,  with 
$1,798.     (See  Chart  35.) 

CHART  35 


AVERAGE  SALARY 

COUNTX              1923     1924 
CO.   AVERAGE       $1436   §1477 

BALTIMORE              1811     1811 
MONTGOMERY           1509      1469 
ALLEGANY                1571     1628 
CHABLES                  1532     1858 
FREDERICK              1435     1539 
TALBOT                    1407     1449 
HARFORD                  1459     1425 
AN.   ARUNDEL          1444.     1579 
QU.   ANNE'S            1339     1489 
WASHINGTON            1532     1375 
GARRETT                   1311     1375 
CARROLL                   1370     1521 
D0HCHE3TEH            1356     1397 
HO'.VARD                     1315     1346 
CAROLINE                 1388      1365 
WORCESTER              1315     1350 
KENT                          1253     1425 
PR.   GEORGE'S        1363     1366 
CECIL                      1361     1375 
CALVERT                  1218     1324 
SOMERSET                1331     1344 
ST.  MARY'S            1350     1250 
V/ICOMlCO                 1259     1342 
BALTO.    CITY          2273     2404 
STATE                       1687     1744 

PER  TEACHER   IN  V/HITE 
1925     1926 

HIGH  SCHOOLS 

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In  order  that  the  range  of  salaries  in  the  various  counties 
may  be  available,  the  number  in  each  county  receiving  each  sal- 
ary in  October,  1925,  is  shown  for  high  school  teachers  in  Table 
79  and  for  principals  in  Table  80.     It  will  be  seen  in  Table  79 


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Average  Salary  in  White  Elementary  Schools 


177 


that  certain  counties,  viz.,  Caroline,  Howard,  Kent,  St.  Mary's, 
Somerset,  Wicomico  and  Worcester  pay  salaries  above  the  min- 
imum only  in  special  cases  to  heads  of  departments  in  large  high 
schools  or  to  teachers  of  vocational  agriculture  and  home  eco- 
nomics. In  Table  80  it  will  be  evident  that  principals  of  the 
largest  high  schools  in  most  of  the  counties  are  receiving  salaries 
above  the  State  minimum  schedule.  At  the  bottom  of  each  table 
is  shown  the  median  salary  paid. 

CHART  36 


IVERIGE  SJlULRT  FEB  TEACHKH  IN  WHITS  BLEl^ENTAET  SCHOOLS 

COUNTT 

1923 

1924 

1925 

1926 

CO.  AVERAGE 
BALTIMOHE 
ALLEGANY 
MDNTCOIEET 
AN.  AEUUUEL 

?990  11030  ?1057 
1517  1500  1481 
1245  1243  1242 
1129  1112  1136 
1013   1084  1079 

qO.  ANNE'S 

977 

1054 

1104 

CECIL 

1046 

1070 

1079 

TALBOT 

985 

1028 

1022 

WASHINGTON 

967 

1033 

1045 

PR.  GEORGE'S 

935 

1000 

1040 

wicoraco 

895 

974 

1034 

KENT 

941 

954 

986 

CALVERT 

909 

952 

965 

CAROL  I!:e 

823 

926 

971 

KHEDERICK 

922 

939 

970 

HOWARD 

869 

910 

935 

HAEFORD 

913 

964 

977 

WORCESTER 

783 

892 

942 

CARROLL 

803 

821 

669 

DORCHESTER 

831 

899 

906 

SOMERSET 

620 

851 

896 

CHARLES 

810 

914 

865 

GARHETT 

646 

722 

784 

^^■■■■■i 

ST.  MART'S 

1 

BALTO.  CITT 
STATE 

696 
1561 
1228 

726 
1701 
1303 

766 
1592 
1290 

178 


Annual  Report  of  State  Department  of  Education 


SALARIES  IN  WHITE  ELEMENTARY  SCHOOLS 

In  every  county  except  Queen  Anne's,  which  has  had  a  teaching 
staff  holding  only  first-grade  certificates  for  several  years,  there 
was  an  increase  in  the  average  salary  per  white  elementary 
teacher  for  1926  over  1925.  Increase  in  salaries  would  naturally 
accompany  the  improvement  in  certification  score,  which  has 
taken  place  in  all  of  the  counties.  The  greatest  increases  occurred 
in  Carroll,  Calvert  and  Garrett  Counties.  Cecil,  Harford  and 
Baltimore  had  only  slight  increases.  The  smallest  salaries  are 
paid  in  St.  Mary's  and  Garrett  Counties  and  the  highest  in  Balti- 
more and  Allegany  Counties.  The  range  was  from  $824  in  St. 
Mary's  to  $1,497  in  Baltimore.     (See  Chart  36.) 

TABLE  81 

1926  AVERAGE   SALARY  PER  TEACHER  IN  WHITE   ELEMENTARY 

SCHOOLS  HAVING 


One  Teacher 

Two  Teachers 

Three  or  More  Teachers 

County 

Average 
Salary 

County 

Average 
Salary 

County 

Average 
Salary 

County  Average 

Baltimore 

Montgomery .... 

Allegany 

Queen  Anne's.  .  . 
Prince  George's. . 

Calvert 

Wicomico 

$     960 

1,622 
1,146 
1,120 
1,064 
1,051 

1,032 
1,031 
1,024 
1,021 
995 

980 
968 
962 
942 
938 

935 
915 

873 
872 
849 

829 
820 
753 

County  Average 

Baltimore 

Allegany 

Montgomery.  .  . 

Cecil 

Anne  Arundel.  . 

Queen  Anne's. . . 
Kent 

$1,101 

1,535 
1,304 
1,158 
1,114 
1,107 

1,107 
1,106 
1,079 
1,076 
1,070 

1,070 
1,068 
1,045 
1,006 
987 

978 
954 
942 
932 

918 

.  918 
902 
880 

County  Average 

Baltimore 

Allegany 

Montgomery.  .  . 

Calvert 

St.  Mary's 

Cecil 

Washington .... 
Queen  Anne's. .  . 

Kent 

Carroll 

Charles 

Talbot          .... 

$1,188 

1,472 
1,295 
1,193 

1,178 
1,178 

1,162 
1,141 

Cecil  

Wicomico 

Talbot       

1,140 

Anne  Arundel. . . 

1,135 

Talbot 

Calvert 

Prince  George's 
Washington .... 

Carroll 

Frederick 

Worcester 

Harford 

Howard 

St.  Mary's 

Caroline 

Dorchester 

Somerset 

Garrett 

Charles 

1,126 

Howard 

Worcester    

1,126 
1,120 

Caroline 

Kent 

Anne  Arundel .  . 

Frederick 

Dorchester 

Caroline 

Prince  George's 

Wicomico 

Harford 

Howard 

Worcester 

Garrett 

Somerset 

1,118 
1,092 

Harford 

Washington 

Frederick 

Somerset 

Carroll  

1,087 

1,085 
1,083 
1,080 
1,039 

Dorchester 

Garrett 

1,039 

1,000 

Charles 

999 

St.  Mary's 

956 

SALARiKS  OF  WlIlTP:  ELEMENTARY  TEACHERS  BY  TYPES  OF  SCHOOLS       179 

In  one-teacher  schools  the  average  salary  in  the  average  county 
was  $960,  in  two-teacher  schools  $1,101  and  in  graded  schools 
$1,188.  The  highest  increase  over  1925,  $64,  occurred  in  one- 
teacher  schools;  the  next,  $31,  in  two-teacher  schools,  and  the 
lowest  increase,  $28,  in  graded  schools.  Despite  the  provision 
of  a  bonus  of  $100  for  teachers  holding  first-grade  certificates 
in  charge  of  one  or  two-teacher  schools,  the  average  salary  of 
teachers  in  one-teacher  schools  is  lowest,  in  two-teacher  schools 
next  lowest,  and  in  graded  schools  highest  in  each  county  except 
Baltimore,  Howard,  Caroline  and  Allegany  Counties.  In  Balti- 
more County  the  average  salary  of  teachers  in  one-room  schools 
is  highest  and  in  graded  schools  lowest.  In  Howard  and  Caro- 
line the  lowest  salary  is  found  in  the  two-teacher  schools  and  the 
highest  in  the  graded  schools.  In  Allegany  County  salaries  of 
teachers  in  two-teacher  schools  are  highest  and  they  are  lowest 
in  one-teacher  schools. 

In  one-teacher  schools  salaries  ranged  from  $753  in  St.  Mary's 
County  to  $1,622  in  Baltimore  County.  All  counties  except  Cecil 
and  Queen  Anne's  had  higher  salaries  in  one-teacher  schools  in 
1926  than  in  1925,  In  two-teacher  schools  the  variation  in  sal- 
aries, not  quite  so  great  as  in  one-teacher  schools,  ran  from  $880 
in  Charles  to  $1,535  in  Baltimore  County.  Only  four  counties, 
Wicomico,  Worcester,  Talbot  and  Charles,  showed  no  increase  in 
salaries  in  two-teacher  schools.  The  range  in  salaries  was  least 
in  graded  schools — $956  in  Somerset  to  $1,472  in  Baltimore 
County.  Three  counties — Queen  Anne's,  Caroline  and  Harford 
— did  not  show  increases  over  1925  in  graded  school  salaries. 
(See  Table  81.) 

The  distribution  of  salaries  paid  teachers  in  one  and  two- 
teacher  schools  in  each  county  shows  that  the  only  counties  pay- 
ing above  the  minimum  State  schedule  are  Baltimore,  Allegany, 
Anne  Arundel,  Cecil,  Montgomery  and  Washington.  (See  Table 
82.) 

A  similar  distribution  of  salaries  of  teachers,  excluding  prin- 
cipals, in  graded  schools  indicates  that  salaries  above  the  mini- 
mum are  paid  in  Charles  County  in  addition  to  the  six  counties 
mentioned  before.     (See  Table  83.) 

Salaries  of  principals  in  graded  elementary  schools  are,  in 
every  case  above  the  State  minimum  in  Baltimore  County  and, 
in  several  instances,  in  Allegany,  Anne  Arundel,  Montgomery 
and  Washington  Counties.     (See  Table  84.) 


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Average  Salary  Per  Colored  Elementary  School  Teacher      183 


SALARIES  IN  COLORED  SCHOOLS 

Every  county  made  slight  gains  in  the  average  salary  for  col- 
ored teachers  except  Allegany,  Washington  and  Cecil.  (See 
Chart  37.)  The  distribution  of  the  salaries  of  colored  high  and 
elementary  teachers  in  the  counties  is  shown  in  Table  85.  High 
school  teachers  are  indicated  by  an  asterisk.  It  will  be  noted  that 
Allegany,  Baltimore,  Cecil,  Harford,  Prince  George's  and  Wash- 
ington, which  have  a  school  term  longer  than  eight  months,  pay 
salaries  above  the  minimum  State  schedule  for  an  eight-month 
term.     (See  Table  85.) 

CHART  37 


1.VRHA.GE  SALAHT  FEE  TEACHSB.  IN  COLOHKD  ELEMENTAET  SCHOOLS 


1926 


coumtI 

1925 

1924 

1926 

CO.  ATRRAGJE 

$513 

$532 

$546 

BATiTDTORB 

1136 

1112 

1159 

ALLBGAHT 

1221 

1131 

1219 

WASHINGTON 

654 

698 

730 

CECIL 

638 

652 

672 

HABPOBD 

548 

545 

572 

PB.  GEOBQB'S 

539 

562 

585 

CABBOLL 

516 

547 

568 

HOWARD 

467 

514 

533 

AN.  AHUNDKL 

500 

510 

519 

FBEISBICE 

467 

516 

503 

KENT 

420 

480 

491 

WICOMICO 

481 

499 

512 

MDNTGOMKHI 

507 

513 

516 

CAT-VBRT 

379 

421 

458 

CHARLES 

599 

446 

465 

;iU.  ANNE'S 

478 

432 

475 

TALBOT 

469 

479 

470 

CAROLINE 

419 

455 

449 

S0S5ERSET 

432 

451 

442 

WORCESTER 

402 

436 

428 

DOBCHESTER 

386 

402 

409 

ST.  MART'S 

349 

377 

408 

BALTO.  CITT 

1645 

1553 

1524 

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MARYLAND  SCHOOL  FINANCES 


TABLE  86 

EXPENDITURE  FOR  CURRENT  EXPENSE  FROM  STATE  AND  LOCAL 

FUNDS  AND  FOR  CAPITAL  OUTLAY  IN  THE  COUNTIES 

AND  BALTIMORE  CITY  1919-1926. 


CURRENT  EXPENSE  DISBURSEMENTS 

Year 
Endinc 

J             Total 

From  State 

From  Local 
Funds 

Capital 
Outlay 
Disburse- 
ments 

Total  Counties 

1919.. 
1920.. 
1921.. 
1922.. 
1923.. 
1924.. 
1925.. 
1926. 

$3,184,351.22 
3,703,153.29 
5,043,923.02 
5,291,124.43 
5,964,456.44 
6,475,802.93 
6,743,015.08 
7,143,149.65 

$1,230,181.60 
1,186,192.67 
1,554,693  60 
1,545,695.85 
2,026,315.58 
2,068,186.05 
2,161,571.04 
2,248,399.75 

$1,954,169  62 
2,516,960.62 
3,489,229.42 

3,745,428.58 
3,938,140.86 
4,407,616.88 
4,581,444.04 
4,894,749.90 

$     311,137.08 

485,601.23 

929,024.08 

1,121,553.98 

1,475,268.52 

949,719.78 

2,527,823.35 

2,602,745.09 

Baltimore  City 

1919... 
1920... 
1921... 
1922... 
1923... 
1924... 
1925... 
1926..  . 

$2,832,543.59 
3,706,641.51 
5,394,655.76 
6,631,682.32 
6,949,793.45 
6,963,332.47 
7,419,638.99 
7,660,787.84 

$     671,006.78 
713,287.02 
1,032,541.55 
1,026,972.79 
1,066,100  96 
1,061,111  63 
1,042,479.92 
1,056,893.87 

$2,161,536.81 
2,993,354  49 
4,362,114  21 
5,604,709  53 
5,883,692.49 
5,902,220  84 
6,377,159.07 
6,603,893.97 

$       38,562.29 
60,741.25 
1,267,636.20 
1,417,569.15 
3,301,086.21 
5,336,889.06 
3,224,733.82 
3,484,766.86 

Entire  State 

1919... 
1920... 
1921... 
1922... 
1923... 
1924... 
1925... 
1926... 

$  6,016,894.81 
7,409,794.80 
10,438,578.78 
11,922,806.75 
12,914,249.89 
13,439,135  40 
14,162,654.07 
14,803,937.49 
1 

$1,901,188.38 
1,899,479.69 
2,587,235.15 
2,572,668.64 
3,092,416  54 
3,129,297.68 
3,204,050.96 
3,305,293.62 

$  4,115,706.43 

5,510,315.11 

7,851,343.63 

9,350,138.11 

9,821,833.35 

10.309,837.72 

10,958,603.11 

11,498,643.87 

$     349,699.37 
546,342,48 
2,196,660.28 
2,539,123,13 
4,776,354.73 
6,286,608.84 
5,752,557.17 
6,087,511.95 

185 


186  Annual  Report  of  State  Department  of  Education 

During  the  year  ending  July  31,  1926,  the  23  counties  spent 
$7,143,000  for  the  current  expenses  of  their  schools,  of  which 
amount  $2,248,400  came  from  state  appropriations.  In  addition, 
expenditures  for  school  buildings,  obtained  chiefly  from  bond 
issues,  totaled  $2,603,000. 

In  Baltimore  City,  the  schools  cost  $7,661,000,  including  ex- 
penditures for  teacher  training.  Of  this  amount,  $1,057,000 
came  from  State  funds.  The  Baltimore  City  school  building 
program  cost  $3,485,000. 

The  total  expenditures  in  Maryland  for  the  elementary  and 
secondary  schools  and  teacher  training  in  Baltimore  City  aggre- 
gated $14,804,000,  of  which  $3,305,000  came  from  the  State 
Treasury.     Expenditures  for  buildings  cost  $6,088,000. 

Table  86  shows  comparative  expenditures  from  1919  to  1926  in 
the  counties,  Baltimore  City  and  the  entire  State.  The  regular 
steady  advance  in  school  expenditures  which  will  be  noted  is 
necessary  to  take  care  of  the  increase  in  school  population,  the 
longer  period  pupils  are  staying  in  school,  the  greater  proportion 
of  pupils  in  high  school  and  the  improvement  in  the  training  of 
teachers. 

STATE  AID  FOR  THE  SUPPORT  OF  THE  SCHOOLS 

State  aid  has  been  included  in  Table  87  as  the  amount  paid  to 
the  counties  during  the  State's  fiscal  year  which  ended  on  Sep- 
tember 30,  1926,  rather  than  as  the  amount  actually  received  to 
July  31,  1926.  The  entire  quota  of  the  last  quarterly  appropria- 
tion for  census  and  attendance  was  not  paid  until  the  end  of  the 
State's  fiscal  year,  although  it  was  applicable  to  the  school  year 
1925-26. 

The  counties  raised  on  the  average  68.5  per  cent  of  the  amount 
required  for  running  expenses  of  the  schools,  the  State  contribut- 
ing the  remaining  31.5  per  cent.  State  funds  other  than  the 
Equalization  fund  made  up  25  per  cent  of  the  amount  and  the 
Equalization  fund  6.5  per  cent.  The  percentage  contributed  by 
the  State  toward  current  expenses  varied  from  14  per  cent  in 
Baltimore  City  to  61.5  per  cent  in  Calvert  County.  The  counties 
are  listed  in  Table  87,  and  Chart  38,  in  the  order  of  the  per  cent 
of  their  current  expense  expenditures  received  from  State 
sources. 

The  census  taken  in  November,  1924,  was  used  for  the  first 
time  in  the  distribution  of  school  funds  for  the  school  year  1925- 
26.  Decreases  in  county  population  or  incompleteness  in  the 
census  returns  were  responsible  for  lowering  the  State  appro- 
priations for  census  and  attendance  in  Allegany,  Frederick,  Har- 
ford, Calvert,  Charles,  St.  Mary's,  Caroline,  Queen  Anne's  Tal- 
bot, Dorchester,  Somerset  and  Worcester.     On  the  other  hand. 


State  Aid  Toward  Current  Expenses 


187 


increases  in  school  population  and  more  complete  census  returns 
brought  additional  State  funds  to  Anne  Arundel,  Baltimore, 
Montgomery,  Prince  George's  and  Wicomico. 

The  Equalization  Fund 

Thirteen  counties  shared  in  the  Equalization  Fund,  which 
totaled  $401,055.  Kent  was  added  to  the  number  which  shared 
in  1925.  All  of  the  counties  which  received  the  Equalization 
Fund  in  1925  received  larger  amounts  from  this  fund  in  1926 — 
the  increase  amounting  to  $93,440. 

TABLE  87 

PER  CENT  OF  CURRENT  EXPENSE  DISBURSEMENTS  RECEIVED  FROM  STATE  AND 
VOCATIONAL  FUNDS  FOR  YEAR  ENDING  JULY.  31.  1926t 


Total 

Disbursements 

for  Current 

Expense 

Amount  Received  for  Cur- 
rent Expenses  from 

Per  Cent  of  Current  Expense  Dis- 
bursements Received  From 

County 

State  and 

Vocational 

Aidt 

County  and 

Other 

Sources 

H 

«  — 

ii  c 
J -2 

State  and  Voca- 
tional Funds  Ex- 
cluding Equali- 
zation Fund 

ll 

B  c 
5.2 

a-: 

Total 

Calvert 

Somerset 

Garrett 

Wicomico 

Charles 

St.  Mary's 

Dorchester 

Worcester 

Caroline 

Prince  George's 

Queen  Anne's    . 

Howard 

Harford 

Cecil 

Talbot 

Carroll 

Frederick 

Montgomery.  .  . 
Washington .  .  .  . 
Anne  Arundel .  . 

Kent 

Allegany 

Baltimore 

Baltimore  City 

State 


$  7,143.149  65 

80,909.12 
191.752.15 
276.318  94 
274,919  55 
119.851.40 

93,149  29 
241.720  01 
212,258.18 
194,670  19 
441,097  95 

166,962.14 
139.820.60 
250,417.49 
223,440  14 
182,294  60 

388,010.42 
469,040  44 
372,392.23 
512,431.18 
392,834.95 

157,878.40 
778,105.31 
982,764  97 

7,567,936.26 

$14,711,085.91 


$2,248,399  75 

*49,793  90 
*11 1.955  10 
*156,297  58 
♦131,844  28 

*57,048  71 

i"42,796  40 

*103,301  19 

*90.044  64 

*80,882  86 

*1 69. 805  07 

*60.936  82 

47.115  69 

75.991  23 

65,077  90 

52,941  91 

*1 12, 283. 89 
126,288  92 

97,065  80 
133,380  90 

95,727  02 

♦37,134  94 
159,558  64 
191,126  36 

1,056.893  87 

$3,305,293  62 


$4,894,749  90 

31,115  22 

79,797.05 

120,021.36 

143,075.27 

62,802  69 

50,352  89 
138,418  62 
122.213  54 
113.787.33 
271.292.88 

106.025.32 
92,704  91 
174.426  26 
158,472.24 
129,352  69 

275,726.53 
342.751.52 
275.326  43 
379.050.28 
297,107.93 

120.743.46 
618.546.67 
791.638.61 

$6,511,042  39 

$11,405,792.29 


31   5 

61   5 

58.4 
56.5 
48  0 
47.6 

45  9 
42.8 
42  4 
41.6 
38   5 

36  5 
33.7 
30  4 
29  1 
29   1 

28  9 
26  9 
26.1 
26  0 
24.4 

23  5 
20  5 
19.4 

14.0 

22   5 


25  0 

6.5 

34  7 

26.8 

29  2 

29  2 

26   1 

30  4 

27  2 

20  8 

33  9 

13  7 

38  2 

7.7 

29  3 

13.5 

31   0 

11   4 

28  4 

13  2 

28  6 

9  9 

28.6 

7  9 

33.7 

30.4 

29   1 

28  7 

0  4 

24  2 

4.7 

26  9 

26  1 

.  .  ■. .  ^ .  .  .  1 

26  0 

1 

24,4 



23  3 

0  2 

20.5 

19  4 

14  0 

19  3 

3  2 

68.5 

38.5 
41  6 
43  5 
52.0 
52  4 

54.1 
57.2 
57.6 
58.4 
61   5 

63  5 
66  3 

69  6 
70.9 

70  9 

71.1 
73.1 

73  9 

74  0 

75  6 

76  5 
79.5 
80  6 

86.0 

77.5 


t  The  aid  for  census  and  attendance  is  included  as  the  amount  appropriated  for  the  State's  year  ending 
September  30.  1926,  and  not  the  amount  actually  received  to  July  31.  1926. 

♦  The  county  shared  in  the  Equalization  Fund  in  1925-26.  See  Column  6  for  per  cent  and  Table 
XVIII.  page  292,   for  amount. 


188  Annual  Report  of  State  Department  of  Education 

CHART  38 
PEE  CKKP  OP  CUEHEHT  KXFKNTilTUBES  FOB  TEAB  EHDDfG  JUIT  31,   1926 


RECEIVED 
FBOM 
0 


CO.   AVERAGE 

CALVERT 

SOMERSET 

GARRETT 

WICOMICO 

CHARLES 

ST.   MARY'S 

DORCHESTER 

WORCESTER 

CAROLINE 

PR.  GEORGE'S 

QU.  ANNE'S 

HOWARD 

HARFORD 

CECIL 

TALBOT 

CARROLL 

FREDERICK 

MONTGOMERT 

WASHINGTON 

AN.  AHUNIEL 

KENT 

iXLSGANY 

BALTETORE 

BALTO.    CITT 

STATE 


State  and  Vocational  rxmds 

Excludli]^  Eqvializatlon  Fund 
Sqtialiration  Fnnd 

County  Funds  and  Other  Sources 


100 


100 


Maryland's  plan  of  distributing  State  school  funds,  especially 
the  Equalization  Fund,  which  was  established  by  the  legislature 
of  1922,  has  been  praised  by  all  who  have  studied  the  question 
of  equitable  distribution  of  school  funds.  A  recognized  expert 
in  the  field  of  public  school  finance.  Dr.  Fletcher  Harper  Swift, 


Maryland's  Equalization  Fund  189 

Professor  of  Education  in  the  University  of  California,  considers 
the  Maryland  plan  "perhaps  the  most  far-reaching  and  scientific 
method,  from  the  standpoint  of  equalizing  revenues,  of  any  State 
in  the  Union." 

Maryland's  Equalization  Fund  is  distributed  to  those  counties 
which  can  not,  on  a  sixty-seven  cent  county  tax  rate  for  school 
current  expense,  carry  the  State  minimum  salary  schedule  for 
an  increasing  number  of  trained  teachers,  and  at  the  same  time 
provide  adequately  for  other  costs  of  maintaining  efficient 
schools. 

The  Equalization  Fund  will  make  it  possible  eventually  to  fill 
every  vacancy  with  a  teacher  holding  a  certificate  indicating 
sufficient  preparation  to  insure  that,  with  the  aid  of  competent 
supervising  teachers,  the  pupils  will  benefit  more  and  more  from 
her  instruction;  this  end  will  be  achieved,  approximately,  by 
1930. 

State  aid  to  high  schools,  which  amounted  to  $385,757  in  the 
counties,  was  $13,102  greater  than  in  1925.  This  does  not  in- 
clude $36,000  paid  Baltimore  City. 

The  amount  distributed  to  pay  two-thirds  of  the  salary  of 
county  superintendents  and  supervisors  and  $1,200  for  each 
attendance  officer — $171,157 — was  greater  by  $7,564  than  in 
1925.  The  increase  was  required  for  salaries  of  additional  super- 
vising and  helping  teachers  who  were  appointed  and  because  of 
increase  in  salaries  due  to  more  years  of  experience.  (See  Table 
87,  Chart  38,  and  Tables  XVIII  and  XIX,  pages  292  and  293.) 

HOW  THE  SCHOOL  TAX  DOLLAR  IS  SPENT 

Of  every  100  cents  spent  for  school  current  expense  in  the 
23  counties,  71.9  cents  were  needed  for  teachers'  salaries ;  clean- 
ing and  heating  buildings  required  7.2  cents;  books,  materials 
and  other  costs  of  instruction  required  5.4  cents ;  transportation, 
health,  libraries,  etc.,  took  5.1  cents;  general  control  3.5  cents; 
repairs  3.4  cents,  and  supervision  2.2  cents.  The  greatest  change 
from  1925  to  1926  was  an  increase  of  0,7  cents  in  the  expendi- 
tures for  auxiliary  agencies,  chiefly  transportation.  (See 
Chart  39.) 

Counties  sharing  in  the  Equalization  Fund  must  spend  not 
more  than  76  cents  of  each  tax  dollar  for  salaries  of  teachers. 
The  only  counties  which  spent  more  than  76  cents — Cecil,  Fred- 
erick, Harford  and  Washington,  did  not  share  in  the  fund.  Coun- 
ties in  which  6.4  cents  or  more  of  each  dollar  was  used  for  auxil- 
iary agencies  spent  less  than  70  cents  for  teachers'  salaries. 
This  means  that  whenever  school  consolidation  accompanied  with 
transportation  progresses  beyond  a  certain  point,  making  pos- 


190 


Annual  Report  of  State  Department  of  Education 


sible  larger  classes  and  fewer  teachers,  the  proportion  of  the 
budget  devoted  to  teachers'  salaries  can  be  reduced.  Counties 
which  did  not  have  their  full  quota  of  supervisors  spent  less 
than  2  cents  of  each  dollar  for  supervision.     (See  Table  88.) 


table   88 

PER    cent   distribution    OF   SCHOOL   EXPENDITURES    FOR   YEAR    ENDING 

JULY   31,    1926. 


Per  Cent  of  Total  Current  Expense  Fund 

s  Used  For 

COUNTY 

c 

0 

U 

2 

<u 

c 

V 

C 

c 
'> 

Q. 

S 

w 

o  a> 

I.  a) 

r 

M  to 

■SI" 

m 

c 
o 

0) 

a 

O 

c 

03 

C 

'a 

"S 

c 

0) 

be 
< 
>> 

1- 

.5 
'x 

3 

<: 

m 

6|.l 
•a'S.S 
Sh.2. 

Per  Cent  of 
Expenditure 
for  Current 
Expense  and 
Capital  Out- 
lay Used  for 
Capital 
Outlay 

3.5 

2.4 
3.1 
2.9 
6.5 

4.7 

3.5 
3.9 
4.3 
4   1 
2.3 

4.3 
3.5 
4.0 
5.2 
4.2 

2  9 
4.2 

7.7 
4.9 
4.7 

2.6 
3.7 
3.7 

3.2 

3.3 

2.2 

1.9 
1.8 
2.0 
4.0 
2.1 

2.2 
1.4 
2.0 
2  4 
2.3 

4.2 
2.5 
2.5 
2.6 
2.1 

1.4 
2.8 
3.9 
1.6 
2  2 

1.5 

2.7 
1.8 

0.9 

1.5 

71.9 

71.8 
66  0 
72.6 
68.4 
67.5 

74.7 
76.3 
75.2 
67.6 
76.7 

73.0 
78.1 
70.4 
66  9 
66.2 

70  9 
68.8 
71.9 
73.5 
65.7 

77.8 
70.8 
69.8 

71.6 

71.8 

5.4 

7  9 
5.9 

5  2 
3.5 
4.6 

5.5 
4.2 
4.1 

6  0 
5.1 

5.1 
4.0 
4  9 
5.9 
5.9 

4.9 
4.6 
6.7 
5.9 

4.7 

4.8 
4.2 
4.6 

3.5 

4.4 

7.2 

7.6 
7.6 
7.5 
5.2 
10.7 

6.7 
7.4 

4  9 

5  2 
7.5 

5  9 
7.9 

7.0 
8.4 
8.2 

8.1 
6.0 
4.3 
5.3 
8.3 

6.8 
7.0 

6  6 

8.9 
8.1 

3.4 

3.1 

2  1 
2.5 
2.6 
2.5 

3  2 
2.6 
3.0 
4.5 
2.6 

4.5 
2  3 
1.7 
4.1 
5.3 

7.6 
0.8 
3.8 
1.5 
3.5 

2.8 
6.3 
3.7 

6.4 

4.9 

5  1 

3  8 
n  9 
5  9 
9.2 
6.5 

2.9 
3.4 
5  0 
8.8 
2.0 

1.6 
0.9 
6.2 
6.4 
6.8 

4.1 
9.6 
0.6 
6.1 
9.1 

2.4 

4.5 
9.0 

5.0 

5.1 

1.3 

1.5 
1.6 
1.4 
0.6 
1.4 

1.3 
0.8 
1.5 
1.4 
1.5 

1.4 
0.8 
3.3 
0.5 
1.3 

0.1 
3  2 
1.1 
1.2 
1.8 

1.3 
0.8 
0.8 

0.5 

0.9 

26.7 

Allegany 

32  6 
16.5 

46.7 

Calvert 

25  0 

29  0 

Carroll 

9.6 

Cecil 

13.2 

Charles 

4.2 

0.4 

15.3 

Garrett 

9.7 

16.1 

Howard 

8.0 

Kent 

0.3 

36.9 

Prince  George's 

42.0 

2.5 

St.  Mary's 

9.5 

6.2 

Talbot 

2.5 

36.2 

9.4 

14.9 

31.5 

Total  State 

29.3 

How  Each  School  Maintenance  Dollar  Was  Spent 
CHART  39 


191 


Per  Gent  Distribution  Of  Current 
Expense  Disbursements 


FIXED    CHARGES 

TRANSPORTATION 

AND   TUITION , 

•LIBRARIES  &  HEALTH 

1 

y>^             \nl 

^   \          ^^^^ 

^   /X 

/      Ao\ 

X                                    \ 

<o  ^    /       n'  \ 

/                               \ 

«3           (^  ^    /        *0'          A 

pt\     o  ^  /             X  \ 

-    /^  a,  /        /      \ 

TEACHERS' 

U^:^%g^^^Toi.  3.5^« 

5  At.  ARIES 

71.9% 


Average  County  —  19Z6 


COST  PER  DAY  SCHOOL  PUPIL 

The  current  expense  per  county  pupil  belonging  in  day  white 
and  colored  elementary  and  secondarj'-  schools  was  $50.18  for 
1926.  This  was  an  increase  of  $2.27  per  pupil  over  1925.  As 
long  as  the  proportion  of  pupils  attending  high  school  increases 
annually  and  the  training  of  teachers  improves,  the  cost  per 
pupil  will  continue  to  increase,  unless  there  are  other  counter- 


192 


Annual  Report  of  State  Department  of  Education 


acting  tendencies.  It  is  interesting  to  find  that  the  only  two 
counties  which  did  not  increase  the  cost  per  pupil  are  Queen 
Anne's  and  Baltimore,  which  have  100  per  cent  of  their  white 
elementary  teachers  holding  first-grade  certificates. 

Costs  vary  from  $34.60  per  pupil  in  St.  Mary's  to  $61.63  in 
Carroll.  The  largest  increases  over  1925  occurred  in  Carroll, 
Garrett,  Caroline,  Talbot  and  Calvert,  in  which  counties  the  in- 
creases range  from  $7.80  per  pupil  to  $4.25.  In  Carroll  County 
the  improvement  in  the  training  of  the  teaching  staff,  the  em- 
ployment of  teachers  of  many  special  subjects  for  pupils  in  all 

TABLE  89 

COST  FOR  CURRENT  EXPENSE  PER  DAY  SCHOOL  PUPIL  BELONG- 
ING FOR  YEARS  ENDING  IN  JUNE  1923,  1924,  1925  AND  1926. 


County 


1923 


1924 


1925 


1926 


Increase 

1926 
over  1925 


County  Average 

Carroll 

Allegany 

Garret 

Queen  Anne's.  . 
Kent 

Baltimore 

Montgomery. . . 

Talbot 

Cecil 

Caroline 

Wicomico 

Frederick 

Harford 

Howard 

Worcester 

Anne  Arundel. . 

Dorchester 

Prince  George's. 

Calvert 

Washington .... 

Somerset 

Charles 

St.  Mary's 


$43 . 00 

$46.89 

$47.91 

$50.18 

45.74 

53.79 

53.83 

161.63 

51.63 

56  65 

59.79 

61.51 

44.23 

46.59 

52 .  39 

160.13 

46.90 

53.80 

56.99 

156.37 

49.08 

50.84 

54.35 

t56.26 

56.18 

56.60 

56,55 

56.22 

48.72 

52.13 

52,07 

55.17 

44.42 

51.44 

48.33 

t53.41 

49.29 

51.69 

51,89 

52.47 

38.88 

42.00 

44.82 

t50.31 

38,89 

44.02 

44.20 

t47.09 

42.75 

45.58 

45.29 

47.05 

40.96 

46.00 

45.79 

46.79 

38.04 

44.42 

44.42 

46.41 

38.65 

44.16 

43.76 

t46.21 

38.78 

43.87 

43.36 

45.82 

38.09 

42.22 

43.93 

t45.47 

40.80 

41.80 

43.17 

t45.40 

28.87 

34.91 

38.54 

t42 . 79 

36.95 

40  92 

41.80 

42.01 

29.69 

34.63 

36.86 

t39.01 

30.71 

35.89 

33.65 

t37,25 

26,50 

29.07 

33.26 

t34 . 60 

$2.27 

7.80 
1.72 
7.74 
*.62 
1.91 

*.33 
3.10 
5.08 
.58 
5,49 

2.89 
1,76 
1.00 
1.99 
2.45 

2.46 
1.54 
2.23 
4.25 
.21 

2.15 
3.60 
1.34 


*  Decrease 

t  Counties  sharing  in  Equalization  Fund. 


Cost  Per  Pupil  For  General  Control 


193 


high  schools  and  the  small  classes  in  a  number  of  schools  account 
for  the  high  costs.  Queen  Anne's  and  Baltimore  Counties  de- 
creased their  costs  under  1925  by  62  and  33  cents  per  pupil', 
respectively.     (See  Table  89.) 

COST  PER  PUPIL  FOR  GENERAL  CONTROL 

The  average  county  cost  for  general  control  was  $1.75  per 
pupil,  one  cent  less  than  the  preceding  year.  This  was  largely 
due  to  the  reduction  of  51  cents  per  pupil  in  Allegany  County 
resulting  from  the  assignment  of  the  former  assistant  superin- 
tendent to  the  position  of  supervisor  of  rural  schools.  In  1926 
none  of  his  salaiy  or  travelling  expense  appeared  under  the  class- 
ification of  general  control.  Other  counties  having  reductions  in 
cost  per  pupil  for  general  control  were  Kent,  St.  Mary's,  Charles, 
Anne  Arundel,  Prince  George's  and  Washington.  Counties  which 
had  increases  of  10  cents  or  more  in  the  pupil  cost  of  general 
control  were  Talbot,  Caroline,  Carroll,  Cecil,  Somerset,  Dorches- 
ter and  Harford.     (See  Table  90.) 

Costs  in  1926  varied  from  $1.07  in  Frederick  to  $2.92  in  Kent, 
most  of  the  smaller  counties  being  at  the  top  of  the  list  and  the 
larger  counties  at  the  bottom.  Whether  the  county  be  large  or 
small,  all  of  the  duties  and  activities  of  the  superintendent,  clerk 
and  attendance  officer  must  be  carried  on.  The  larger  counties 
need  extra  clerical  help  to  carry  on  the  extra  volume  of  work. 


.  TABLE  90 
COST  PER  PUPIL  BELONGING  FOR  GENERAL  CONTROL 


County 


1924 

1925 

1926 

Increase 
1926 
over 
1925 

$1  68 

$1  76 

$1.75 

*$.01 

2  97 
2  29 
2  38 
2  28 
2  21 

3  10 
2.75 
2  72 
2  59 
2  21 

2  92 

2  80 
2  67 
2  60 
2  55 

*.18 
.05 

*  05 
01 
.34 

2  29 

1  57 

2  31 
2  16 
1  92 

2  39 

2  04 
2  22 
2  06 
1.87 

2  42 
2  38 
2  30 
2.18 
2  04 

03 
34 
08 
.12 
17 

1.43 
1  85 

1.72 

1.73 
1.87 
1  66 

1  93 
1  92 
1  88 

.20 
05 
22 

County 


1924 

1925 

1926 

$1.51 

$1.68 

$1.73 

1  63 

1.67 

1.69 

1.70 

1.63 

1.64 

1.51 

1  50 

1.62 

1.62 

1  61 

1.60 

1.75 

2.02 

1.51 

1.56 

1.49 

1.43 

1.37 

1.39 

1.33 

.98 

1.13 

1.09 

.93 

1.05 

1.07 

1.62 

2.12 

2.43 

1.66 

1.91 

2.03 

Increase 
1926 
over 
1925 


Average  County 

Kent 

Calvert 

St.  Mary's 

Garrett 

Talbot 

Queen  Anne's . . 

Caroline 

Montgomery. . . 

Carroll 

Cecil 

Somerset 

Howard 

Dorchester 


Wicomico 

Worcester 

Baltimore 

Harford 

Charles 

Allegany 

Anne  Arundel . 

Prince  George's 
Washington . .  . 
Frederick 

Baltimore  City 

State 


;.05 

.02 

.01 
.12 
■01 
'51 
^06 

^06 
=  04 
.02 

.31 

.12 


*  Decrease. 


194 


Annual  Report  of  State  Department  of  Education 


COMPARATIVE  COST  PER  PUPIL  IN  WHITE  HIGH  AND 
ELEMENTARY  SCHOOLS 

Excluding  the  cost  of  general  control,  the  1926  current  ex- 
pense for  the  average  pupil  belonging  in  white  elementary- 
schools  was  $46.02  and  in  white  high  schools  $97.20.  These 
amounts  are  3  cents  higher  for  elementary  and  6  cents  higher 
for  high  schools  for  transportation,  libraries  and  health  and  for 

CHART  40 


Average    County  —  Cost  Per  Pupil  Belohging 
Excluding  General  control 


White 
Clementahy  Schools 


Books    St   Svpplles- 
Tra.ns.»  'Llbra.ries 
&   Wea-lth  — 


Supervision -1 


White 
High  Schools 

Tra-Tis.,    I.\bra.rles 
&    Health 


Tot  ail     Cost 

Per     Pupil  Tot^il    Cost     Per    Pupil 
#45.99  #97.14 

Year    Ending  July  31,  1926 


Figures  for  transportation,  libraries  and  health  and  for  total  cost  should  be  higher  by 
3  cents  for  elementary  schools  and  by  6  cents  for  high  schools  than  those  shown  in  Chart 
40  above. 


Comparative  Cost  Per  White  High  and  Elementary  School  Pupil     195 

the  total  than  figures  shown  on  Chart  40,  which  are  incorrect. 
The  1926  costs  are  increases  over  1925  of  $2.04  and  $2.35  in  the 
white  high  and  elementary  schools,  respectively.  The  expense 
of  educating  a  high  school  pupil  is  2.1  times  greater  than  that 
of  an  elementary  school  pupil.  The  excess  costs  in  high  schor 
are  explained  by  the  following  factors : 

1.  The  average  number  of  pupils  to  a  teacher  in  high  schools  is  20, 
while  in  elementary  schools  it  is  32.  High  schools,  therefore,  need 
a  relatively  larger  teaching  staff  than  elementally  schools. 

2.  The  average  salai-y  of  high  school  teachers  is  $1,.517,  while  it  is 
only  $1,103  for  elementary  school  teachers. 

3.  The  cost  of  operation,  i.  e.,  cleaning,  heating  and  repairing  build- 
ings is  correspondingly  greater  for  high  than  for  elementary 
pupils — $9.97  as  against  $4.46. 

4.  The  number  and  character  of  text  and  reference  books  needed 
by  the  more  mature  high  school  pupils  cost  considerably  more  than 
for  elementary  school  pupils,  $3.23  as  against  $1.47,  while  mate- 
rials and  other  costs  of  instruction  amount  to  $3.G3  in  high  schools 
and  to  only  84  cents  in  elementary  schools. 

.5.  Libraries,  transportation  and  health  cost  $5.70  for  each  high 
school  pupil  and  $2.G5  for  each  elementary  school  pupil. 

High  school  supervision  is  provided  by  the  three  supervisors 
on  the  staff  of  the  State  Department  of  Education,  so  that  no 
expense  for  this  is  required  of  the  individual  counties.  In  white 
elementary  schools  in  1926  the  county  supervision  cost  $1.35 
per  pupil. 

The  cost  per  pupil  in  various  types  of  schools,  the  counties 
being  arranged  alphabetically,  is  given  in  Table  91. 

COST  OF  EACH  WHITE  HIGH  SCHOOL  PUPIL 

The  1926  average  current  cost  in  each  county  of  educating  a 
white  high  school  pupil  is  given  in  Chart  41,  and  the  distribu- 
tion of  the  cost  into  the  items  of  salaries,  books  and  supplies, 
operation  and  maintenance,  transportation,  health  and  libraries 
is  included  in  Table  92.  The  total  current  expense  ranges  from 
$135  in  Carroll  County  to  $58  in  St.  Mary's  County,  a  rather 
wide  variation. 

Kent,  Worcester,  Cecil,  Dorchester  and  Washington  decreased 
costs  by  at  least  $4  under  1925.  On  the  other  hand,  Charles, 
Calvert,  Wicomico,  Prince  George's,  Caroline,  Howard,  Allegany, 
Talbot  and  Carroll  increased  per  pupil  costs  by  from  $5  to  $27 
over  1925.  Nine  counties  which  had  costs  over  $100  per  high 
school  pupil  in  1926  are  Carroll,  Queen  Anne's,  Talbot,  Allegany, 
Kent,  Garrett,  Calvert,  Worcester  and  Howard.  Only  five  coun- 
ties had  costs  under  $90 — Frederick,  Harford,  Charles,  Wash- 
ington and  St.  Mary's. 


196 


Annual  Report  of  State  Department  of  Education 


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198  Annual  Report  of  State  Department  of  Education 

CHART  41 


COST  FEB  WHITE  HIGH  SCHOOL  PUPIL  BELONGING 
POH  CDHHENT  EXPENSES  EXCLUDING  GENERAL  CONTROL 


COUHTI 
CO.  ATEBA.GB 

CAREOLL 

QU.  ANNE'S 

TALBOT 

KENT 

ALLEGANY 

GARRETT 

CALVEBT 

W0HCE3TER 

HOWARD 

CECIL 

DORCHESTER 

CAROLINE 

MONTGOMERT 

WICOMICO 

BALTHfOHB 

PR.  GEOR(S'S 

SOMERSET 

AN.  ARUNDEL 

PREDERICK 

EARPORD 

CHARLES 

WASHINGTON 

ST.  MART'S 

BALTO.    CITT 

STATE 


1923 

111 

110 

100 

132 

87 

89 

61 

111 

89 

103 

87 

84 

97 

82 

101 

99 

79 

85 

81 

92 

87 

66 

82 

122 


1924 
#96 

122 

116 

113 

144 

102 

96 

69 

121 

97 

104 

93 

85 

99 

88 

100 

86 

92 

94 

84 

88 

101 

75 

36 

118 


1926 


1925 

$95 

115 

125  ■CT 

105  ng 
126  mam 

102  m 

109  JBSSl 

81 BEQ 

113  KB 

97|!!3 
103^3 
103  1^ 

93  EH 

97  CQ 

86 

94 

88 

91 

94 

85 

87 

68 

71 

57 


102       104 


136  log 
109  lES 


Montgomery  County  should  show  a  cost  per  pupil  of  $98  and  rank  12th  instead  of  13th 
for  1926. 

Carroll  provided  a  variety  of  special  subjects  for  all  high 
school  pupils,  in  addition  to  all  of  the  regular  academic  subjects, 
which  resulted  in  a  low  pupil  teacher  ratio,  especially  since  there 
are  a  number  of  small  high  schools.  Since  the  county  gives  no 
aid  to  transportation  of  high  school  pupils,  transportation  plays 


Size  of  Class  and  Transportation  Affect  High  School  Costs       199 

no  part  in  increasing  costs.  On  the  other  hand,  while  Queen 
Anne's  provides  manual  training  and  home  economics  for  all  high 
school  pupils  and  vocational  agriculture  in  one  school,  through 
consolidation  of  all  pupils  into  five  schools  to  which  transporta- 
tion is  provided,  the  salary  cost  per  pupil  is  $17  less  than  in 
Carroll,  but  there  is  a  cost  of  transportation  per  pupil  of  nearly 
$18.  By  consulting  the  right  side  of  Table  92,  each  county  may 
see  how  it  ranks  with  other  counties  in  the  various  items  of  ex- 
penditure in  high  school.  In  general,  a  county  which  ranks 
high  in  number  belonging  per  teacher  will  rank  low  in  cost  per 
pupil  for  salaries,  e.  g.,  Charles,  Wicomico,  Baltimore,  Anne 
Arundel,  Frederick  and  Harford;  and  vice  versa  counties  low  in 
number  belonging  per  teacher  will  rank  high  in  cost  per  pupil 
for  salaries,  e.  g.,  Carroll,  Queen  Anne's,  Calvert,  Cecil,  Talbot, 
Howard,  Kent  and  Garrett. 

Calvert,  St.  Maiy's,  Harford  and  Carroll  Counties  are  using 
no  county  funds  toward  high  school  transportation  charges. 
They,  therefore,  rank  lowest  in  the  State  in  expenditure  per 
pupil  for  auxiliary  agencies.  In  Allegany,  Cecil,  Washington, 
Prince  George's,  Dorchester,  Somerset,  Talbot,  Wicomico  and 
Worcester,  no  charges  are  made  to  high  school  pupils  for  trans- 
portation by  school  bus.  In  the  first  three  counties  listed  trans- 
portation is  required  for  only  a  limited  number  of  pupils — 
26  to  78,  but  in  the  last  six  counties  mentioned  the  number 
transported  varies  from  118  to  272.  Worcester,  Dorchester, 
Wicomico,  Somerset  and  Talbot  rank  among  the  counties  spend- 
ing the  most  per  pupil  for  auxiliary  agencies.  The  ten  counties 
not  mentioned  in  this  paragraph  charge  high  school  pupils 
amounts  varying  from  $1.50  to  $4  per  month,  two  counties  mak- 
ing the  charge  20  cents  per  day.* 

COST  OF  VOCATIONAL  WORK  IN  COUNTY  HIGH  SCHOOLS 

The  maximum  allotment  to  Maryland  from  the  federal  govern- 
ment under  the  Smith-Hughes  Act  is  $96,052,  of  which  $33,864 
is  dedicated  to  agriculture,  $48,418  to  industrial  education  and 
home  economics,  and  $13,770  to  teacher  training.  The  amount 
actually  received  from  federal  funds  ($71,960)  was  $24,092  less 
than  the  allotment.  Of  the  total  received  $28,901  was  expended 
for  agriculture,  $33,745  for  trade  and  industry  and  home  eco- 
nomics, and  $9,314  for  teacher  training  and  supervision. 

In  addition  to  the  federal  appropriation,  the  State  expended 
towards  salaries  of  vocational  teachers  $12,172  and  the  counties 
and  Baltimore  City  contributed  $89,818,  making  the  total  dis- 
bursement $173,950. 

The  funds  provided  in  each  county  for  the  salaries  of  teachers 
of  vocational  agriculture,  vocational  home  economics  and  even- 
ing industrial  work  are  included  in  Table  93.     The  source  of 

*  For  a  further  discussion  of  transportation,  see  pages  212-216. 


200  Annual  Report  of  State  Department  of  Education 

TABLE  93 

SALARY  COST  OF  VOCATIONAL  EDUCATION  IN  MARYLAND 
COUNTIES  FOR  YEAR  ENDING  JULY  31,  1926 


COUNTY 

Expenditures  for  Salaries  of  County 
Vocational  Teachers  from 

En- 
roll- 
ment 

Voc.  Ed. 

Salary 
Cost   per 

Pupil 
Enrolled 

County 
Funds 

State 
Funds 

Federal 
Funds 

Total 

Agriculture 

Frederick 

Montgomery.  . 

Garrett 

Carroll 

Harford 

Prince  George's 

Howard 

Worcester 

Queen  Anne's . . 

Talbot 

Allegany 

Cecil 

Dorchester.  .  .  . 

Somerset 

Washington .  .  . 
Anne  Arundel. . 
Charles  (Col.).. 

$  3,135.18 

2,496.00 

2,345.63 

2,267.77 

1,574.40 

1,480.00 

1,262.84 

1,050.00 

920 . 00 

859.68 

840.00 

818,33 

678.32 

600.00 

575.00 

497.78 

220 . 00 

$783 . 79 
624.00 
586.40 
566 . 94 
393.60 
370.00 
315.71 
262.50 
230.00 
214.92 
210.00 
204 . 58 
169.58 
150.00 
143.75 
124.44 
55.00 

$  3,918.97 

3,120.00 

2,932.02 

2,834.71 

1,968.00 

1,850.00 

1,578.53 

1,312.50 

1,150.00 

1,074.59 

1,050.00 

1,022.88 

847.90 

750.00 

718.75 

622 . 22 

275.00 

$  7,837.94 
6,240.00 
5,864.05 
5,669.42 
3,936.00 
3,700.00 
3,157.08 
2,625.00 
2,300.00 
2,149.19 
2,100.00 
2,045.79 
1,695.80 
1,500.00 
1,437.50 
1,244,44 
550.00 

129 
95 

103 
87 
58 
76 
55 
33 
26 
36 
42 
31 
34 
26 
21 
14 
10 

$61.00 
66.00 
57.00 
65.00 
68.00 
49.00 
57.00 
80.00 
88.00 
60.00 
50.00 
66.00 
50.00 
58.00 
68.00 
89.00 
55.00 

Totals  for 
Agriculture 

$21,620.93 

$5,405.21 

$27,026.07 

$54,052.21 

876 

$62.00 

Home  Economics 

Garrett 

Prince  George's 

Worcester 

Frederick 

Howard 

Montgomery.  . 

Harford 

Somerset 

Anne  Arundel. . 

$2,179.02 
980.00 
960.00 
520 . 00 
480.00 
422.40 
384 . 00 
319.98 
280.00 

$     544 . 76 

245.00 

240.00 

130.00 

120.00 

105.60 

96.00 

80.01 

70.00 

$  2,723.76 
1,225.00 
1,200.00 
650.00 
600 . 00 
528.00 
480.00 
400 . 00 
350.00 

$  5,447.54 

2,450.00 

2,400.00 

1,300.00 

1,200.00 

1,056.00 

960.00 

799.99 

700.00 

203 
47 
90 
23 
29 
26 
21 
36 
24 

$27.00 
52.00 
27.00 
56.00 
41.00 
41.00 
46.00 
22.00 
29.00 

Totals  Home 
Economics 

$  6,525.40 

$1,631.37 

$  8,156.76 

$16,313.53 

499 

$33 . 00 

•Industrial 

Un.  of  Md. 
(Bureau  of  Mines) 

$  2,705.72 

200.20 
54.00 

$  2,705.72 

250.25 
110.00 

$  5,411.44 

500 . 50 
220.00 

193 

41 
63 

$28.00 

Anne   Arundel 

(Colored) .  .  . 

Washington .  . . 

50.05 
56.00 

12.00 
3.50 

Totals  for  Even- 
ing Industrial 

$  2,959.92 

$     106.05 

$  3,065.97 

$  6,131.94 

297 

$21.00 

Grand  Total 

$31,106.25 

$7,142.63 

$38,248.80 

$76,497.68 

1,672 

*  Evening  industrial 


EXPKNDITURE   FOR    VOCATIONAL    EDUCATION 


201 


funds  used  for  this  purpose,  county  (0.4),  state  (0.1)  and  federal 
government  (0.5)  are  given  in  the  first  three  columns,  and  the 
expenditure  per  pupil  for  the  salary  of  the  teacher  of  voca- 
tional education  will  be  found  in  the  last  column.  The  counties 
are  arranged  from  highest  to  lowest  in  the  order  of  the  total 
amount  spent  for  salaries  of  teachers  of  vocational  agriculture 
and  vocational  home  economics. 

Frederick,  Montgomery,  Garrett  and  Carroll  headed  the  list 
with  salary  expenditures  totalling  from  $7,800  to  $5,670. 

The  average  cost  per  pupil  for  the  salary  of  the  teacher  of 
vocational  agriculture  was  $62,  the  same  amount  as  in  1925. 
The  per  pupil  amounts  in  the  various  counties  ranged  from  $89 
in  the  Arundel  High  School  at  Millersville,  $88  in  the  Sudlers- 
ville  School  in  Queen  Anne's  County,  and  $80  in  the  Berlin  and 
Snow  Hill  High  Schools  of  Worcester  County,  to  $50  in  the 
Hurlock  and  East  New  Market  High  Schools  of  Dorchester  and 
the  Flintstone  High  School  of  Allegany  County  and  $49  in  the 
Hyattsville  and  Baden  High  Schools  in  Prince  George's. 

In  vocational  home  economics  Garrett  heads  the  list  with  an 
expenditure  of  $5,448,  while  Prince  George's  and  Worcester 
spent  about  $2,400.  The  average  expenditure  per  pupil  for  sal- 
aries of  home  economics  teachers  ($33)  was  $3  larger  than 
in  1925.  The  variation  in  expenditure  ranged  from  $22  in  Som- 
erset County  to  $56  in  Frederick  County. 

The  expenditure  for  salaries  under  the  supervision  of  the 
Bureau  of  Mines  ($5,411)  was  larger  by  $1,386  than  the  pre- 
vious year  and  the  cost  for  each  man  instructed  was  $21,  $4  more 
than  in  1925. 

Washington  County  spent  $220  for  evening  industrial  classes^ 
which  amounted  to  $3,50  for  each  student  attending. 

TABLE  94  '  ~^ 

SALARY  EXPENDITURES  IN  BALTIMORE  CITY  FOR  VOCATIONAL 
EDUCATION  YEAR  ENDING  JULY  31,  1926 


Type  of  School 

From 
City  ' 
Funds 

From 
Federal 
Funds 

Total 

Enroll- 
ment 

Vocational 
Education 

Salary 
Cost  per 

Pupil 
Enrolled 

Day  Industrial 

Part-time  Industrial .... 

Evening  Industrial 

EveningHomeEconomics 

$38,423.77 
1,300.00 
5,232.00 
6,112.62 

$14,463.43 
1,300.00 
5,232  00 
1,526.88 

$52,887.20 

2,600.00 

10,464.00 

7,639.50 

523 

182 

524 

1,093 

$101 
14 
20 

7 

Totals 

$51,068.49 

$22,522.31 

$73,590.70 

2,322 

202 


Annual  Report  of  State  Department  of  Education 


In  Baltimore  City  the  total  expenditure  for  salaries  of  voca- 
tional teachers  was  $73,591,  of  which  two-thirds  was  used  for 
day  vocational  schools.  The  salary  expenditure  per  pupil  was 
$101  in  these  schools,  a  reduction  of  $7  under  1925.  In  part 
time  industrial  classes  the  pupil  salary  cost  was  $14,  an  increase 
of  $9  over  1925,  and  in  evening  industrial  and  home  economics 
classes  it  was  $20  and  $7  per  pupil,  an  increase  of  $6  and  a  de- 
crease of  $2  respectively  when  compared  with  1925.  (See  Table 
94.) 

Expenditures  for  supervision  and  teacher  training  in  agri- 
culture, home  economics,  trade  and  industry  from  State,  univer- 
sity and  federal  funds  are  included  in  Table  95. 

TABLE  95 

EXPENDITURES  FOR  SUPERVISION  AND  TEACHER  TRAINING  IN 

VOCATIONAL  EDUCATION,  YEAR  ENDING  JULY  31,  1926 


Administration 
and  Supervision 

Teacher-Training 

Total 

Purpose 

State 
Funds 

Federal 
Funds 

Un.  of 

Md. 

Funds 

Federal 
Funds 

State  and 

University 

Funds 

Federal 
Funds 

Agriculture . . . 
Trade  and 

Industry .  .  . 
Home 

Economics 

$4,303.87 

654 . 64 

71.26 

$2,918.64 

654 . 66 

71.26 

$3,129.97 
1,807.19 
2,706.06 

$3,129.96 
1,807.20 
2,706.03 

$  7,433.84 
2,461.83 
2,777.32 

$  5,949.60 
2,461.86 
2,777.29 

Totals 

$5,029.77 

$3,545.56 

$7,643.22 

$7,643.19 

$12,672.99 

$11,188.75 

COST  PER  PUPIL  IN  WHITE  ELEMENTARY  SCHOOLS 

The  1926  current  cost  per  pupil  in  white  elementary  schools, 
excluding  general  control,  varied  from  $56  in  Kent  and  Mont- 
gomery Counties  to  $37  in  Washington  County,  as  shown  in 
Chart  42.  Eight  counties  (Kent,  Montgomery,  Calvert,  Queen 
Anne's,  Garrett,  Talbot,  Baltimore  and  Allegany)  had  costs  of 
$50  or  more,  and  five  (Washington,  Somerset,  Harford,  St. 
Mary's  and  Frederick)  had  costs  of  $40  or  less.  The  remaining 
eleven  counties  spent  from  $41  to  $49  for  each  elementary  school 
pupil.  (See  Chart  42,  in  which  the  counties  are  ranked  in  the 
order  of  expenditure  per  pupil ;  Table  96,  in  which  the  distribu- 
tion of  expenditure  per  pupil  for  various  items  entering  into 
the  cost  is  given  for  the  counties  arranged  alphabetically,  and 
Table  XXVI,  page  300,  in  which  disbursements  in  each  county 
for  white  elementary  schools  are  given.) 


Cost  Per  Pupil  in  White  Elementary  Schools 


203 


All  counties  show  increases  over  expenditures  in  1925, 
although  in  Baltimore  County  the  increase  is  only  seven  cents  per 
pupil,  and  in  Calvert,  Washington  and  Cecil,  36,  50  and  54  cents, 
respectively.  The  greatest  increases  are  found  in  Garrett — 
$7.68,  in  Caroline  $6.48  and  in  Carroll  $5.89,  while  there  are 
three  counties  with  increases  per  pupil  of  over  $4 — Worcester, 
Talbot  and  Anne  Arundel. 


CHART  42 


COST  PBH  PUPIL  BELONGING   IN  HHilTE  ELEKEHTAJIT  SCHOOLS 


COUNTI 
CO.  AVERAGB 
KENT 

MDNTOOKERT 

CALVERT 

«U.  ANITE'S 

GAREETT 

TALBOT 

BALTIMDRE 

ALLEGANY 

AN.  ARUNDEL 

W0RCE3TEH 

CHARLES 

CAROLIRE 

CARROLL 

PR.  GEORGE'S 

DORCHESTER 

CECIL 

WICOMICO 

HOWARD 

FREDERICK 

ST.  MARY'S 

HARPOHD 

SOMERSET 

WASHINGTON 

BALTO.  CITY 

STATE 


Note. — The  1926  cost   in  Montgomery  above  should  read  S56  instead  of  $55. 


PL, 

cm 

o 
o 


204 


Annual  Report  of  State  Department  of  Education 


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Analysis  of  Cost  per  White  Elementary  School  Pupil  205 

Teachers'  Salary  Cost  Per  Pupil 

The  teacher's  salary  is  the  major  item  of  cost  in  an  elementary 
school  education.  The  amount  of  salary  cost  per  pupil  is  depend- 
ent on  the  two  factors — size  of  class  and  salary.  The  counties 
with  large  classes  in  general  rank  low  in  cost  per  pupil  as  illus- 
trated by  Washington,  Anne  Arundel,  Prince  George's  and  How- 
ard ;  while  those  with  small  classes  rank  high  in  cost  per  pupil, 
as  shown  by  Garrett,  Charles,  Kent,  Calvert  and  Queen  Anne's. 
Baltimore  County,  with  larger  classes  than  are  found  in  any 
other  county,  which  would  normally  make  it  rank  low  in  salary 
cost  per  pupil,  ranks  high,  because  it  has  much  higher  salaries 
than  any  other  county  in  the  State.  High  salaries  act  also  as  a 
counteracting  tendency  in  Allegany  and  Montgomery,  raising 
the  rank  in  cost  per  pupil  for  salaries  higher  than  they  would 
be  based  on  size  of  class  only.  Salary  costs  vary  from  $29.71  in 
Washington  to  $39.77  in  Kent.  (See  columns  2  and  10  of  Table 
96,  Column  5  of  Table  XXVI,  page  300,  and  Table  77  and  Chart 
36,  pages  l72  and  177.) 

Supervision  Cost  for  Each  White  Elementary  School  Pupil 

The  cost  for  supervision  varies  from  66  cents  in  Somerset 
County  to  $2.87  in  Garrett  County.  Somerset  County  is  entitled 
to  an  additional  supervisor,  while  Garrett  County  has  its  full 
quota  based  on  the  number  of  elementary  school  teachers  in  the 
county.  Washington,  Prince  George's,  Montgomery,  Harford. 
Frederick,  Cecil,  Baltimore,  Anne  Arundel  and  Allegany  had 
enough  teachers  to  justify  the  employment  of  at  least  one  more 
supervisor  than  the  number  actually  in  service.  With  two  ex- 
ceptions (Caroline  and  Talbot),  all  counties  spending  less  than 
$1.50  per  pupil  for  supervision  had  an  inadequate  number  of 
supervising  or  helping  teachers.  (See  columns  1  and  9  of  Table 
96,  column  4  of  Table  XXVI,  page  300;  and  Table  XIII,  page 
287,  for  the  number  of  supervisors  and  teachers  in  each  county.) 

Cost  of  Books  and  Materials  Per  Elementary  School  Pupil 

There  was  available  in  1926  from  State  funds  for  each  pupil 
belonging  in  all  types  of  schools,  $1.04,  83  cents  for  books  and 
21  cents  for  materials  of  instruction.  The  actual  expenditure 
in  the  counties  for  these  purposes  for  each  white  elementary 
school  pupil  was  $2.31,  more  than  twice  as  much.  The  maxi- 
mum expenditure,  over  three  times  as  much,  was  made  in  Alle- 
gany and  the  minimum  $1.48  appeared  in  Charles  County. 
Eleven  counties  spent  more  than  $2.08,  over  twice  as  much  as 
was  received  from  the  State  for  each  pupil.  In  the  order  of  the 
amount  spent,  these  counties  were  Allegany,  Montgomery,  Kent, 
Anne  Arundel,  Dorchester,  Queen  Anne's,  Somerset,  Baltimore. 
Frederick,  Garrett  and  Caroline.     Six  counties  did  not  spend 


206  Annual  Report  of  State  Department  of  Education 

from  county  funds  an  amount  equal  to  three-fourths  of  the  ap- 
propriation available  from  State  funds.  They  were:  Charles, 
$1.48;  Wicomico,  $1.51;  St.  Mary's,  $1.60;  Cecil,  $1.66;  Har- 
ford, $1.76,  and  Washington,  $1.80.  The  greatest  increases  over 
1925  occurred  in  Kent,  Caroline,  Anne  Arundel,  Dorchester  and 
Frederick,  in  which  the  increases  ranged  from  $1.07  to  $.61. 
Two  counties  showed  large  decreases  from  1925 — viz.,  Calvert, 
$1.36,  and  Somerset,  $0.88.  (See  columns  3  and  11  of  Table  96 
and  columns  6,  7  and  8  of  Table  XXVI.) 

A  number  of  counties  exercise  economy  in  their  expenditures 
for  books  by  prolonging  their  life  through  greater  care  in  their 
use  by  teachers  and  pupils.  The  following  is  taken  from  a  let- 
ter sent  to  the  teachers  of  Baltimore  County  by  Miss  Crew  and 
Miss  Grace: 

"It  is  very  gratifying  to  note  that  in  many  of  the  classes  all  the 
texts  are  suitably  covered.  This  means  not  only  a  longer  life  for 
the  book,  but  an  opportunity  to  impress  upon  the  pupils  the  impor- 
tance of  properly  protecting  materials  loaned  to  them.  Please  be 
especially  careful  with  the  new  readers  that  are  to  be  used  by  sev- 
eral sections  of  a  grade  to  see  that  they  are  kept  clean  and  free  of 
blots  and  markings." 

The  use  of  supplementary  reading  material  which  is  distrib- 
uted to  many  classes  in  a  county  by  the  supervisors,  which  is 
the  practice  in  many  of  the  counties,  is  described  in  the  following 
extract  from  the  report  of  Miss  Gillis  of  Wicomico  County: 

"In  our  office  we  have  sets  of  readers  for  the  primary  grades  that 
are  not  listed  as  supplementary,  but  are  distributed  by  the  super- 
visors to  classes  that  are  ready  for  them.  In  spite  of  the  fact  that 
our  superintendent  gave  us  several  hundred  extra  books  this  year, 
we  ran  short  of  material  before  May.  The  majority  of  our  classes 
in  Grades  2  and  3  are  reading  two  basal  and  three  supplementary 
readers  in  lieu  of  one  basal  and  one  supplementary  before  reading- 
became  a  state- wide  objective.  We  can  scarcely  realize  how  we  got 
along  before  we  had  the  distribution  of  the  so-called  traveling 
library." 

The  large  expenditure  for  books  shown  in  Allegany  County  is 
probably  explained  by  the  inclusion  in  this  amount  of  expendi- 
tures for  classroom  libraries. 

"Probably  the  greatest  incentive  for  securing  fifty  or  more  library 
books  in  every  classroom  (one  of  the  county  objectives)  was  fur- 
nished by  the  county  superintendent,  who  promised  every  classrooia 
raising  a  sum  of  ten  dollars  for  library  books  an  additional  ten 
dollars  for  the  same  purpose."* 

"More  than  half  the  rooms  have  met  this  goal.  Practically  every 
school  made  the  request,  so  that  about  four  thousand  five  hundred 
dollars  was  spent  in  the  elementary  schools  for  additional  books  for 
the  library."! 


*  Adapted  from   report  of  Miss   McGeady,  Allegany  County. 
t  Adapted   from   repoi't  of   Miss  Compton,   Allegany   County. 


Analysis  of  Cost  per  White  Elementary  School  Pupil  207 

Operation  and  Maintenance  Cost  Per  Elementary  School  Pupil 

Although  county- wide  expenditures  for  operation  and  main- 
tenance were  practically  the  same  as  those  for  the  preceding 
year,  there  were  considerable  differences  in  the  counties.  For 
cleaning  and  heating  buildings  costs  ranged  from  $5.13  per 
pupil  in  Kent  to  $1.76  per  pupil  in  St.  Mary's.  Great  gains  over 
last  year  were  made  by  Talbot  and  Caroline,  both  of  these  coun- 
ties which  were  below  the  average  in  expenditure  in  1925  spend- 
ing over  five  dollars  per  pupil  in  1926.  In  1926  Dorchester 
spent  only  $2.09  per  pupil,  $1.29  less  than  the  preceding  year. 
(See  4th  and  12th  columns  of  Table  96  and  10th  column  of  Table 
XXVI,  page  300.) 

For  repairs  of  building  and  equipment  and  rent  the  counties 
varied  in  expending  amounts  from  47  and  48  cents  in  Queen 
Anne's  and  Calvert,  to  $4.22  per  pupil  belonging  in  Montgomery 
County.  Calvert  and  Kent  decreased  expenditures  under  1925 
by  $2.67  and  $2.23,  respectively;  Washington  by  $1.04,  Queen 
Anne's  by  93  cents,  and  Harford,  St.  Mary's  and  Frederick  by 
76,  60  and  50  cents  per  pupil,  respectively.  Wicomico,  Montgom- 
ery, Worcester,  Allegany,  Garrett,  Talbot,  Caroline,  Anne  Arun- 
del, Prince  George's  and  Caroline  increased  expenditures  for  re- 
pairs per  pupil  over  1925  from  $1.38  to  32  cents.  (See  5th  and 
13th  columns  of  Table  96  and  11th  column  of  Table  XXVI,  page 
300.) 

Cost  of  Auxiliary  Agencies  Per  Elementary  School  Pupil 

For  auxiliary  agencies  which  include  costs  for  transportation, 
libraries  and  health,  expenditures  per  pupil  varied  in  the  coun- 
ties from  nothing  in  St.  Mary's  and  26  cents  in  Garrett  to  $8.99 
in  Calvert,  where  a  new  method  of  transportation  by  boat  at 
Solomon's  Island  was  introduced  in  the  school  year  1926.  Cal- 
vert, Anne  Arundel,  Talbot,  Queen  Anne's,  Montgomery,  Wor- 
cester and  Dorchester  all  spent  more  than  $4  per  pupil  for  these 
purposes.  St.  Mary's,  Garrett,  Harford,  Frederick,  Wicomico 
and  Washington  Counties  all  spent  less  than  $1  per  pupil  for 
these  purposes.  Calvert  and  Howard  made  the  greatest  in- 
creases in  expenditure  for  auxiliary  agencies  per  pupil  over 
1925,  $6.57  and  $3.01,  respectively.  Anne  Arundel,  Charles, 
Queen  Anne's  and  Allegany  increased  expenditures  per  pupil 
from  $1.60  to  $1.07  over  last  year.  Prince  George's,  Baltimore 
and  Garrett  spent  slightly  less  for  auxiliary  agencies  per  pupil 
than  during  the  preceding  vear.  (See  6th  and  14th  columns  in 
Table  96  and  12th  column  in  Table  XXVI,  page  300.) 

The  question  of  transportation  of  pupils  is  discussed  on  pages 
212-216.) 


208 


Annual  Report  of  State  Department  of  Education 


Expenditure  per  Pupil  for  Elementary  School  Libraries 

A  tabulation  of  expenditures  for  elementary  school  libraries 
reported  under  auxiliary  agencies  in  1925  and  1926  has  been 
made  for  the  various  counties  which  have  been  ranked  on  the 
expenditure  for  libraries  per  teacher  in  1926.  These  figures  are 
incomplete  and  not  absolutely  comparable  from  two  causes.  In 
some  counties  expenditures  for  classroom  libraries  were  reported 
under  cost  of  books,  as  for  example,  in  Allegany  County  (see 
page  206.)  Some  counties  included  under  expenditures  for 
libraries  the  amount  collected  by  the  community,  while  others 
included  only  the  amount  contributed  toward  such  libraries  by 
the  county  board  of  education.  If  a  county  includes  among  dis- 
bursements for  libraries  amounts  raised  by  the  community,  a 

TABLE  97 


EXPENDITURES 

FOR  LIBRARIES  IN  WHITE  ELEMENTARY 
SCHOOLS  1925  AND  1926. 

EXPENDITURES  FOR  WHITE  ELEMENTARY 
SCHOOL  LIBRARIES 

COUNTY 

Total 
Expenditures 

Expenditure 
per  School 

Expenditure 
per  Teacher 

1925 

1926 

1925 

1926 

1925 

1926 

Total  and  Average .... 
Wicomico 

$4,882 

394 

300 

863 

137 

493 

496 

62 

42 

80 

360 

377 

209 

230 

9 

85 

54 

180 

210 

150 

122 

19 

10 

$5,363 

616 
460 
376 
219 
678 
334 

62 
366 
210 
490 
281 
391 
290 

89 

78 
113 

60 
240 

10 

$3.20 

6.91 
7.32 
19 .  62 
5.49 
3.31 
8.00 
1.93 

.36 
1.16 
3.91 
5.39 
1.85 
1.77 

.17 
1.44 
1.03 
4.09 
2.06 
3,66 
2.70 

.57 

.19 

$3,63 

10.80 
11.22 
8.95 
9,13 
4.52 
5.38 
2.50 
3.21 
3.04 
5.38 
4.07 
3.55 
2.32 
1.67 
1.31 
2.30 
1.46 
2.42 
.29 

$1.60 

3.65 

3.61 

11.21 

2.36 

2.68 

3.75 

1.77 

.23 

66 

1.17 

2.11 

.74 

.97 

.10 

.85 

.37 

2.20 

.64 

2,34 

1.93 

.32 

.17 

$1.74 
5.70 

Somerset       

5.48 

Caroline 

Talbot     

4.95 
3.91 

Garrett 

Montgomery 

3.63 
2.51 

Calvert 

2.08 

Carroll          

1.99 

Harford 

1.68 

Allegany 

1.60 

Prince  George's 

Washington 

1.53 
1.37 

Frederick    

1.24 

Dorchester 

.94 

Cecil 

.77 

Anne  Arundel 

Worcester 

Baltimore   

.74 
.74 
.68 

Howard        

.17 

Charles. 

Kent 

St.  Mary's 

Queen  Anne's 

Provision  fob  Elementary  School  Libraries  209 

note  in  the  annual  financial  report  should  indicate  the  amount 
so  included. 

Section  167  of  Article  77  reads  as  follows : 

"For  the  further  encouragement  of  education,  district  libraries 
ought  to  be  established  in  each  schoolhouse  district  under  the  care 
of  the  teacher,  as  librarian;  for  this  purpose  the  sum  of  teti  dollars 
per  annum  is  ordered  to  be  paid  by  the  board  of  county  school  com- 
missioners out  of  the  state  school  fund,  to  any  schoolhouse  district 
as  librarij  inoneij,  as  long  as  the  people  of  the  district  raise  the  same 
amount  annualUi ;  the  books  must  be  selected  by  the  board  of  district 
school  trustees  and  teachers  from  a  list  to  be  furnished  by  the  State 
Board  of  Education. 

"By-Law  42. 

"The  district  board  of  school  trustees  shall  co-operate  with  the 
principal  teacher  in  raising  funds  to  purchase  library  books  if  the 
school  is  not  ah-eady  well  provided  with  this  necessary  equipment, 
and  shall  file  an  application  with  the  county  board  of  education  for 
an  appropriation  of  ten  dollars,  when  the  school  shall  have  raised 
an  equal  amount." 

The  Montgomeiy  County  Board  of  Education  has  adopted 
a  book  plate  to  be  used  in  the  books  belonging  to  public  school 
libraries.  The  purpose  of  the  plate  is  to  impress  upon  those 
who  take  books  from  the  school  libraries  that  they  must  be 
cared  for  and  promptly  returned.  The  idea  for  the  book  plate 
originated  with  the  education  committee  of  the  Montgomery 
County  Federation  of  Women's  Clubs. 

Capital  Outlay  Expenditures   per  White  Elementary  School  Pupil 

For  capital  outlay  per  pupil  expenditures  ranged  from  0  in 
St.  Mary's  to  $48.74  in  Baltimore  County  and  $52.75  in  Mont- 
gomery. Prince  George's  spent  $24.29  per  pupil,  Calvert  $17.25 
and  Anne  Arundel  $10.93.  (See  8th  and  last  columns  in  Table 
96  and  last  column  in  Table  XXVI,  page  300.) 

COMPARATIVE  COST  IN  GRADED  AND  RURAL  SCHOOLS 

The  education  of  pupils  in  graded  schools  costs  less  than  in  one- 
and  two-teacher  schools,  the  two-teacher  schools  being  the  most 
expensive  of  the  three  types  of  schools.  Excluding  costs  of  gen- 
eral control  and  supervision,  the  current  cost  per  pupil  in  graded 
schools  was  $43,  in  one-teacher  schools  $47,  and  in  two-teacher 
schools  $48.  (See  Table  98.  The  distribution  of  expenditures 
in  these  types  of  schools  is  given  at  the  bottom  of  Tables  XXVII- 
XXIX,  pages  301  to  303.) 

The  expenditure  per  pupil  for  teachers'  salaries  was  lowest 
in  the  graded  schools  and  highest  in  one-teacher  schools,  due  to 
the  larger  classes  in  the  graded  schools  and  the  smaller  classes 
in  one-teacher  schools.  For  cleaning  and  heating  buildings  costs 
were  highest  in  graded  schools  and  lowest  in  one-teacher  schools, 
because  of  the  employment  of  janitors  in  the  larger  schools  and 


210 


Annual  Report  of  State  Department  of  Education 


higher  costs  of  fuel  in  the  larger  centers.  For  repair  of  build- 
ings expenses  per  pupil  were  lowest  in  graded  schools  and  high- 
est in  one-teacher  schools.  For  health,  libraries  and  transporta- 
tion, the  graded  schools,  of  course,  had  the  highest  costs. 

In  ten  of  the  counties  current  costs  were  highest  in  one-teacher 
schools,  and  lowest  in  graded  schools.  In  the  other  counties 
peculiar  conditions  brought  about  highest  costs  in  either  the 
graded  or  two-teacher  schools.  In  Charles  the  graded  schools 
at  Indian  Head  and  Glasva  were  the  most  expensive  in  the 
county.  In  Calvert  and  Montgomery  the  two-teacher  schools 
cost  most  and  the  one-teacher  schools  least.     In  Talbot,  Anne 

TABLE  98 

1926  CURRENT  EXPENSE  COST  PER  PUPIL  BELONGING  IN  WHITE 

ELEMENTARY  SCHOOLS 

EXPENSES  FOR  GENERAL  CONTROL  AND  SUPERVISION  ARE  EXCLUDED 


Having 
One  Teacher 

Having 
Two  Teachers 

Having 
Three  or  More  Teachers 

County 

Cost  Per 
Pupil 

County 

Cost  Per 
Pupil 

County 

Cost  Per 
Pupil 

County  Average 

Baltimore 

Kent 

Allegany 

Queen  Anne's.  .  . 
Garrett 

Montgomery.  .  .  . 
Anne  Arundel. .  . 

Talbot 

Worcester 

Prince  George's. 

Cecil 

$47 

61 
61 
60 
55 
54 

52 
52 
50 
50 
49 

48 
47 
46 
45 
45 

44 
44 
44 
42 
42 

41 
40 
38 

County  Average 

Calvert 

Kent 

Montgomery.  .  . 

Talbot 

Baltimore 

Anne  Arundel .  . 

Wicomico 

Allegany 

Prince  George's. 
Caroline 

Carroll 

Dorchester 

Worcester 

Howard 

Cecil 

Somerset 

Queen  Anne's.  . 

Garrett 

Frederick 

Washington  .... 

Charles 

Harford 

St.  Mary's 

$48 

70 
61 
58 
57 
57 

54 
54 
52 
51 
46 

46 

45 
45 
45 
45 

45 
44 
41 
40 
40 

39 

38 
38 

County  Average 

Calvert...  ..... 

Charles 

Montgomery.  .  . 
Kent 

$43 

64 
54 
53 
50 

Queen  Anne's. .  . 

St.  Mary's 

Talbot 

Carroll 

Allegany 

Anne  Arundel .  . 

Baltimore 

Caroline 

Worcester 

Prince  George's 
Dorchester 

Harford 

Wicomico 

Garrett 

Howard 

Cecil           

49 

48 
47 
47 
47 
46 

46 

Somerset 

Charles     

45 
44 

Calvert          

42 

Caroline 

Dorchester 

Washington 

Wicomico 

Carroll 

40 

39 
38 
38 
38 

Howard 

38 

Frederick 

Harford 

St.  Mary's 

Frederick 

Washington .... 
Somerset 

38 
34 
34 

Cost  per  Colored  Elementary  School  Pupil. 


211 


Arundel,  Wicomico,  Prince  George's,  Caroline,  Dorchester  and 
Howard,  the  two-teacher  schools  cost  more  than  the  one-teacher 
schools.  In  Queen  Anne's  and  Harford  the  two-teacher  schools 
cost  less  than  the  graded  schools.  In  Carroll  the  graded  schools 
cost  most  and  the  one-teacher  schools  the  least.     (See  Table  98.) 


CHART  43 


COST  FEB  PDPIL  BELONGING  IN  COLORED  ELEMENTABT  SCHOOLS 
FOR  CUEBENT  EXPENSES  EXCLUDING  GENERAL  CONTROL 


COUNTY 
CO.  AVERAGE 

BALTnroHE 

ALLEGANY 

CARROLL 

CECIL 

WASHINGTON 

HARFORD 

FREDERICK 

TALBOT 

KENT 

PR.  GEORGE'S 

CAROLINE 

WICOMICO 

HOWARD 

qU.  ANNE'S 

AN.  ARUNDEL 

ST.  MART'S 

DORCHESTER 

CHARLES 

CALVERT 

MDNTGOMERT 

WORCESTER 

SOIREE  SET 

BALTO.   CITT 

STATE 


212 


Annual  Report  of  State  Department  of  Education 


COST  PER  PUPIL  IN  COLORED  SCHOOLS 

The  average  current  cost  per  colored  high  school  pupil  was 
96  cents  higher  than  in  1925.  The  range  in  cost  was  from  $180 
in  Allegany  to  $28  in  Somerset,  the  average  being  $60.  Seven 
of  the  16  counties  spent  smaller  amounts  per  pupil  than  in  the 
preceding  year,  although  in  only  three  of  these  counties,  Fred- 
erick, Somerset  and  Wicomico,  were  total  expenditures  less  than 
in  1925.     (See  Table  91,  page  304,  and  Table  XXX,  page  304.) 

For  colored  elementary  school  pupils  the  cost  in  each  county 
is  shown  in  Chart  43.  The  amounts  vary  from  $42  in  Balti- 
more County  to  $15  in  Somerset.  Only  three  counties,  Alle- 
gany, Queen  Anne's  and  St.  Mary's,  spent  less  per  colored  ele- 
mentary school  pupil  and  in  the  aggregate  for  current  expense 
in  1926  than  in  1925.  In  Talbot,  Howard  and  Calvert  increases 
in  expenditure  for  each  colored  elementary  school  pupil  were 
as  high  as  $3  and  $4.  (See  Chart  43,  Table  91,  page  196,  and 
Table  XXXI,  page  305.) 

TRANSPORTATION  OF  PUPILS 

County  expenditures  for  transportation  in  1926  ($312,495) 
were  $70,500  higher  in  1926  than  in  1925.  The  growth  in  the 
importance  of  transportation  since  1910  is  illustrated  in  Table 
99  by  expenditures,  the  number  of  counties  providing  transpor- 
tation and  the  number  of  pupils  transported.  All  of  the  coun- 
ties except  St.  Mary's  provide  transportation  for  some  pupils. 
The  number  of  pupils  transported  in  1926  (10,567)  is  nearly 
2,000  more  than  the  corresponding  number  in  1925. 

TABLE  99 


Year 

Expenditures  for 
Transportation 

Number  of 
Counties 

Number  of  Pupils 
Transported 

1910 

$5,210 

17,270 

64,734 
84,870 
90,011 
132,591 
188,516 
242,041 
312,495 

4 

10 

18 
18 
18 
20 
21 
22 
22 

1915 

1920 

1921 

1922 

1923 
1924 
1925 
1926 

4,334 
6,499 

8,618 
10,567 

The  boards  of  education  in  Baltimore  and  Montgomery  Coun- 
ties have  purchased  6  and  12  busses,  respectively,  for  the  trans- 
portation of  pupils.     Each  of  these  counties  used  in  addition  17 


Busses  Used  in  Transporting  Pupils. 


213 


and  7  busses  furnished  by  contractors.  All  of  the  other  coun- 
ties used  only  busses  furnished  by  contractors  or  public  con- 
veyances. There  were  257  motor  and  14  horse-drawn  vehicles 
and  1  motor  boat  furnished  by  contractors,  which  added  to  the 
18  owned  by  the  counties,  made  a  total  of  290  vehicles  used  for 
transportation  of  pupils  in  22  of  the  counties. 

In  1926  Baltimore  County  spent  nearly  $45,000  for  trans- 
portation, Anne  Arundel  $37,500,  Allegany  $24,000,  Dorchester 
$21.()0(),  Montgomery  $19,000,  and  Worcester  $18,000.  Over  one- 
half  of  the  counties  are  spending  $10,000  or  more  for  this  serv- 

TABLE  100 

10,500  MARYLAND   PUPILS  TRANSPORTED   IN   1926 
AT  EXPENSE  OF  COUNTIES. 


County 


Pupils  Transported 


Total 


To 
High 
School 


To 

Ele- 
mentary 
School 


Expenditures  for 
Transportation 


Total 


To 

High 

School 


To 
Ele- 
mentary 
School 


Total 


Baltimore  ... 
Anne  Arundel. 
Dorchester.  .  . 
Montgomery . 
Worcester  .  .  . 


Allegany 

Prince  George's. 

Talbot 

Caroline 

Somerset 


Queen  Anne's. 
Washington .  . 

Carroll 

Frederick .... 
Wicomico .... 


Howard 
Kent  .  . 
Charles . 
Cecil  .  . 
Calvert . 


Garrett.  .  . 
Harford  . 
St.  Mary's. 


10,567 

1825 

1,433 

884 

753 

619 

565 
543 
468 
449 
402 

372 
353 
273 
263 
263 

233 

218 
198 
191 
144 

93 
25 


2,849 

502 
136 

272 
293 
248 

78 
118 
137 
122 
179 

148 
70 


57 
192 

61 
83 
53 
26 


7,718  $312,494.62 


1,323 

1,297 

612 

460 

37lj 

487 
425 
331 
327 
223J 

224 
283 
273 
206 
71 

172 
135 
145 
165 
144 

20 

24 


44,715.38 
37,449  46 
21,012  06 
19,084.23, 

18,258.65 

24,101.57 
15,147.48! 
16,016.25 
11,567.701 
10,747.00 

14,302  38 

11,139.10 

7,651.23 

8,313.05 

10,432.50 

8,512  04 
9,183.64 
5,903  00 
7,300.50 
7,061.45 

3,276.27 
1,319.68! 


$83,724.40 

12,453.23 
4,096.64 
8,436.06 
2,878.36 
7,371.81 

3,825.35 
2,575.00 
4,618.29 
3,302.00 
5,775.00 

5,136.75 
2,459.76 


1,782.90 
8,069.63 

2,087.57 
3,802.72 
1,093.00 
1,025.00 


2,935.33 


$228,770.22 

32,262  15 
33,352.82 
12,576  00 
16,205.87 
10,886.84 

20,276.22 

12,572.48 

11,397  96 

8,265.70 

4,972.00 

9,165  63 
8,679.34 
7,651.23 
6,530  15 
2,362.87 

6,424.47 
5,380.92 
4,810  00 
6,275.50 
7,061.45 

340 . 94 
1,319  68 


214 


Annual  Report  of  State  Department  of  Education 


ice.  A  committee  of  superintendents,  of  which  Clarence  G. 
Cooper  is  chairman,  is  studying  the  conditions  of  transportation 
and  will  publish  a  bulletin  on  the  subject  before  the  next  report 
is  available. 

Transportation  to  High  and  Elementary  Schools 

The  distribution  of  pupils  transported  and  expenditures  for 
transportation  in  high  and  elementary  schools  of  each  county  are 
given  in  Table  100.  The  high  schools  are  responsible  for  27 
per  cent  of  the  pupils  transported  and  of  the  expenditures  for 

TABLE   101 

ANNUAL  AND  DAILY  COST  TO  COUNTY  PER  MARYLAND  COUNTY 
PUPIL  TRANSPORTED  IN  1926. 


Elementary  Schools 

High  Schools 

County 

Cost  of 
Transportation  Per 

County 

Cost  of 
Transportation  Per 

Year 

Day 

Year 

Day 

County  Average . . . 

Harford 

Calvert          

$29 . 64 

54.99 
49.04 
41.63 
40.92 
39.86 

38.03 
37.35 
35.23 
34.43 
33.28 

33.17 
31.70 
30.67 
29.58 
29.34 

28.03 
25.72 
25.28 
24.39 
22.30 

20.35 
17.05 

$.16 

.29 

.27 
.21 
.21 

.22 

.20 
.20 
.19 
.19 
.18 

.18 
.17 
.17 
.16 
.16 

.15 

.14 
.14 
.13 
.12 

.11 
.09 

County  Average. 

Allegany 

Kent 

Wicomico 

Garrett 

Cecil 

Washington 

Queen  Anne's.  .  . 

Howard 

Talbot 

Somerset 

Frederick 

Dorchester 

Anne  Arundel.  .  . 

Worcester 

Caroline 

Baltimore ...... 

Prince  George's. 

Charles 

Montgomery.  .  .  . 
Calvert 

Carroll 

$29.39 

49.04 
45.82 
42.03 
40.21 
39.42 

35.14 
34.71 
34.22 
33.71 
32.26 

31.28 
31.01 
30.12 
29.73 

27.07 

24.81 

21.82 

20.62 

9.82 

$.16 

.25 
25 

Allegany            .... 

23 

Queen  Anne's 

Kent 

Cecil       

.21 
.21 

19 

Howard 

Montgomery 

Talbot 

Wicomico 

Charles 

Frederick 

Washington 

Prince  George's.  .  . 
Worcester 

Carroll 

Anne  Arundel 

Caroline 

Baltimore 

Somerset 

.18 
.18 
.18 

.18 

.17 
.17 
.16 
.16 
.15 

.13 
.12 
.11 
.05 

Dorchester 

Garrett        

Harford 

St.  Mary's       

St.  Mary's 

Cost  per  Pupil  Transported. 


215 


transportation.  The  figures  in  columns  2  and  5  of  Table  100 
exclude  the  amounts  paid  by  high  school  pupils  toward  the  ex- 
pense of  their  transportation  in  Baltimore,  Anne  Arundel,  Mont- 
gomery, Caroline,  Queen  Anne's,  Frederick,  Howard,  Kent, 
Charles  and  Garrett  Counties.  In  Carroll,  Calvert  and  Harford 
Counties  no  county  funds  are  used  to  further  the  transportation 
of  high  school  pupils. 

The  annual  and  daily  cost  of  transportation  for  elementary 
and  high  school  pupils  is  given  in  Table  101.  The  average  cost 
is  over  $29  for  the  year  and  16  cents  for  each  day.  There  is, 
however,  great  variation  in  the  counties — for  elementary  school 
pupils  transported,  from  $17  per  year  and  9  cents  per  day  in 
Garrett  to  $55  per  year  and  29  cents  per  day  in  Harford;  for 
high  school  pupils  transported,  from  $10  per  year  and  5  cents 
per  day  in  Montgomery  to  $49  per  year  and  25  cents  per  day  in 
Allegany  County.  The  length  of  trips,  condition  of  the  roads, 
topography  of  the  county,  type  of  vehicle,  compensation  of  the 
driver,  provision  of  liability  insurance,  and  for  thigh  school 
pupils,  the  expenditure  required  from  pupils  or  their  families, 
all  affect  the  annual  and  daily  cost  of  transportation.  (See 
Table  101.) 

TABLE   102 


NUMBER  OF   SCHOOLS   TO   WHICH 
PROVIDED  YEAR  ENDING 

TRANSPORTATION 
JULY  31,  1926. 

'   WAS 

Elementary 

Combined 
High  and 

Elementary 

High  School 
Pupils  Only 

COUNTY 

One- 
Teacher 

Two- 
Teacher 

Graded 

Totals 

14 

33 

68 

8 
5 
6 
1 
2 

7 
3 

69 
3 

13 

1 

10 

1 

1 

2 

3 
2 

1 
2 

Calvert 

1 

6 

Carroll 

Cecil 

2 

1 

1 

1 
8 

1 

5 
6 

1 
1 

2 

Garrett 

2 

Harford 

1 

Howard 

3 
5 
5 

4 
4 

1 

Kent   ... 

Montgomery 

Prince  George's 

1 

3 

1 
2 

2 

4 

5 

2 
1 

Queen  Anne's 

2 

1 

St.  Mary's 

1 
1 

8 

1 
1 

4 
6 

3 

1 
5 

Talbot 

2 

1 
2 
2 

1 

2 

1 

Washington 

1 

Wicomico 

1 

See  page  199  for  charges  made  in  the  counties  for  transportation  of  high  school  pupils. 


216 


Annual  Report  of  State  Department  of  Education 


Pupils  were  transported  to  14  one-teacher  schools,  33  two- 
teacher  schools,  68  graded  elementary  schools,  69  schools  having 
both  elementary  and  high  school  pupils  and  13  high  schools. 
There  were  16  more  schools  to  which  pupils  were  transported 
in  1926  than  in  1925,  the  increase  being  found  chiefly  for  schools 
housing  both  high  and  elementary  school  pupils.  (See  Table 
102.) 

CONSOLIDATION  OF  SCHOOLS 

The  development  of  transportation  has  made  possible  the  elim- 
ination of  a  number  of  smaller  schools.  The  number  of  white 
one-teacher  schools  is  being  reduced  by  about  50  each  year  and 
the  percentage  of  teachers  working  in  these  schools  is  grad- 
ually decreasing.  In  1920  there  were  1,171  white  elementary 
teachers  or  39.1  per  cent  in  schools  having  only  one  teacher. 
By  1926  the  number  has  dropped  to  956  and  the  per  cent  to 
31.2.  There  is  also  a  slight  reduction  in  the  number  and  per 
cent  of  colored  schools  having  only  one  teacher.  (See  Table 
103.) 

TABLE   103 
DECREASE  IN  ONE-TEACHER  SCHOOLS,  1920-1926 


School 

Year 

Ending 

June  30 

White  Elementary  Teachers 

Colored  Elementary  Teachers 

Total 

In  One  Teacher  Schools 

Total 

In  One  Teacher  Schools 

No. 

Per  Cent 

No. 

Per  Cent 

1920 
1921 
1922 
1923 
1924 
1925 
1926 

2,992 
3,037 
3,054 
3,063 
3,065 
3,047 
3,067 

1,171 
1,149 
1,124 
1,093 
1,055 
1,005 
956 

39.1 
37.8 
36.8 
35.7 
34.4 
33.0 
31.2 

683 
694 
708 
712 
728 
721 
728 

422 
408 
406 
403 
395 
397 
394 

61.8 
58.8 
57.3 
56.6 
54.4 
55.1 
54.1 

The  number  and  per  cent  of  teachers  and  pupils  in  one- 
teacher  schools  in  each  county  is  shown  in  Table  104.  Garrett 
has  130,  or  69  per  cent,  of  its  teachers  in  one-room  schools. 
Carroll,  Frederick  and  Washington  have  87,  85  and  69  teachers, 
respectively,  in  one-teacher  schools.  Allegany,  Harford,  Cecil 
and  Wicomico  have  between  40  and  45  teachers  and  about  1,000 
pupils  each  in  one-teacher  schools.  Baltimore  County  also  has 
1,000  pupils  in  one-teacher  schools,  but  only  32  schools,  as  the 
number  of  pupils  per  teacher  in  these  schools  is  higher  than  in 
any  other  county  in  the  State. 


One  Teacher  School  Population  Declining. 


217 


TABLE   104 

NUMBER  AND  PER  CENT  OF  TEACHERS  AND  PUPILS  IN  ONE- 
TEACHER  ELEMENTARY   SCHOOLS  IN   MARYLAND 
COUNTIES,  YEAR  ENDING  JULY  31,  1926 


WHITE  ELEMENTARY  SCHOOLS 


County 


No. 


Teachers  in 

One-Teacher 

Schools 

Per  Cent 


COLORED  ELEMENTARY 
SCHOOLS 


Pupils  Enrolled 
in  One-Teacher 
Schools 

Per  Cent 


County 


Teachers  in 

One-Teacher 

Schools 

No.     Per  Cent 


Total  and 

Average 956 

Baltimore 32 

Allegany 45 

Anne  Arundel ....  22 

Prince  George's. . .  31 

Talbot 13 

Somerset 20 

Montgomery 32 

Washington 69 

Harford 44 

Worcester 30 

Kent 21 

Frederick 85 

Caroline 28 

Wicomico 40 

Dorchester 37 

Howard 24 

Cecil 44 

Queen  Anne's ....  28 

Carroll 87 

Charles 34 

St.  Mary's 38 

Garrett 130 

Calvert 22 


23,138 


9.1 

1,026 

7  3 

13.9 

932 

8.9 

14.4 

528 

10.1 

16  8 

798 

13  0 

23.3 

346 

18  9 

23  8 

448 

18  1 

23.9 

929 

21  8 

24  2 

1,811 

17.4 

34  6 

1,166 

30  5 

36  0 

665 

28  3 

36  2 

398 

25  7 

36  4 

2,285 

30  8 

36.6 

728 

30  7 

37.0 

1,117 

31  6 

38  9 

849 

29  3 

40.5 

660 

34  7 

43.4 

1,128 

35  1 

45.2 

632 

36  1 

47.8 

2,216 

44.0 

53.1 

676 

43  9 

67.3 

882 

62.8 

69.3 

2,338 

57  4 

73.3 

580 

69  8 

Total  and 

Average 394  54   1 

Allegany 0  0 

Wicomico 10  25.6 

Somerset 19  37.3 

Anne  Arundel 26  40.0 

Worcester 16  40  4 

Baltimore 20  41.1 

Prince  George's .  .  28  43.7 

Talbot 16  50.2 

Washington 7  51.9 

Frederick 17  54.8 

Cecil 9  55.6 

Caroline 16  59.0 

Harford 15  60.2 

Carroll 8  66.7 

Howard 13  68  . 1 

Dorchester 34  69 . 1 

St.  Mary's 24  69.4 

Montgomery 29  73.0 

Kent 21  73.7 

Charles 29  75.3 

Calvert 19  76  9 

Queen  Anne's ...  .  18  81.1 


A  County  Wide  Plan  of  Consolidation  in  Anne  Arundel 

In  this  connection  it  is  interesting  to  see  the  plan  for  school 
consolidation  in  Anne  Arundel  County  which  the  Countj^  Super- 
intendent has  worked  out  and  been  gradually  striving  to  attain. 
(See  Chart  44.)  In  1916  of  78  white  elementary  schools  in  the 
county  53  had  only  one  teacher.  (See  left  side  of  chart.)  By 
1926  the  number  of  white  elementary  schools  had  been  reduced 
to  49,  of  which  22  had  only  one  teacher.  The  ultimate  plan  calls 
for  29  elementary  schools,  of  which  16  will  be  consolidated  or 
village  schools  and  13  will  be  so-called  semi-consolidated  schools 
for  pupils  in  the  first  three  or  four  grades.  (See  right  side  of 
chart.)  It  is  the  policy  of  Mr.  George  Fox,  Superintendent,  to 
keep  the  younger  pupils  near  home  in  schools  to  which  trans- 
portation is  not  required.  Above  the  third  or  fourth  grade  pupils 
living  a  distance  of  V/-)  miles  are  transported  to  consolidated 
schools.  See  Chart  44,  which  contains  two  maps  of  Anne  Arun- 
del County,  showing  the  schools  as  they  were  in  1916  and  the 
ultimate  plan  for  consolidation.  The  number  beside  the  dots 
on  Figure  1  gives  the  number  of  teachers  in  the  school. 


218 


Annual  Report  of  State  Department  of  Education 


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220  Annual  Report  of  State  Department  of  Education 

CAPITAL  OUTLAY  COSTS 

The  expenditures  for  capital  outlay  in  various  types  of  schools 
are  given  in  Table  105.  The  expenditure  per  pupil  for  capital 
outlay  in  white  high  and  elementary  schools  of  each  county  was 
included  in  Table  92,  page  197,  and  Table  96,  page  204.  The 
counties  spent  about  equal  amounts  on  white  elementary  and  high 
schools,  the  bulk  of  the  funds  for  elementary  schools  being  used 
for  schools  with  three  or  more  teachers.  A  number  of  the  coun- 
ties are  still  building  one  and  two  room  schools  as  may  be  seen 
by  consulting  the  first  two  columns  of  Table  105.  Baltimore 
County  spent  the  largest  amount  for  capital  outlay  $860,000, 
Allegany  $376,000,  Prince  George's  $318,000,  Washington  $291,- 
000,  and  Montgomery  $218,000.  Kent  and  Dorchester  did  prac- 
tically no  school  construction  work. 

Of  the  expenditure  for  capital  outlay  totalling  $2,600,000  in 
the  counties,  $72,000  was  required  for  the  purchase  of  land,  and 
$2,448,000  for  the  construction  and  equipment  of  new  buildings, 
the  remainder  being  used  in  the  alteration  and  equipment  of  old 
buildings.     (See  Table  XXIV,  page  298.) 

Buildings  for  Colored  Pupils 

New  construction  of  buildings  in  1926  for  use  by  colored  pupils 
cost  $85,532  in  the  counties.  (See  Table  105.)  For  18  buildings 
containing  27  rooms,  9  of  the  counties  received  $9,500  from  the 
Julius  Rosenwald  Fund  in  amounts  varying  from  $400  to  $3,100. 
These  amounts  added  to  the  $48,200  contributed  in  previous 
years  from  this  fund  have  been  the  impetus  for  the  construction 
of  195  modern  classrooms  for  the  use  of  the  colored  county  pupils 
of  Maryland.  Over  one-fourth  of  the  773  colored  high  and  ele- 
mentary teachers  are  working  with  their  pupils  in  recently  con- 
structed well  lighted,  well  planned  buildings  with  adequate  play 
space  which  have  met  the  standards  set  up  by  the  donor  of  the 
Rosenwald  Fund. 

Prince  George's  has  received  $12,200  as  aid  from  the  fund  in 
the  construction  of  36  rooms,  Anne  Arundel  has  received  $8,000 
for  22  rooms  and  Worcester,  Wicomico  and  Montgomery  have 
been  aided  to  finance  the  building  of  13  rooms  by  amounts  be- 
tween $4,000  and  $4,800.  Kent  is  the  only  county  which  has  done 
nothing  with  colored  school  building  in  the  past  eight  years. 

SCHOOL  BONDS 

The  capital  outlay  expenditures  for  schools  in  many  of  the 
counties  have  been  financed  through  the  issue  of  bonds.  The 
only  counties  which  have  not  had  bond  issues  for  school  building 
purposes  from  1920  to  1926  being  Carroll,  Charles,  Dorchester, 
Garrett,  Kent,  Queen  Anne's,  St.  Mary's,  Somerset,  Wicomico  and 


Aid  for  Colorp:d  School  Buildings  from  Rosenwald  Fund.       221 


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222 


Annual  Eeport  op  State  Department  of  Education 


Worcester.  A  statement  showing  school  bonds  outstanding  in 
September,  1926,  and  the  assessable  basis  back  of  each  dollar  of 
school  indebtedness  is  included  in  Table  107. 

The  average  county  has  property  assessed  at  $87  back  of  each 
dollar  of  school  indebtedness.  Allegany  has  only  $43  back  of 
bonds  issued  for  school  construction,  Prince  George's  has  $51, 
Baltimore  County  $55,  Frederick  $74  and  Montgomery  $77. 
These  counties  are  all  growing  especially  in  the  places  suburban 
to  Washington,  Baltimore,  Cumberland  and  Frederick,  necessi- 
tating new  buildings  to  take  care  of  the  additional  children  who 
have  moved  into  these  counties.    Baltimore  City  has  only  $59  in 

TABLE    107 

STATUS  OF  SCHOOL  BONDS  OUTSTANDING  IN  MARYLAND 

COUNTIES,  SEPTEMBER,  1926 


COUNTY 

Bonds 

Outstanding 

Sept.  1926 

tl926  County 
Assessable 

Basis 
Taxable  at 
Full  Rate 

Assessable  Basis 
Back  of  Each 

Dollar  of  School 
Indebtedness 

Allegany 

Anne  Arundel  

$1,835,000 

403,833 

2,470,000 

52,500 

135,000 

$78,020,907 
41,259,464 

135,321,114 
4,800,618 
14,716,030. 
34,632,726 
25,201,024 
8,845,249 
19,907,357 
55,028,448 
18,944,768 
28,865,850 
16,042,890 
14,735,149 
54,809,139 
40,212,776 
14,704,976 
7,860,371 
11,971,732 
17,648,505 
69,423,632 
22,395,053 
17,868,641 

$43 
102 

Baltimore 

Calvert 

55 
91 

Caroline 

Carroll     

109 

t 

Cecil         

150,000 

168 

Charles 

t 

Dorchester 

25,000 
740,000 

796 

Frederick       

74 

Garrett          

t 

Harford 

212,500 
180,000 

34,000 
713,000 
786,500 

16,000 

136 

Howard 

89 

Kent        

433 

Montgomery               .    .  . 

77 

Prince  George's     

51 

Queen  Anne's 

920 

St.  Mary's       

t 

Somerset 

*40,000 
40,500 

826,000 
30,000 

299 

Talbot 

436 

Washington 

84 

Wicomico      

747 

Worcester      

t 

Total  Counties 

$8,689,833 

19,653,312 

$28,343,145 

$753,216,419 

1,158,433,014 

$1,911,649,433 

$87 

Baltimore  City 

59 

Total  State 

$67 

♦Includes  $17,000  to  cover  deficit  of  1902.  flnfinity.  ^Figures  from  Table  E,  Sixth  Report  of  State 
'Tax  Commission. 


Value  of  School  Property.  223 

wealth  back  of  each  dollar  of  school  indebtedness.  (See  Table  2, 
page  25,  which  shows  the  growth  in  school  attendance  from  1920 
to  1926  and  from  1925  to  1926.) 

VALUE  OF  SCHOOL  PROPERTY 

School  property  in  Maryland  was  valued  at  $38,865,000  at  the 
end  of  the  school  year  1926.  In  the  counties  the  worth  of  school 
buildings  was  reported  as  $16,705,000,  which  was  an  increase  of 
$1,758,000  over  1925.  The  value  per  pupil  enrolled  in  the  coun- 
ties increased  from  $97  in  1925  to  $108  in  1926.  Comparative 
figures  from  1922  to  1926  for  the  State,  counties,  and  Baltimore 
City  are  given  in  Table  108. 

TABLE  108 
VALUE  OF  SCHOOL  PROPERTY 


Value  Per  Pupil  Enrolled 


Baltimore 

Year  Maryland         Counties             City 

1922  $20,453,646  $10,014,638  $10,439,008 

1923  22,236,638  11,796,630   10,440,008 

1924  28,264,507  12,813,396  15,451,111 

1925  33,622,503  14,946,810  18,675,693 

1926  38,865,024  16,704,564  22,160,460 


Baltimore 

aryland 

Counties 

City 

$82 

$68 

$103 

87 

( 1 

100 

110 

85 

147 

129 

97 

174 

148 

108 

205 

The  value  of  public  school  property  per  pupil  enrolled  in  Mary- 
land in  1926  was  $148.  It  is  interesting  to  compare  this  amount 
with  the  latest  figures  published  by  the  U.  S.  Bureau  of  Education 
for  the  year  1924  in  which  the  average  value  of  school  property 
per  pupil  enrolled  in  the  United  States  was  $154.*  At  that  time 
Maryland's  valuation  was  $110  and  only  13  states  ranked  lower, 
thus  making  Maryland's  rank  35th.  Even  in  1926  Maryland  has 
not  reached  the  average  for  the  other  states  in  1924.  (See 
Table  108.) 

For  the  individual  counties,  the  value  of  property  for  each 
white  and  colored  county  pupil  belonging  in  public  school  was 
$136  and  $35,  respectively.  These  are  increases  over  1925  of  $2 
for  white  and  $3  for  colored  county  pupils  belonging. 

For  the  white  schools  valuations  per  pupil  range  from  $259  in 
Allegany  to  $47  in  Dorchester.  In  five  counties  the  gain  in  1926 
valuation  per  pupil  over  1925  ranged  from  $47  to  $28.  These 
counties  ranked  in  order  of  gain  are  Howard,  Prince  George's 
Caroline,  Montgomery  and  Calvert.  Over  one-half  of  the  coun- 
ties now  have  property  valuations  per  white  pupil  in  excess  of 
$100.  Ranked  in  order  of  valuation  they  are  as  follows :  Alle- 
gany, Baltimore,  Montgomery,  Prince  deorge's,  Howard,  Caro- 
line, Cecil,  Harford,  Kent,  Anne  Arundel,  Washington,  Carroll 

*  See  Bulletin,    1&25,  No.  42,   Statistics  of  State  School   Systems,  Table   14,  page  17. 


224 


Annual  Report  of  State  Department  of  Education 


and  Talbot.  Counties  at  the  bottom  of  the  list  having  a  valuation 
of  $81  or  less  are  Dorchester,  Charles,  St.  Mary's,  Garrett,  Som- 
erset, Worcester  and  Wicomico.     (See  Table  109.) 

The  average  value  of  property  used  by  each  colored  school 
pupil  ranged  from  $186  in  Allegany  to  $14  in  Howard  and  Dor- 
chester, Five  counties  had  a  valuation  per  pupil  of  over  $50 — 
Allegany,  Baltimore,  Cecil,  Carroll  and  Frederick.  Nine  counties 
had  a  valuation  under  $25.  They  were  Dorchester,  Howard,  Som- 
erset, St.  Mary's,  Queen  Anne's,  Kent,  Worcester,  Caroline  and 
Calvert.     (See  Table  109.) 

TABLE   109 
VALUE  OF  SCHOOL  PROPERTY  PER  PUPIL  BELONGING,  1926. 


COUNTY 


Schools  for  White  Pupils 


Value 


Average 
Number 
Belonging 


Value 
per 
Pupil 


Schools  for  Colored  Pupils 


Value 


Average 
Number 
Belong- 
ing 


Value 
per 
Pupil 


Total  Counties. 

Allegany 

Anne  Arundel . . 

Baltimore 

Calvert 

Caroline 

Carroll 

Cecil 

Charles 

Dorchester.  .  .  . 
Frederick 

Garrett 

Harford 

Howard 

Kent 

Montgomery.  . 

Prince  George's 
Queen  Anne's. . 
St.  Mary's.  .  .  . 

Somerset 

Talbot 

Washington .  .  . 

Wicomico 

Worcester 

Baltimore  City. 

State 


$15,799,624 

3,207,450 
661,000 

3,174,100 

94,950 

359,100 

626,394 
452,900 
87,370 
168,100 
856,150 

288,060 
551,700 
299,100 
225,250 
975,100 

1,189,100 

194,000 

85,150 

205,250 

243,000 

1,267,650 
357,350 
231,400 

19,661,849 

35,461,473 


115,809 

12,361 
5,980 

15,729 

966 

2,910 

5,969 

3,797 
1,731 
3,600 


4,591 
4,619 
2,261 
1,893 
5,173 

7,181 
2,127 
1,548 
3,059 
2,304 

11,822 
4,337 
2,983 

82,314 

198,123 


$136 

259 
111 
202 
98 
123 

105 

119 

50 

47 
97 

63 
119 
132 
119 

188 

166 
91 
55 
67 

105 

107 

82 
78 

239 

179 


$  904,940 

52,000 
86,400 
137,500 
21,250 
21,600 

16,800 
26,400 
41,580 
23,250 
53,450 


26,021 

280 

2,553 

1,696 

925 

929 

305 

455 

1,445 

1,672 

1,020 


$  35 

186 
34 
81 
23 
23 

55 
58 
29 
14 
52 


33,300 

9,200 

17,060 

43,950 

97,500 
13,900 
20,700 
30,300 
43,700 

13,000 
66,300 
35,800 

2,498,611 

3,403,551 


725 

669 

912 

1,577 

2,531 
786 
1,145 
1,857 
1,070 

375 
1,498 
1,596 

17,476 

43,497 


46 
14 
19 

28 

39 
18 
18 
16 
41 

35 
44 
22 

143 

78 


Standardization  of  Schools. 


225 


STANDARD  SCHOOLS 

From  September,  1925,  to  December,  1926,  there  were  10 
schools  standardized,  of  which  2  had  one  teacher,  6  had  two 
teachers,  1  had  seven  and  1  eight  teachers,  respectively.  These 
schools  had  met  the  37  requirements  for  standard  schools  set  up 
by  the  State  Department  of  Education.  This  brings  to  71  the 
total  number  standardized  to  December,  1926.  Their  distribution 
by  counties  is  included  in  Table  110. 

Montgomery  still  leads  the  State  with  all  of  its  rural  schools 
standardized,  except  2  having  one  teacher  and  6  having  two 
teachers.  Prince  George's  stands  second  with  6  schools  stand- 
ardized, and  Talbot  is  third  with  5.  Certain  counties  which  per- 
haps have  schools  ready  for  standardization  have  not  made  an 
effort  to  have  their  status  checked  up  or  to  obtain  the  certificate 
of  standardization.  Since  a  committee  of  county  superintendents 
working  with  the  State  Department  of  Education  has  worked  out 
the  following  new  requirements  for  standard  schools  which  were 
approved  by  the  State  Board  of  Education,  August  20,  1926,  it 
is  hoped  that  the  teachers  in  all  of  the  counties  will  become  con- 

TABLE   110 
NUMBER  OF  RURAL  SCHOOLS  STANDARDIZED 


County 

Prior  to  School 
Year  1925-1926 

Sept.  1925  to 
Dec.  1926 

Total 

Standard 

Schools 

One- 
Teacher 

Two- 
Teacher 

One- 
Teacher 

Two- 
Teacher 

Allegany     

1 

Anne  Arundel 

1 
1 

Carroll 

Charles         

1 

1 
1 

Garrett        

Harford 

1 

2 

Howard 

1 

1 

Montgomery 

30 
1 
2 

1 

3 

*1 

12 
2 
1 

42 

Prince  George's  

t3 

t6 
3 

Queen  Anne's       

Somerset 

2 

3 

Talbot 

1 

1 

5 

Washington 

*1 

Wicomito        

1 

1 

Worcester 

2 

2 

Total 

42 

19 

2 

8 

71 

♦Includes  one  school  dropped  because  standards  were  not  maintained, 
tincludes  two  seven  and  eight  room  graded  schools  respectively. 


226  Annual  Report  of  State  Department  of  Education 

scious  of  the  advantages  of  having  their  schools  meet  the  stand- 
ards set  up.  Sufficient  folders  of  the  standards  have  been  printed 
to  make  one  available  to  each  teacher. 

The  standards  for  school  buildings  to  be  applied  to  drawings 
submitted  for  approval  were  revised  by  the  consultant  architect 
as  of  July  1,  1926,  and  are  available  in  mimeographed  form  to 
those  who  desire  them. 

REQUIREMENTS   FOR  STANDARD  ELEMENTARY   SCHOOLS 

Approved  by  the  Maryland  State  Board  of  Education,  August 
20,  1926. 

(Each  room  to  be  a  unit  of  standardization.) 

New  standard  schools  to  have  all  requirements  met  not  later  in 
the  school  year  than  April  15th. 

I     Grounds 

1.  To  be  clean  and  well  kept,  with  some  shrubbery,  grass  plots  and 

flowers  or  simple  vegetable  garden. 

2.  Playground  of  at  least  one  acre.      (For  old  schools  which  meet 

every  other  requirement,  less  area  will  be  accepted.) 

3.  Games  provided  for.     Baseball;  basketball;   soccer;   circle  dodge 

ball ;  speed  ball ;  field  dodge  ball ;  sprint  ball ;  kick  ball ;  bean  bag 
game;  black  and  white;  lame  fox.     (Any  four.) 

4.  Play  apparatus.      Sand  box;   seesaws;    swings;   backdoor   slides; 

building  blocks;  giant  stride;  jungle-gym.     (Any  three.) 

5.  Grounds  graded  and  properly  drained,  including  pathways  to  out- 

buildings. 

II     Buildings 

1.  Schoolhouse   ceiled   or   plastered,   or   furnished   with   wall-board; 

tight  floors,  so  constructed  as  to  be  free  from  drafts;  no  leaks 
in  roof  or  windows ;  painted  outside  and  inside ;  ceiling  of  lighter 
•  hue ;  good  doors  with  locks  and  keys ;  cloak  room  with  sufficient 
hooks  for  use  of  all  pupils.  (Buff  or  silver  gray  for  walls,  with 
a  lighter  shade  for  ceiling.) 

2.  Fuel  house  convenient  and  in  good  condition. 

3.  Two    separate    sanitary   closets,   after   plans   of   State   Board   of 

Health ;  or  two  good  ones  to  be  sanitary  at  all  times  and  free 
from  marks.     (Adequate  inspection  to  be  made  by  the  teacher.) 

4.  Windows  and  doors  screened,  if  deemed  necessary. 

5.  Tasteful  room  decorations  according  to  seasons  and  special  days. 

Ill     Lighting 

1.  Windows   one-fifth  of  floor  space;   one-sixth  will   be  accepted  in 

buildings  which  meet  all  other  requirements. 

2.  All  new  buildings  to  meet  standards  set  forth  in  the  Maryland 

School  Laws,  and  to  be  passed  upon  by  the  State   Department 
of  Education. 

3.  Windows  on  left,  or  on  left  and  rear  of  pupils.     No  windows  in 

front  of  pupils. 


Nfw  Standards  for  School  Buildings.  227 

Note:  In  old  buildings  constructed  of  stone  or  brick  in  which  it  might 
be  impracticable  to  close  up  entirely  the  windows  on  the  right 
sida  of  room,  sanitary  shades,  beaver  board,  or  celotex  may  be 
used  to  shut  out  cross  rays  of  light,  and  buildings  so  adjusted 
accepted  as  standard  schools,  providing  all  other  requirements 
are  met  and  the  standard  window  space  provided.  In  the  remod- 
eling of  rooms  of  a  greater  width  than  that  specified  for  stand- 
ard schools,  partitions  reaching  within  a  few  feet  of  the  ceiling 
m'ght  be  .^o  constructed  as  to  reduce  the  room  to  a  proper  width, 
without  changing  the  original  walls  of  the  room.  The  width  of 
the  room  should  be  approximately  23  feet  (maximum),  height 
of  ceiling  12  feet;  windows  3  feet  6  inches  from  floor  and 
reaching  to  within  a  few  inches  of  the  ceiling. 

IV     Heating  and  Ventilating 

1.  Central  heating  plant;  or  jacketed  ventilating  stove,  same  being 

enclosed  in  part  by  shield  or  jacket  of  galvanized  iron.  (Open 
space  of  jacket  to  be  on  side  opposite  from  children.) 

2.  Window  boards  or  some  other  approved  method  of  ventilating. 

3.  Thermometer    properly    placed    in    the    room,    temperature    kept 

normal. 

V     Library  and  Supplies 

1.  Library  of  at  least  25  books  per  room,  with  at  least  5  books  added 

each  year,  to  be  approved  by  State  Department  of  Education 
and  adapted  to  the  grades  taught  in  the  room.  Also,  not  less 
than  10  different  reference  books,  for  teacher  and  pupils,  appro- 
priate to  the  course  of  study  material,  including  one  unabridged 
dictionary  and  at  least  two  smaller  ones  per  room  suitable  tu 
grades. 

2.  Set  of  at  least  four  wall  maps   (selection  to  be  approved  by  the 

county  superintendent) ,  not  less  than  48  inches  in  width,  in 
case;  map  of  Maryland,  and  correct  map  of  county,  available 
for  use  in  room  where  needed. 

3.  Globe,  12-inch,  with  cover,  suspended  preferred,  with  moon  ball, 

available  for  use  in  room  where  needed. 

4.  Primary  materials  of  instruction,  value  at  least  $5;  pair  of  scales, 

set  of  liquid  and  dry  and  linear  measures,  available  for  use  in 
room  where  needed. 

VI     Equipment 

1.  Patent  desks   (single  preferred)   of  at  least  three  sizes,  properly 

arranged,  with  at  least  one  reading  table;  chairs  and  reading 
tables  available  for  primary  grades;  and  sand  table  where 
needed. 

2.  Teacher's  desk,  substantial,  large  enough  for  books  and  records, 

fitted  with  locks;  teacher's  chair. 

3.  Blackboard  of  slate  or  other  standard  material,  42  inches  wide, 

at  least  25  lineal  feet  per  room.  Chalk  rail  not  over  30  inches 
from  floor  for  larger  pupils,  and  not  over  26  inches  for  primary 
children. 

4.  Inexpensive  equipment  for  serving  planned  lunches. 

5.  Display  board,  covered  with  light  tan,  green,  or  brown  burlap,  or 

celotex. 

6.  Window  shades  of  standard  design  and  color,  in  good  condition. 


228  Annual  Report  of  State  Department  of  Education 

7.  Annual  addition  of  one  new  standard  picture  per  room,  framed, 

and  properly  placed,  unless  three  are  already  in  the  room,  to  be 
approved  by  the  State  Department  of  Education.  Children  to 
know  about  the  artist  and  significance  of  pictures. 

8.  Piano,  organ,  or  phonograph,  with  at  least  20  records  in  good  con- 

dition, approved  by  the  State  Department  of  Education.  When 
but  one  instrument  in  rural  schools,  phonograph  preferred.  In 
graded  schools,  both  piano  and  phonograph  to  be  available  for 
use  where  needed. 

9.  Waste  basket  with  solid  sides  and  bottom. 

10.  Cases  for  the  care  of  books  and  supplies. 

11.  A  well  or  jjump  constructed  and  equipped  in  a  sanitary  way;  or  a 

covered  water  jar  with  faucet,  and  individual  drinking  cups 
properly  protected ;  waste  receptacle. 

12.  Flag  flying  on  all  school  days  except  in  unfit  weather.     (Flag  pole 

in  school  yard  preferred.) 

13.  Artificial  light,  adequate  to  light  all  parts  where  needed. 

14.  Inexpensive  equipment  for  rendering  first  aid  in  case  of  accident 

or  illness. 
VII     The  Teacher 

1.  Teachers  with  first  grade  first  class  certificate.     (Second  grade, 

first  class,  accepted  upon  the  recommendation  of  county  super- 
intendent.) 

2.  Daily  program  posted  and  followed. 

3.  Full,  neat,  and  accurate  school  register  and  reports  kept  up  to  date. 

4.  Clean  room,  attractively  and  conveniently  arranged. 

5.  Must  supervise  the  playground,  maintain  order  at  all  times,  read 

at  least  one  educational  journal,  and  be  a  member  of  the  county 
teachers'  association. 

6.  Evidence  of  continued  reduction  of  failures  and  over-age  pupils. 

7.  Pupils  should  attain,  or  at  least  approximate  the  standards  set  up 

in  standardized  tests  in  reading,  arithmetic,  and  penmanship. 

8.  Evidence  of  increasingly  better  use  being  made  of  materials  of 

instruction. 

9.  Evidence  of  proper  attention  to  the  attendance  of  pupils. 

10.  Evidence  of  proper  care  of  all  school  property. 

11.  Attendance  at  parent-teacher  meetings,  and  visits  to  the  homes  of 

her  pupils  at  such  times  as  the  welfare  of  the  school  requires. 

12.  Check  up  at  least  twice  a  year  on  all  requirements  to   discover 

whether  the  school  continues  to  be  standard ,  pupils  participat- 
ing in  checking. 

13.  Examination  of  sources  of  drinking  water  to  see  that  it  is  pure. 

14.  Evidence  of  school  morale;  personal  and  social  behavior  to  be  in 

keeping  with  a  proper  standard  of  community  culture. 

VIII     Community  Activities 

1.  A  school  and  patrons'  organization  which  meets  at  least  three  or 

four  times  during  the  school  year  in  the  interest  of  the  school 
and  the  community. 

2.  Participation  of  school  in  county  field  day  or  county  school  fair. 

These  requirements,  when  applied  to  graded  schools  (three  or 
more  rooms)  to  be  checked  either  for  the  individual  room  or  for 
the  school  needs  as  a  whole,  as  the  case  may  be. 


^iv-KblT?  OF  IVlAEVti 


County  Tax  Budgets. 


229 


As  soon  as  they  are  available,  these  requirements  should  be 
brought  to  the  attention  of  each  teacher.  Each  requirement 
should  be  checked  as  soon  as  it  is  met. 

The  teacher  should  talk  over  with  the  pupils  and  patrons  the 
requirements  for  standard  schools,  to  the  end  that  their  assist- 
ance may  be  had  in  making  their  school  a  standard  school. 

If  the  indications  are  that  a  school  is  likely  to  be  discontinued 
inside  of  three  years  through  consolidation,  then  only  such  re- 
quirements as  may  be  transferred  to  the  consolidated  school 
should  be  attempted. 

As  soon  as  all  requirements  are  met  the  teacher  should  notify 
the  county  superintendent  of  that  fact,  in  order  that  application 
for  inspection  may  be  made  by  the  superintendent  to  the  State 
Department  of  Education. 

TABLE  111 
COUNTY  TAX  BUDGETS  1926-27. 


Total 

COUNTY  APPROPRIATIONS  FOR 

COUNTY 

SCHOOLS 

Total 

Roads 

Other 

Current 
Expenses 

Debt 
Service 

Capital 
Outlay 

County 
Purposes 

Allegany 

Anne  Arundel 

$1,154,688 

802,791 

2,347,607 

92,022 

237,245 

*571,508 
374,734 
139,. 522 

a446.229 
802,444 
297,473 
446,881 
301,588 
224,171 

<:658,671 
654,185 
216,132 

<'120,622 
248,124 
268,976 
1,001,030 
345,915 
247,740 

$646,635 
299,859 
855,052 

31,781 
107,300 
262,856 
165,000 

54,058 
fll36,060 
347,500 
110,057 
175,446 
100,000 
114,000 
294,895 
322,080 

98,500 
M8,650 

77,687 
123,151 
430,718 
168,900 
122,835 

$105,912 
41,643 
94,954 
4,9.32 
16,650 
13,305 

$32 ; 000 

2,500 

29,682 

$752,547 
373,502 
950,006 
39,213 
123,950 
305,843 
165,000 
59,596 

al37,060 
360.000 

4142,028 
210,071 
119,400 
114,000 
357,433 
404,550 
98,500 
c50,650 

/115,000 
124,751 
564,500 

i;182,350 
123,855 

$120,000 

199,649 

642,326 

24,301 

58,820 

t 

67,500 

42,080 

96,000 

199,000 

40,275 

120,220 

101,255 

28,429 

118,421 

109,659 

40,000 

35,000 

47,173 

45,000 

259,222 

82,978 

30,000 

$282,141 
229,640 
755  275 

Calvert 

Caroline 

Carroll 

Cecil 

28 , 508 

54,475 

*265,665 

142  234 

Charles 

Dorchester 

Frederick 

Garrett 

Harford 

Howard 

Kent 

23,125 
19,400 

5,538 

1,000 

12,500 

i31,971 

11,500 

37,846 

213,169 

243,444 

4115,170 

116,590 

80,933 

81   742 

Montgomery 

Prince  George's .... 

62 ,  538 
60,070 

22,400 

182,817 

</139,976 

77  632 

St.  Mary's 

Somerset 

Talbot 

Washington 

Wicomico 

Worcester 

'     4,130 

300 

61,257 

«5,350 

2,000 
/33,183 
1,300 
72,525 
8,100 
1.020 

34,972 
85,951 
99,225 
177,308 
80,587 
93,885 

•     Total  Counties.  .. 

$12,000,298 

$5,093,020 

$513,566 

$267,219 

$5,863,805 

$2,507,308 

$3,629,185 

♦Estimated.  fEstimate  included  under  "Other  County  Purposes." 

oExcludes  $3,500  estimated  as  receipts  from  oyster  licenses. 

^Excludes  $1 1,680  for  school  capital  outlay  orders  given  from  Aug.  1,  1925  to  July  31, 1926  included 
under  school  capital  outlay. 

fExcludes  amounts  levied  for  district  taxes. 

6/Includes  surplus  cash  on  hand  and  not  levied  in  1926-27. 

^Excludes  $1,420  estimated  from  tongers'  licenses. 

/Includes  $10,000  levied  to  the  Crisfield  Holding  Company  as  first  payment  on  a  new  high  school 
not  levied  to  Board  of  Education. 

C$5,350  not  levied  to  Board  of  Education. 


230 


Annual  Report  of  State  Department  of  Education 


COUNTY  BUDGETS  AND  TAX  RATES 

The  county  budgets  and  tax  rates  for  the  year  1926-27  have 
been  included  for  school  current  expense,  debt  service  and  capital 
outlay,  roads  and  other  county  purposes.  (See  Table  111.)  The 
tax  rates  for  the  various  purposes  in  Table  112  were  obtained  by 

TABLE  112 
COUNTY  TAX  RATES  FOR  1926-27. 


Total 

County 

Tax 

Rate 

County  Tax  Rates  if  Same  Relation  Exists  between  Total  Rate 
and    Rate    for   Schools,   Roads  and   Other   Purposes   as    Exists 
between  Total  Budget  and  Budget  for  Schools,  Roads  and  Other 
County  Purposes. 

COUNTY 

SCHOOLS 

Roads 

Other 

Current 
Expense 

Debt 
Service 

Capital 
Outlay 

Total 

County 
Purposes 

Allegany 

Anne  Arundel 

$1.37 
1.89 

n.70 
1.94 
1.60 
1.65 
1.50 
1.56 
1.70 
1.30 
1.77 
1.65 
1.75 
1.31 

"1.15 
1.45 
1.47 
1.56 
1.72 
1  48 
1.34 
1.53 
1.40 

$.767 

.763 

2.612 

.669 

.723 

.759 

.66 

604 

'.519 

.564 

8.655 

"646 

>'.581 

'2  666 

.515 

X.713 

.67 

'5  628 

i«  538 

.678 

.578 

i'.746 

.694 

$.126 
.105 

2.068 
.105 
.112 
.039 

$.893 

.95 

'.687 

.826 

.835 

.883 

.66 

5  666 

»  522 

'584 

9.846 

".775 

.693 

.666 

.624 

K.896 

.67 

'5.655 

i».727 

.687 

.756 

"'.783 

.700 

$   142 

'65 

'466 

.512 

.397 

4 

.27 
.471 
366 
'322 
239 
10.444 

".588 
166 

"207 

"244 
272 

'5.453 
327 
,247 
347 

"367 
.169 

$.335 

.082 

29 

»  547 

Calvert 

052 

602 

.368 

Carroll 

.085 

.767 

■Cecil 

57 

.062 

423 

.003 

812 

.02 

9.191 

.043 

'.394 

■Garrett 

.685 

.086 
.112 

'«.431 

"  469 

Kent 

.478 

.109 
»M34 

"  319 

Prince  George's 

IV049 

'*  310 

.528 

St.  Mary's 

.027 
i».160 
.007 
.096 
037 
.006 

•5  452 

Somerset 

i«  029 
.002 
.082 

666 

Talbot 

.546 
237 

Wicomico 

"  380 

.531 

$1.60 

$  68 

$.07 

$.03 

$.78 

$.335 

$  485 

'Estimated. 

2For  calendar  year  1926. 

'Published  as  77.5  cents  for  schools,  40  cents  for  roads  and  52.5  cents  for  other  county  purposes. 

<Roads  estimated  and  included  under  other  county  purposes. 

'Published  as  69.3  cents. 

•Published  as  70.5  cents  for  current  expenses  and  71  cents  for  all  school  purposes. 

'Published  as  65.15  cents  for  schools,  30.77  centsfor  roads,  34.1  cents  for  other  county  purposes. 

'Published  as  67  cents. 

'includes  $11,680  for  capital  outlay  orders  given  from  Aug.  1925  to  July  1926. 

"Published  as  60.5  cents  for  school  current  expenses,  72.3  cents  for  all  school  purposes,  and  40.3 
for  other  county  purposes.  The  road  tax  is  actually  higher  as  Bel  Air,  Aberdeen,  and  Havre  de  Grace 
are  excluded  from  the  road  tax. 

"Published  as  62.7  cents  for  schools,  63.5  cents  for  roads  and  51  cents  for  other  county  purposes. 

•'Published  as  77.66  cents. 

"District  taxes  varying  from  3  to  50  cents  are  levied  in  addition. 

''Reported  as  79.5  for  school  current  expenses,  14.8  cents  for  school  debt  service,  5.6  for  school 
capital  outlay,  99.9  cents  for  all  school  purposes,  27.1  cents  for  roads  and  18  cents  for  other  county 
purposes.  The  figure  above  for  other  county  purposes  includes  not  only  levy  but  surplus  cash  on  hand. 

'5Excludes  $1,420  from  tongers'  licenses.  Published  as  65.1  cents  for  school  current  expenses, 
€7.8  cents  for  all  school  purposes,  46.8  cents  for  roads,  and  41.4  cents  for  other  county  purposes. 

"Published  as  67  cents  for  school  current  expense,  3.5  cents  for  debt  service,  19.9  cents  for  capital 
outlay,  and  90.4  cents  for  all  school  expense.  This  excludes  $10,000  levied  to  the  Crisfield  Holding 
Company,  not  included  in  levy  to  Board  of  Education. 

"Published  as  78.1  cents  for  school  current  expense,  81.8  cents  for  all  school  purposes,  38.3  centa 
for  roads,  and  39.7  cents  for  other  county  purposes. 


County  Basis  Assessable  at  Full  Rate 


231 


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232 


Annual  Report  of  State  Department  of  Education 


assuming  that  the  same  relation  existed  between  the  total  rate 
and  the  rate  for  schools,  roads  and  other  purposes  in  each  county 
as  was  found  between  the  total  county  budget  and  the  allowance 
for  schools,  roads  and  other  purposes.  This  calculation  assumes 
that  all  revenue,  excluding  State  aid,  collected  by  the  county  is 
available  for  schools,  roads  and  other  county  purposes  on  the 
same  basis.     (See  Table  112.) 

The  1926  taxable  basis  assessable  at  the  full  rate  for  county 
purposes,  included  in  the  report  of  the  State  Tax  Commission  is 
given  in  Table  113,  together  with  the  addition  in  the  last  column 
of  the  tax  rate  for  school  current  expense,  obtained  by  dividing 

TABLE   114 

COUNTY  TAX  RATES  FOR  1926-27  FOR  ALL  PURPOSES,  SCHOOLS 
AND  PURPOSES  OTHER  THAN  SCHOOLS 


county 


Total 
County 
Tax  COUNTY 

Rate 


County  school  tax 

rate   if   it    were 

to  total  rate  as 

school  budget  is 

to  total  budget 

School  All 

Current       School 

Expense  Purposes 


COUNTY 


County  tax  rate 
for  other  than 
school  pur- 
poses if  it  were 
to  total  rate 
as  budget  for 
these  pur- 
poses  is  to 
total  county 
budget. 


County  Average.  $1.60 

Calvert 1.94 

Anne  Arundel ...  189 

Garrett 1.77 

Howard 1.75 

Somerset 1 .  72 

Dorchester 1 .  70 

Baltimore 1.70 

Harford 1 .  65 

Carroll 1.65 

Caroline 1.60 

Charles 1.56 

St.  Mary's 1.56 

Wicomico 1 .  53 

Cecil 1 .  50 

Talbot 1 .  48 

Queen  Anne's.  .  .  1 .47 

Prince  George's..  1  .45 

Worcester 1 .  40 

Allegany 1.37 

Washington 1 .  34 

Kent 1.31 

Frederick 1 .  30 

Montgomery....  1.15 


County  Average..  $    .68 

Allegany 767 

Anne  .-Arundel .  .  .  .     *.763 

Carroll *.759 

Wicomico * .  746 

Caroline *.723 

Prince   George's..  *.713 

Worcester * .  694 

Talbot *  678 

Queen  Anne's  ....  *  67 

Calvert * .  669 

Kent a*. 666 

Cecil 660 

Garrett 4*655 

Harford 646 

St.  Mary's f*.628 

Baltimore 619 

Charles d*.604 

Howard 581 

Washington 578 

Frederick 564 

Somerset <•* .  538 

Dorchester /* .  519 

Montgomery 515 


;    .78  County  Average. ..  .        $      .82 

.893  Dorchester 1.178 

.95  Calvert 1    114 

.883  Howard 1   057 

.783  Baltimore    1.013 

.835  Garrett .995 

.896  Somerset .993 

.  700  Anne  Arundel .94 

.687  St.  Mary's .905 

t.67  Charles .894 

.826  Harford .875 

.  666  Cecil °  .  84 

t.66  Queen  Anne's ".80 

.846  Talbot .793 

.775  Carroll .767 

.655  Caroline .765 

.  687  Wicomico .  747 

.666  Frederick °.716 

.  693  Worcester .70 

.  576  Kent .644 

t .  584  Washington .584 

.727  Prince  George's....  .554 

.  522  Montgomery .526 

.624  Allegany .477 


♦Receives  Equalization  Fund.     fExcludes  school  debt  service. 
aWhen  divided  by  basis  taxable  at  full  rate,  77.4  cents. 
iWhen  divided  by  basis  taxable  at  full  rate,  67.7  cents. 
fExcludes  tongers'  licenses. 
(/Excludes  receipts  for  Indian  Head. 
/•When  divided  by  basis  taxable  at  full  rate,  64.5  cents. 
/When  divided  by  basis  taxable  at  full  rate,  68.4  cents. 
a- f  See   last  two  columns  of  Table  113,  page  231. 


"Includes  school  debt  service. 


County  School  Tax  Rates.  233 

the  county  school  current  expense  budget  (shown  in  the  second 
column  of  Table  111)  by  the  total  basis  assessable  at  the  full  rate 
(shown  in  the  sixth  column  of  Table  113).  The  method  used  for 
obtaining  the  tax  rates  in  Table  112  does  not  yield  a  rate  for 
school  current  expense  within  6  cents  of  the  rates  appearing  in 
the  last  column  of  Table  113  in  Dorchester,  Somerset,  Kent, 
Prince  George's,  Caroline,  Frederick  and  Allegany  Counties. 
There  is  need  for  an  understanding  in  each  of  the  above  counties 
of  the  reasons  for  the  large  differences  noted.  In  Prince  George's, 
for  example,  it  was  due  to  the  accumulation  of  a  surplus  which 
was  used  in  the  1926-27  budget  for  other  county  purposes  making 
possible  a  lower  total  tax  rate  for  the  year  in  question. 

In  Table  114  the  counties  have  been  ranked  on  the  basis  of  tax 
rate  for  all  county  purposes,  for  school  current  expense  and  all 
school  purposes,  and  for  purposes  other  than  schools.  Howard, 
Somerset,  Dorchester,  Baltimore,  Charles  and  St.  Mary's  spend 
less  than  the  average  county  for  all  school  purposes,  while  at  the 
same  time  they  spend  much  more  than  the  average  county  for 
purposes  other  than  schools.  These  counties  can  probably  afford 
to  do  more  than  they  are  doing  for  the  schools.  On  the  other 
hand,  Carroll,  Caroline,  Prince  George's  and  Allegany  show  a 
willingness  to  support  the  schools  adequately  by  levying  consid- 
erably more  than  the  average  county  for  school  purposes  and  less 
than  the  average  for  other  than  school  purposes. 

COUNTY  PARENT  TEACHER  GROUPS  IN  638  WHITE 

SCHOOLS 

The  parents  and  teachers  in  638  of  the  1,492  white  schools  in 
the  counties  of  the  State  were  actively  organized  in  parent- 
teacher  associations  during  the  school  year  ending  in  June,  1926. 
This  includes  43  per  cent  of  the  white  schools  and  shows  a  growth 
over  the  number  and  per  cent  in  the  two  preceding  years. 

TABLE  115 

Parent-Teacher  Associations 
In  White  Schools 
Year  Number         Per  Cent 

1924 490  30.8 

1925 623  40.6 

1926 638  42.8 

Baltimore  and  Caroline  Counties  have  parent-teacher  associa- 
tions in  nearly  100  per  cent  of  their  white  schools,  and  Talbot  and 
Montgomery  have  96  and  90  per  cent  of  their  respective  schools 
strengthened  by  such  united  support.  These  counties  can  fortu- 
nately count  on  backing  for  progressive  school  policies  whenever 
occasion  arises. 

Talbot  made  an  unusual  gain  in  increasing  the  number  of  such 


284 


Annual  Report  of  State  Department  of  Education 


organizations  over  1925  from  15  to  23,  and  the  per  cent  from 
60  to  96.  Somerset  has  added  9  to  the  12  associations  in  exist- 
ence in  1925  and  its  per  cent  of  white  schools  thus  organized  is 
51  in  1926  against  29  the  preceding  year.  Anne  Arundel,  Wico- 
mico and  Washington  Counties,  with  71,  54  and  21  per  cent  of 
their  white  schools,  respectively,  having  organizations  in  1926, 
had  a  higher  percentage  by  10  than  in  the  previous  year. 

In  eight  of  the  counties  (Calvert,  Harford,  Worcester,  Queen 
Anne's,  Cecil,  Charles,  Allegany  and  Kent)  there  were  fewer 
organizations  than  the  previous  year,  the  difference  between  the 
per  cent  of  white  schools  having  organizations  in  the  two  years 
ranging  from  28  to  4  per  cent. 


CHART  45 


PAREHT  TEACHEE  ASSOCUTIONS   lU  TOITE  SCHOOLS* 


Total  and 
Oo.  Lreratge 


Charles 
Cecil 

St.  Uary's 


Parent  Teacher  Associations  in  County  Schools.  235 

The  smaller  isolated  one-teacher  schools  have  greater  difficulty 
in  establishing  parent-teacher  associations  than  the  larger  ele- 
mentary schools  as  may  be  seen  from  the  following  figures.  The 
one-teacher  school  is  therefore  handicapped  not  only  by  less  well 
trained  teachers  in  three-fifths  of  the  schools,  but  also  by  a  body 
of  patrons  demonstrating  less  interest  in  the  school  than  is  shown 
by  the  parents  of  pupils  in  larger  schools. 

TABLE  116 

Parent-Teacher  Associations 
White  Schools  Having  Number       Per  Cent 

One  teacher 244  26 

Two  teachers 165  64 

Three  or  more  teachers 218  83 

All  Elementary 627  42 

Certain  of  the  counties  like  St.  Mary's,  Calvert,  Garrett, 
Charles,  Carroll  and  Cecil  have  a  very  large  proportion  of  their 
schools  having  only  one  teacher,  which  partly  accounts  for  their 
appearance  at  the  bottom  of  the  list  in  the  development  of 
patrons'  organizations.  The  continued  reduction  in  the  number 
of  one-teacher  schools  will  be  a  factor  perhaps  in  increasing  the 
recognition  by  patrons  of  the  need  for  cooperating  with  teachers 
to  make  the  school  a  favorable  environment  for  the  education  of 
their  children. 

Meetings  of  parents  and  teachers  occurred  in  each  school  on 
the  average  six  times  during  the  school  year. 

In  their  reports  the  supervisors  indicated  the  opportunities 
which  the  meetings  of  parents  afforded  for  explaining  modern 
school  methods  or  of  reaping  benefit  from  the  practical  experi- 
ence of  school  patrons. 

"The  most  effective  piece  of  publicity  work  undertaken  this  year  was: 
two  patrons'  meetings,  specially  designed  to  demonstrate  methods  in- 
reading.  A  teacher  in  a  two-teacher  school  demonstrated  four  phases 
of  reading  with  her  four  grades.  The  teacher  of  a  graded  school  showed' 
all  types  of  reading  used  in  a  first  grade.  The  supervisor  was  present 
and  discussed  the  work  of  the  teacher  with  the  patrons  at  the  close  of 
the  meetings.  Much  interest  was  manifested  by  the  parents  in  the 
questions  asked  about  modern  methods.  At  both  schools  an  informal 
test  was  given  to  the  pupils  of  the  first  grade  which  revealed  the  power 
of  their  reading."* 

"The  patrons  were  enlightened  about  the  purpose  and  plan  of  the 
course  of  study  through  patrons'  club  talks  and  general  publicity. 
Sheets  were  prepared  on  which  the  patrons  had  an  opportunity  to 
assist  definitely  by  suggesting  natural  activities  of  their  children  and 
the  ages  when  these  activities  first  occur.  A  teacher  or  supervisor  is 
very  apt  to  become  theoretical  and  to  need  the  practical  minds  of  the 
patrons  to  make  the  material  in  the  course  of  study  answer  the  real  and 
vital  needs  of  the  children  living  today.  The  parents  responded  very 
cooperatively,  and  we  trust  that  the  finished  course  will  justify  their 
endeavor. "t 

*  From  reriort  of  Grace  Borjer  Downin,  Washington  County. 
t  From   report  of  Ruth   Parker,   Anne  Arundel   County. 


236 


Annual  Report  of  State  Department  of  Education 


The  colored  schools  report  organizations  in  351  of  their  526 
schools,  or  in  two-thirds  of  all.  Queen  Anne's  has  100  per  cent  of 
the  colored  schools  organized,  Prince  George's,  Anne  Arundel, 
Caroline,  Harford,  and  Baltimore  Counties  have  between  80  and 
90  per  cent  with  parent-teacher  associations.  Carroll  is  the  only 
county  with  no  parent-teacher  association.     (See  Chart  46.) 

CHART  46 


PAEEUT  TEACHER  ASSOCIATIONS   IN  COLOBBD  SCHOOLS* 


54.50 


PARENTS  VISIT  SCHOOLS 

The  parents  of  33,878  white  and  6,425  colored  pupils  visited  the 
schools  in  1926.  Visits  to  the  schools  by  parents  promote  a  better 
understanding  of  the  teacher's  problems  and  make  it  possible  to 
present  to  parents  plans  for  improving  conditions  in  the  school 
in  which  they  have  the  greatest  interest  because  their  own  chil- 
dren attend  it. 


MARYLAND'S  1926  INDEX  NUMBER 

Maryland's  1926  index  number  of  school  attendance  and 
finance  is  80.6,  an  increase  of  2.7  points  over  1925.  The  county 
index  number,  71.3  points,  was  higher  by  2.1  points  than  in  1925, 
while  in  Baltimore  City  the  gain  of  3.5  points  over  last  year 
brought  the  index  number  to  93.9  points.  The  index  numbers  and 
annual  increases  from  1918  to  1926  are  given  in  Table  117. 

TABLE  117 
MARYLAND'S  INDEX  NUMBERS— 1918-1926* 


Maryland 

Baltimore 
City 

Average 
County 

ANNUAL  INCREASE 

\ear 

Maryland 

Baltimore 
City 

Average 
County 

1918 

43.2 
42.0 
-51.9 
61.5 
65  1 
72.8 
77.8 
77.9 
80.6 

48.7 
47.4 
55.5 
74.4 
78.1 
89.5 
102.3 
90.4 
93.9 

40.3 
38.9 
45  4 
53  7 
56.0 
60  9 
60.9 
69  2 
71.3 

1919 

1920 

1921 

1922 

1923 

1924 

—1.2 
9.9 
9.6 
3.6 

7.7 

5.0 

.1 

2.7 

—1.3 

8.1 
18.9 

3.7 

11.4 

12.8 

—11.9 

3.5 

—1.4 

6.5 
8.3 
2.3 
4.9 

1925 

1926 

8.3 
2.1 

*  According  to  Leonard  Ayres  in  an  Index  Number  for  State  School  Systems. 

MARYLAND'S  RANK  AMONG  OTHER  STATES  IN  1924 

Maryland  ranks  26th  among  the  States,  according  to  the  1924 
index  number  of  school  attendance  and  finance,  revised  for  the 
cost  of  living,  which  is  58.9.  These  are  the  latest  figures  avail- 
able for  all  of  the  States.  To  understand  their  full  significance, 
these  figures  must  be  compared  with  the  corresponding  rank  for 
1918—34,  and  the  index  number— 37.9.     (See  Table  118.) 

TABLE  118 


Year 

Index  Number  for   Maryland*      Rank  of  Maryland  in  Index  Number 
Revised  for  Cost  of  Living                     Revised  for  Cost  of  Living 

1918 

1924 

Gain.  . 

37.9 
58.9 

21.0 

34 
26 

8 

*  Educational  Rank  of  the  States,  1924,  Frank   M.  Phillips,  American  School  Board  Journal 
April  1926. 

237 


238  Annual  Report  of  State  Department  of  Education 

From  1918  to  1924  Maryland's  index  number  has  increased  by 
21  points,  a  gain  of  55.4  per  cent,  and  the  advance  in  rank  has 
been  eight  places.  Only  one  State  in  the  Country,  California,  has 
made  a  greater  gain  in  the  revised  index  number  and  California 
now  ranks  first  among  the  States  with  an  index  number  of  94.6 
points.  Maryland's  gain  is  due  not  only  to  improvement  along 
every  line  in  the  23  counties  of  the  State,  resulting  from  the 
Equalization  Fund,  supervision,  the  increased  salary  schedule, 
longer  school  session  in  colored  schools,  county  bond  issues,  and 
other  progressive  school  legislation  approved  by  the  State  Legis- 
lature of  1922,  but  also  to  the  noteworthy  progress  of  the  Balti- 
more City  schools  and  the  getting  under  way  of  the  building  pro- 
gram made  possible  by  the  school  loans  authorized  by  the  Legis- 
lature and  voted  by  the  citizens  of  Baltimore  and  of  the  counties. 

The  1918  index  numbers  for  only  two  States  exceeded  Mary- 
land's 1924  index  number — 58.9. 

Maryland  probably  can  never  expect  to  rank  first  among  the 
States  in  its  educational  index  number,  because  half  of  the  items 
included  in  computing  it  are  based  on  the  financial  resources  of 
the  State.  According  to  a  bulletin  recently  issued  by  the 
National  Education  Association,  Maryland  ranks  nineteenth 
among  the  States  in  index  of  economic  resources  per  child. 
According  to  the  1924  report  of  the  United  States  Bureau  of  Edu- 
cation, Maryland  ranks  thirty-second  among  the  States  in  the 
amount  spent  in  maintaining  a  pupil  in  school  for  one  year.  In 
financial  items,  Maryland  can  never  hope  to  stand  far  above  its 
rank  in  wealth,  but  in  school  administration,  supervision,  instruc- 
tion, and  interest  of  patrons  in  the  schools,  Maryland  should  rank 
among  the  first  States  in  the  Union. 

CAPITAL  OUTLAY   DISBURSEMENTS  FLUCTUATE 

In  order  partially  to  eliminate  wide  fluctuations  in  the  index 
numbers  in  some  of  the  subdivisions  of  the  State,  the  disburse- 
ments for  capital  outlay  used  in  calculating  the  index  number 
have  been  included  not  only  as  spent  for  the  year  in  question,  but 
also  as  an  average  of  disbursements  over  a  period  of  the  past  four 
years,  including  as  the  last  year  the  one  for  which  the  index  num- 
ber is  being  computed.  A  period  of  four  years  is  taken  because 
a  large  proportion  of  the  funds  devoted  to  capital  outlay  are 
obtained  from  bond  issues,  for  the  authorization  of  which  ap- 
proval must  be  obtained  from  the  Legislature  which  meets  bien- 
nially. In  Table  119  the  index  numbers  for  1924-1926  are  included 
for  Maryland,  Baltimore  City  and  the  counties  calculated  by  both 
methods,  the  first  row  including  capital  outlay  for  the  year  in 
question  only,  the  second  row  including  an  average  of  capital  out- 


The  1926  School  Index  Number. 


239 


lay  expenditures  for  four  years.     The  gains  noted  in  the  third 
row  are  obtained  from  figures  in  the  second  row.  (See  Table  119.) 


TABLE   119 


Index  Number 

Maryland's 
Index  Number 

Baltimore  City 
Index  Number 

County 
Index  Number 

with 

1924 

1925 

1926 

1924 

1925 

1926 

1924 

1925 

1926 

Capital  Outlay 
as  Disbursed 

77.8 

77.9 

80.6 

102.3 

90.4 

93.9 

60.9 

69.2 

71.3 

Capital  Outlay 
Averaged  for 
four  years*.. 

72.4 

75.9 

79.8 

88.5 

90.8 

95.8 

61.5 

65.3 

68.5 

Annual  i  n  - 

creases   with 

capital 

outlay 
averaged. . .  . 

3.5         3.9 

2.3         5.0 

3.8         3,2 

*M33t  expenditures  for  land  and  new  construction  are  paid  for  from  the  proceeds  of  bond  issues. 
Bonds  can  be  authorized  only  by  an  act  of  the  Legislature  with  or  without  a  referendum  to  the  people 
of  the  county  cjncsrnad.  Since  the  L':!gislature  meets  biennially  it  was  deemed  wiser  to  take  an 
average  for  a  period  of  four  years  covering  two  legislative  sessions. 

The  ten  items  included  in  the  index  number  are  listed  in  Table 
120.  The  amounts  expended  for  capital  outlay  appear  in  items 
6  to  9,  inclusive.  Two  numbers  will  therefore  be  found  after 
each  of  these  items  in  Table  120.  The  first  figure  with  an  asterisk 
includes  the  amount  for  capital  outlay  averaged  for  four  years, 
the  second  includes  1926  expenditures  onlj^  The  items  in  the 
index  number  are  included  for  county  schools  only,  and  items  for 
the  white  as  well  as  the  colored  are  also  given.  There  are  in- 
creases over  1925  in  every  item  except  for  three  in  colored 
schools.  The  per  cent  of  colored  children  5  to  18  years  in  average 
attendance  (Item  1)  decreased  slightly,  as  did  the  total  expendi- 
ture per  colored  teacher  (Item  8),  and  the  expenditure  for  other 
than  salaries  per  colored  child  in  attendance  (Item  9),  when  in 
the  last  two  items  mentioned  1926  expenditures  for  capital  out- 
lay are  compared  with  1925.  Except  in  colored  schools,  it  will  be 
noted  that  an  average  of  capital  outlay  expenditures  over  a  period 
from  1923  to  1926  makes  items  6  to  9  in  the  index  number  lower 
than  the  expenditures  for  1926  only.     (See  Table  120.) 


THE  RANK  OF  THE  COUNTIES 

In  Table  121  the  counties  are  ranked  according  to  the  index 
number  for  1926  in  all,  white  and  colored  schools.    The  figures  for 


240  Annual  Report  of  State  Department  of  Education 

TABLE  120 

STANDING    OF    AVERAGE    MARYLAND    COUNTY    IN    EACH    COM- 
PONENT OF  THE  INDEX  NUMBER  FOR  EDUCATIONAL 
EFFICIENCY,  1926,  AND  INCREASE  OVER  1925. 


Components  of  the 
Index  Number 


1926  Standing 


—  o 


*i  o 


u  o 


Increase  over  1925 


=2  o 


.t;  o 


-Q    03 
O    U 


3 

4 
5 
6 

7 
8 
9 

10 


Per  cent  of  children  5  and 
under  18  years  in  average 
attendance 

Average  days  attended  by  each 
child  5  and  under  18  divided 
by  2 

Average  days  schools  were  kept 
open  divided  by  2 

Ratio  of  high  school  attendance 
to  total  attendance  f 

Per  cent  of  boys  to  girls  in 
high  school 

Total  expenditure  per  child  in 
average  attendance 

Total  expenditure  per  child 
5  years  and  under  18 

Total  expenditure  per  teacher 
and  principal  divided  by  24  . 

Expenditure  for  other  than 
salaries  per  child  in  attend- 
ance   

Average  monthly  salary  per 
teacher 

Index  Number  in  Average 
County 


64.4 

66.8 

59.1 

62.3 

91.7 

93.4 

38.7 

44.6 

77.5 

78.4 

*73.1 

*81.2 

78.9 

88.2 

*47.1 

*54.2 

50.8 

58.9 

*79.8 

*87.9 

86.1 

95.6 

*62.8 

*70.6 

74.4 

84.8 

91.0 

99.4 

*68.5 

*73.9 

71.3 

77.2 

55.0 

46.0 

83.6 

10.1 

62.6 
"33.8 
33.4 

■=18.6 
18.4 

"38.2 
37.8 

"24.7 
23.9 

48.5 


1.0 

.5 

2.6 


*42.1 
41.9 


1.2 

1.2 
2 

2.6 

.9 

*6.1 

3.2 


"5.7 
2.9 

*7.2 
2.2 

3.8 


"8.3 

2.7 

4.1 


—  .9 

.1 
1.4 
1.5 

7.6 

*1.7 

.5 

*.6 

0 
*1.1 

—  .2 

*.7 
—1.6 

2.0 


"3.2 
2.1 


"3.6 
2.2 


n.6 

1.0 


fMultiplied  by  2.7.5  for  counties  having  7  grades  and  by  3  for  counties  having  8  grades,  to  com- 
plete the  elementary  school  course. 

*An  average  of  capital  outlay  expenditures  for  the  years  1923,  1924,  1925,  and  1926  has  been  used 
instead  of  expenditures  for  the  year  1926  onlv. 

individual  counties  used  are  those  containing  the  average  capital 
outlay  expenditures  over  a  four-year  period.  Somerset  is  the 
only  county  which  has  not  increased  its  index  number  from  1925 
to  1926  in  all  types  of  schools.  St.  Mary's  is  lower  in  1926  than 
in  1925  in  all  and  white  schools,  while  Harford  is  lower  in  white 
schools  only,  and  Allegany  in  colored  schools  only.  The  decreases 
in  all  except  Allegany  are  explained  almost  entirely  by  the 
marked  lowering  of  the  ratio  of  boys  to  girls  in  high  school.  It 
is  questionable  whether  this  item  (5)  should  be  given  equal 
weight  with  all  of  the  other  factors.     In  1925  in  Somerset,  St. 


The  Index  Number  in  Each  County. 


241 


TABLE   121 

1925  AND   1926  INDEX   NL'MBERS  OF  INDIVIDUAL  COUNTIES  FOR 
ALL,  WHITE,  AND  COLORED   SCHOOLS 


ALL  SCHOOLS 

Indpx  Number 

County                  1925  1926 

Baltimore *80 . 1  *85  3 

Allegany *83  8  *85  0 

Montgomery *68  4  *75  2 

Howard *66  3  *68  9 

Anne  Arundel *63  4  *68   5 

Washington *64  3  *68  . 1 

Carroll *62  9  *67  5 

Harford *67  2  *67  3 

Cecil *65  3  *66  8 

Prince  George's ..  .    *62  2  *66  8 

Frederick *64  8  *66  2 

Talbot *63   1  *66   1 

Caroline *60  6  *64.8 

Garrett *60  7  *64  5 

Queen  Anne's *63   1  *63  5 

Kent *59  3  *61   5 

Wicomico *59.5  *61.0 

Worcester *57  . 0  *59  . 1 

Dorchester *55  8  *58  3 

Somerset *57   1  *56   1 

Calvert *52   5  *55  9 

Charles *48.7  *51   5 

St.  Mary's *45  5  *44  7 

/-        ♦     A                    /  69  2  /  71.3 

County  Average...  I  *g5  3  ^ggg 

Baltimore  City...  {40  J  I.^Hl 

StateAverage ^H  {,«0  « 


WHITE  SCHOOLS 

Index  Number 

County                     1925  1926 

Baltimore *82.2  *87  7 

Allegany *83.5  *85.3 

Montgomery *76.9  *84.6 

Anne  Arundel *73.0  *78  4 

Howard *73.9  *76  6 

Talbot *74  . 1  *76   1 

Prince  George's  ....    *68  . 7  *74  4 

Calvert *66.9  *72  2 

Caroline *66.3  *72  0 

Queen  Anne's *71.3  *71   8 

Kent *68.8  *71    1 

Harford *71.2  *71   0 

Cecil *67 . 6  *69  0 

Worcester *66 . 5  *69  . 0 

Carroll ♦SS .  6  *68  . 3 

Frederick *67.0  *68.3 

Washington *64.3  *68  3 

Wicomico *64.9  *66  8 

Dorchester *63.8  *66  6 

Somerset *65  9  *65 . 6 

Garrett *60.8  *64  5 

Charles *58.3  *62.3 

St.  Mary's *51.6  *51.2 

f  75  0  f  77  2 

County  Average (+70  3  \*73  9 

I   92   1  I   98   5 

Baltimore  City \*92  5  \*98  7 

StateAverage L^H  ^fH 


COLORED  SCHOOLS 

Index  Number 

County                     1925  1926 

Allegany *99  . 1  *74.0 

Washington *56  . 4  *60  . 5 

Baltimore *53.2  *54  7 

Carroll *46.3  *51.9 

Cecil *45 . 5  *48  . 6 

Frederick *44.7  *46.3 

Wicomico *42   1  *43.3 

Anne  Arundel *39.0  *42.2 

Caroline *41   3  *42.0 

Talbot *38   1  *42.0 

Prince  George's .  .  .  .   *39  0  *40  6 

Somerset *41.2  *39.6 

Kent *38  3  *39.5 

Dorchester *36 . 7  *39  . 0 

Worcester *36.8  *38.7 

Queen  Anne's *36.1  *38.2 

Harford *35.2  *37.4 

Charles *33.8  *34.7 

Montgomery *30.0  *31.0 

Howard *29  . 4  *30 . 7 

Calvert *28.5  *29.7 

St.  Mary'i *26.7  *27.3 

County  Average ....  |4o '  5  (*42  . 1 

Baltimore  City |  ^00  c  i  *81   6 

I    57  7  I   53  9 

StateAverage (*57;4  \*58.1 


*In  calculating  the  index  numbers  an  average  of  capital  outlay  expenditures  for  a  period  of  four  years  was  used , 
instead  of  expenditures  for  the  year  1925  and  the  year  1926  only. 


Mary's  and  Harford  the  ratio  of  boys  to  girls  in  high  school  was 
very  high  so  that  the  rather  large  drop  in  this  particular  item 
in  1926  was  reflected  in  the  index  number.  In  Allegany  there 
was  a  decrease  in  all  of  the  financial  items  for  colored  schools 
which  brought  a  reduction  in  the  index  number.    (See  Table  121.) 

For  white  schools  Baltimore  County  ranks  first  with  an  index 
number  of  87.7,  Allegany  second  with  85.3,  Montgomery  third, 
and  Anne  Arundel  fourth.  In  addition,  Howard,  Talbot  and 
Prince  George's  are  all  above  the  county  average.  St.  Mary's  is 
lowest  with  51.2  points,  Charles  next  to  the  lowest  and  Garrett, 
Somerset,  Dorchester  and  Wicomico  are  next  above  with  index 
numbers  ranging  from  62  to  67. 

For  colored  schools  Allegany  is  at  the  top  with  an  index  num- 
ber of  74  and  St.  Mary's  is  at  the  bottom  with  27.3  points.  How- 
ard and  Montgomery  are  found  near  the  bottom  of  the  list. 
Washington  ranks  second,  Baltimore  third  and  Carroll  fourth. 


t  TEACHER  TRAINING  AT  THE  STATE  NORMAL  SCHOOLS 
AT  TOWSON,  FROSTBURG  AND  SALISBURY 

GRADUATES  IN  1926 

There  were  540  graduates  from  the  State  normal  schools  at 
Towson,  Frostburg  and  Salisbury,  which  closed  their  sixty-first, 
twenty-fourth  and  first  years,  respectively,  in  August,  1926.  Of 
this  number  326  came  from  the  counties  and  214  from  Baltimore 
City.  The  428  graduates  from  Towson  were  99  fewer  than  the 
number  in  the  preceding  year,  the  largest  class  in  the  history  of 
the  school.  The  decrease  is  accounted  for  by  the  failure  of  a  large 
number  of  the  1926  graduates  from  Baltimore  City  to  obtain 
positions,  thus  decreasing  the  enrollment  at  Towson  the  following 
school  year;  by  the  opening  of  the  new  normal  school  at  Salis- 
bury ;  and  by  the  increased  enrollment  at  Frostburg.  Frostburg 
had  84  graduates  in  1926,  an  increase  of  25  over  the  preceding 
year ;  and  Salisbury  graduated  28  from  its  first  senior  class.  The 
number  of  graduates  from  the  counties  (326)  did  not  equal  the 
number  of  inexperienced  teachers  whom  it  was  found  necessary 
to  employ  in  the  county  white  elementary  schools  in  the  fall  of 
1926  (390).  The  normal  schools  are  therefore  not  yet  supplying 
enough  graduates  to  cover  the  annual  turnover  in  the  elementary 
school  field.     (See  Table  122.) 


TABLE  122 
NUMBER  OF  NORMAL  SCHOOL  GRADUATES,  1926 


Towson 

Frost- 
burg 

Salis- 
bury 

Total 

Year 

County 

Baltimore 
City 

Total 

County 

1922 

114 
240 
239 
293 

114 
240 
239 
527 

428 

28 
58 
71 
59 
84 

28 

142 

1923 

298 

1924 

310 

1925 

284 

*352 

1926 

214 

214 

*326 

♦Excludes  2S4  Baltimore  City  Graduates  from  Towson  in  1925  and  214  in  1926. 

In  addition  to  90  Towson  graduates  of  1926  who  obtained 
positions  in  Baltimore  City,  321  normal  school  graduates  of  1926 
accepted  positions  in  the  counties.  Of  those  who  took  county 
positions  218  received  their  training  at  Towson,  76  at  Frostburg 
and  27  at  Salisbury. 

t  Data  secured  from  reports  prepared  by  Lida  Lee  Tall  and  John  L.  Punkle.  principals  of 
Maryland  State  Normal   Schools  at  Towson   and  Frostburg.   respectively. 

242 


Normal  School  Graduates  Teach  in  Rur.\l  Schools. 


243 


Of  the  321  graduates  who  undertook  teaching  service  in  the 
counties,  154  or  48  per  cent  went  into  rural  schools  in  which  they 
were  the  only  teachers,  48  or  15  per  cent  went  into  schools  having 
two  teachers,  and  the  remaining  119  or  37  per  cent  were  assigned 
to  schools  having  three  or  more  teachers.  From  the  Towson 
county  graduates  85,  or  39  per  cent,  went  into  one-teacher  schools 
and  40  or  18  per  cent,  into  schools  having  two  teachers.  At  Frost- 
burg  a  larger  proportion  went  into  rural  schools,  since  Allegany 
County  does  not  permit  normal  school  graduates  without  expe- 
rience to  teach  in  the  graded  schools.  The  Frostburg  graduates 
therefore  accept  positions  in  the  rural  schools  of  Allegany  County 
and  since  the  other  counties  to  which  they  go,  viz.  Garrett,  Car- 
roll and  Frederick,  have  a  large  proportion  of  rural  schools,  it 
explains  the  entrance  of  52,  or  68  per  cent  of  the  Frostburg  grad- 
uates into  one-teacher  schools  and  9  per  cent  into  two- teacher 
schools.  From  Salisbury,  17  or  63  per  cent  went  into  one-teacher 
schools  and  1  or  4  per  cent  into  two-teacher  schools.  (See 
Table  123.) 

TABLE  123 

PER  CENT  OF  1926  NORMAL  SCHOOL  GRADUATES  TEACHING  IN 
VARIOUS  TYPES  OF  SCHOOLS  IN  THE  COUNTIES 


Type  of  School 

Towson 

Frostburg 

Salisbury 

Total  in 
Counties 

No. 

Per 
Cent 

No. 

Per 

Cent 

XT^         Per 
No-      Cent 

No. 

Per 
Cent 

One-Teacher 

85 
40 
93 

39.0 

18.3 
42.7 

52 

7 
17 

68.4 
9.2 

22.4 

17 
1 
9 

62.9 

3.7 

33.4 

154 

48 

119 

48.0 

Two-Teacher 

Graded.          

14.9 

37.1 

Total  Counties 

218 

100.0 

76 

100.0 

27 

100.0 

321 

100.0 

The  distribution  of  the  graduates  by  types  of  schools  in  the 
counties  in  which  they  accepted  positions  is  shown  in  Table  124. 
It  will  be  noted  that  1926  Towson  graduates  are  teaching  in  every 
county  of  the  State  except  Allegany.  Frostburg  1926  graduates 
are  found  in  the  greatest  numbers  in  Garrett,  Allegany,  Wash- 
ington, Carroll,  Frederick  and  Montgomery.  One  is  in  Howard 
and  another  in  Kent.  Salisbury  graduates  are  found  chiefly  in 
Wicomico,  Carroll,  Worcester,  Dorchester,  Prince  George's  and 
Kent,  and  one  is  in  each  of  the  following  counties :  Queen  Anne's, 
Talbot,  Frederick  and  Washington.  The  last  column  of  Table 
124  shows  the  total  number  of  1926  graduates  teaching  in  each 
county. 


244 


Annual  Report  of  State  Department  of  Education 


TABLE  124 

DISTRIBUTION  OF  1926  NORMAL  SCHOOL  GRADUATES  BY  COUNTY 
PLACEMENT  AND  TYPE   OF   SCHOOL 


Towson 

Frostburg 

Salisbury 

Grand  Total 

county 

u 

01 

■a 
o 
a 

3J 

H 

a; 

c 
O 

v 

H 

o 

& 

H 

T3 
T3 

o 

13 

0 

0) 

0) 

c 
O 

at 
u 
a; 
H 
o 

0) 

a 

o 

-C 
CJ 
OS 

QJ 

Eh 

i 
c 
O 

01 

o 
ca 

0) 

H 

o 

-0 

0) 
T3 

O 

o 

u 

01 

J= 

o 
en 
o 
H 

i 
c 

O 

01 

M 

0/ 

o 

01 

O 

"3 
o 

17 

0 

1 

18 

17 
1 
6 
3 
10 
22 
5 
4 

9 
22 
12 

6 

3 

2 
6 

0 
2 

4 
0 
C 
4 
0 
1 
4 
12 
2 
4 
3 
0 
8 
2 
0 
2 
1 
1 
2 
1 
0 

48 

.1 
10 
33 
1 
0 
8 
3 
1 
S 
5 
3 
2 

2 
5 

11 
0 
0 
3 
2 

19 
1 
2 

119 

,« 

1 
6 
3 
10 
11 
5 
4 
2 
5 
3 
12 
5 
2 
3 
1 
5 
0 
2 
1 
1 
2 
1 

85 

2 

4 
0 
0 
3 
0 
1 
4 
9 
0 
4 
3 
0 
3 
2 
0 
2 
1 
1 
1 
0 
0 

40 

10 
33 

1 
0 
6 
3 
1 
3 
4 
1 
2 
4 
0 
3 
9 
0 
0 
3 
1 
8 
0 
1 

93 

13 

43 

4 

10 

20 

& 

6 

9 

18 

4 

18 

12 

2 

9 

12 

5 

2 

6 

3 

10 

2 

2 

13 

43 

Calvert       .       ... 

4 

Caroline 

10 

Carroll 

7 

1 

2 

*12 

4 

0 

0 

*3fi 

Cecil      

8 

fi 

3 
0 

0 
0 

c 

1 

12 

4 
19 

3 
2 

0 
2 

7 
23 

?A 

Garrett 

27 

18 

1 
1 

0 

0 
0 
0 

0 
0 
2 

1 
1 
2 

13 

Kent 

0 

0 

2 

5 

n 

1 

1 

0 

0 

2 

I 

15 

Queen  Anne's 

fi 

?. 

2 

1 
4 
8 
3 

154 

fi 

Talbot 

0 

0 

t 

2 
17 

0 

0 

1 

0 

1 

1 
1 
1 

1 

9 

8 
3 

27 
1 

4 

3 

1 

10 

14 

25 

10 

Worcester 

5 

52 

7 

17 

*78 
6 

Total  Counties 

218 
til 

90 
109 

308 
tl20 

*323 

t18 

90 

90 

109 

Total,  Teaching 

85 

40 

183 

52 

7 

17 

*78 
6 

17 

1 

9 

27 

1 

154 

48 

119 

413 
t127 

*  Includes  2  graduates  teaching  music  in  High  Schools. 
t  Includes  1  working  in  library  at  Towson  Normal  School. 

Of  the  county  graduates  10  from  Towson,  6  from  Frostburg 
and  1  from  Salisbury  are  not  teaching.  Of  the  Baltimore  City 
graduates  90  are  teaching  and  109  did  not  obtain  positions.  (See 
lower  portion  of  Table  124.)  This  situation  will  probably  bring 
about  a  still  further  reduction  in  the  city  enrollment  at  Towson 
in  the  fall  of  1927.' 

Two-thirds  of  the  county  graduates  of  1926  returned  to  teach 
in  their  home  counties,  which  means  that  one-third  took  positions 
in  other  counties  which  had  vacancies  and  had  not  sent  sufficient 
high  school  graduates  to  normal  school  to  supply  their  needs.  Of 
the  county  graduates  from  Towson  over  three-fourths  returned 
to  their  home  counties,  from  Frostburg  45  per  cent  and  from 
Salisbury  56  per  cent.  Baltimore  City  employed  only  41  per  cent 
of  the  1926  graduates.  (See  column  c  in  Table  125  for  each  of 
the  normal  schools.) 


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246 


Annual  Report  of  State  Department  of  Education 


Cecil  and  Montgomery  Counties  employed  all  of  their  own  grad- 
uates and  took  none  from  other  counties.  Prince  George's,  How- 
ard, and  Charles  employed  all  of  the  1926  graduates  who  came 
from  their  counties  but  added  to  their  staffs  graduates  from  other 
counties.  Allegany,  Calvert,  Caroline,  Dorchester,  Somerset  and 
Wicomico  took  all  of  their  own  graduates  for  whom  there  were 
vacancies,  releasing  the  others  for  service  in  other  counties  in 
which  the  demand  was  greater  than  the  supply.  Anne  Arundel, 
Baltimore,  Carroll,  Frederick,  Garrett,  Harford,  Kent  and  Wash- 
ington employed  from  75  to  94  per  cent  of  their  own  graduates 
but  also  added  to  their  staffs  a  number  from  other  counties.  Tal- 
bot took  into  its  service  none  of  its  own  graduates  but  four  from 
other  counties.     (See  Table  125.) 

THE  1926  FALL  ENROLLMENT 

The  1926  fall  enrollment  in  the  normal  schools  was  1,109,  a 
decrease  of  119  under  the  enrollment  for  1925.    The  decrease  in 

TABLE  126 

ENROLLMENT    IN    MARYLAND    STATE    NORMAL    SCHOOLS    FOR 

WHITE  STUDENTS,  SEPTEMBER,  1926 


TOWSON 

Frostbuhg 

Salisbury 

All  Normal  Schools 

COUNTY 

Juniors 

Seniors 

Juniors 

Seniors 

Juniors 

Seniors 

Juniors 

Seniors 

Total 

g 
B 

o 

c 

a 

c 
a 
B 
o 

c 

c 

B 
o 

c 

i) 
B 

o 

c 

a 
B 

o 

c 

c 

01 

B 

o 

c 

01 

a 

B 

o 

c 

01 

c 

0) 

B 

o 

c 

4) 

H 

o 

6 
7 

30 
3 
7 

14 
9 
8 
8 

25 

0 
0 

7 
0 

1 

4 
0 
1 
0 
4 

7 
7 

35 
4 

14 

18 
7 
5 
5 

23 
2 

12 
2 
5 

20 
9 

11 
3 
4 
7 

18 
8 
6 

0 

1 

2 
0 
0 
1 
0 
1 
0 

1 

0 
2 
2 
0 
1 
0 
0 
0 
0 
0 
2 
0 
0 

64 

10 

71 

8 

70 

7 

30 

3 

20 

15 

11 

8 

21 

28 

13 

12 

9 

5 

8 

8 

13 

10 
0 

7 
0 
2 
4 
0 
1 
0 
4 
2 
0 
0 
0 
1 
0 
0 

78 

7 

35 

4 

19 

18 

8 

5 

12 

23 

15 

12 

2 

7 

21 

9 

13 

3 

12 

13 

21 

30 

26 

8 
1 
2 
0 
1 
1 
0 
1 
0 
1 
4 
2 
2 
0 
1 
0 
0 
0 
0 

1 

3 

0 

1 

148 
14 
65 

7 
39 
33 
19 
13 
33 
51 
28 
24 
11 
12 
29 
17 
26 

3 
21 
27 
40 
50 
42 

18 

1 

9 

Calvert           

0 

13 

1 

5 

1 

3 

Carroll        

1 

0 

5 

Cecil 

2 

0 

1 

0 

0 

? 

13 

0 

7 

0 

0 

3 
13 

0 
2 

5 

Garrett 

13 

4 

6 

12 
9 

5 
8 
8 

7 

0 

0 
0 

0 
0 
0 

? 

? 

Kent       

2 

0 

0 

0 

1 

0 

?. 

Prince  George's 

0 

6 

0 

2 

0 

0 

0 

1 
7 
15 
2 
6 

0 

1 

1 

0 
0 

8 

7 

1 

18 

10 

0 

..1 

0 

1 

0 

8 
6 

22 
20 

0 

1 

'   0 

1 

9 

14 
19 
20 
16 

0 
2 
2 

1 
0 

0 

Talbot 

3 

Washington 

3 

1 

3 

1 

5 
1 

1 

Total  Counties 

Out  of  State 

197 

7 

100 

19 

0 

12 

232 
6 

154 

13 

1 
9 

84 
2 

14 
0 

88 

13 

78 
1 

3 

0 

73 

3 

359 

10 

100 

36 

0 

12 

393 

6 

154 

29 

1 
9 

752 

16 

254 

65 
1 

21 

Grand  Total 

304 

31 

392 

23 

86 

14 

88 

13 

79 

3 

73 

3 

469 

48 

553 

39 

1,022 

87 

Enrollment  at  State  Normal  Schools. 


247 


248  Annu.-.l  Report  of  State  Department  of  Education 

enrollment  is  more  than  accounted  for  by  the  reduction  of  136  in 
the  enrollment  of  Baltimore  City  students  at  Towson,  probably 
due  to  the  large  number  of  1925  and  1926  city  graduates  for  whpni 
no  positions  in  the  city  were  available.  There  was  also  a  decrease 
of  38  in  the  county  enrollment  at  Towson,  which  is  a  natural  out- 
come of  the  growth  in  enrollment  at  Salisbury  which  began  its 
second  year  this  fall  with  158  students.  The  Frostburg  enroll- 
ment of  201  is  the  largest  in  its  history,  (See  lower  left-hand 
corner  of  Chart  47.) 

Each  student  who  came  to  the  normal  schools  in  the  fall  of 
1926  is  represented  by  a  dot  for  Towson,  a  vertical  line  for  Frost- 
burg and  an  X  for  Salisbury  placed  in  the  county  from  which  the 
student  came.  (See  Chart  47.)  Most  of  the  counties  are  well 
represented.  Those  not  thickly  covered  are  the  five  southern 
Maryland  counties,  and  Garrett,  Howard,  Harford  and  Kent. 

The  distribution  of  the  September,  1926,  enrollment  from  each 
county  by  sex  and  year  is  given  in  Table  126.  There  are  no  jun- 
iors enrolled  from  St.  Mary's  County.  There  is  a  larger  enroll- 
ment of  juniors  than  of  seniors  from  Charles,  Dorchester,  Fred- 
erick and  Howard  Counties,  but  the  seniors  outnumber  the  jun- 
iors considerably  in  Garrett,  Montgomery,  Somerset,  Wicomico, 
Worcester  and  Baltimore  City. 

The  enrollment  campaign  at  Towson  was  largely  managed  by 
the  students  who  returned  to  their  high  schools  during  the  Easter 
vacation  to  use  their  influence  to  induce  gifted  high  school  stu- 
dents to  enter  the  teaching  profession. 

At  Frostburg  the  field  work  included  visits  to  the  high  schools 
and  the  placing  of  the  school  paper  in  the  hands  of  the  prospects. 
The  most  essential  difference  between  the  campaign  of  this  year 
and  previous  years  was  the  absence  of  emotional  appeals.  The 
incoming  class  would,  perhaps,  have  been  larger  by  20  had  visits 
of  the  more  distant  students  been  planned  and  carried  through 
tis  in  other  years.  The  greatest  falling  off  is  from  Oakland  and 
Washington  County. 

WHO  COME  TO  THE  NORMAL  SCHOOL 
Reachinj?  Prospective  Students  Before  They  Enter  Towson 

At  Towson  tests  are  given  to  all  entering  students  in  order  to 
get  a  profile  of  their  efficiency  for  diagnostic  purposes  and  as  a 
starting  point  in  their  education  at  the  normal  school.  Tests  of 
intelligence,  reading,  spelling,  English  vocabulary,  arithmetic, 
and  personality  have  been  used. 

It  was  found  in  1925  "that  normal  schools  in  general  are  not 
enrolling  students  of  as  high  intellectual  ability  as  are  either  the 
arts  and  science  colleges  or  the  schools  of  engineering."  At 
Towson  this  condition  was  accepted  not  as  inevitable  but  as  a 


Testing  Prospective  Normal.  School  Students  in  High  School.    249 

•challenge  to  increased  effort  to  induce  more  able  high  school  stu- 
dents to  enter  the  teaching  profession,  and  it  was  suggested  that 
the  time  is  fast  approaching  when  some  definitely  fixed  high 
school  standard  must  be  reached  before  admitting  students  to 
the  normal  schools  of  the  State.  As  a  result  of  legislation  in  1927, 
the  normal  schools  will  come  under  the  same  regulations  as  ail 
other  institutions  of  higher  learning  in  the  State  and  can  regulate 
the  admission  of  undesirable  applicants. 

The  service  of  the  Towson  Normal  School  to  county  high 
schools  was  offered  through  the  suggestive  plan  outlined  in  the 
following  letter  sent  out  by  the  State  Superintendent  in  the 
spring  of  1926 : 

To  the  High  School  Principals: 

About  one-fifth  of  the  entering  students  at  the  Maryland  State  Normal 
School  at  Towson  each  year  have  been  found  to  be  at  or  below  tiie 
eighth  grade  ability  level  in  fundamentals  of  arithmetic,  English  usage, 
spelling,  or  reading.  This  condition  is  a  serious  handicap  to  this  school, 
which  endeavors  to  build  a  professional  education  on  the  foundations 
laid  in  the  elementary  and  high  school,  but  a  still  more  'eriou-  handi- 
cap to  the  student.s  themselves  who,  because  of  these  really  minor  de- 
fects, meet  disaster  in  their  courses  in  the  normal  school  and  in  their 
student-teaching. 

A  trial  has  been  made,  with  marked  success  in  many  cases,  of  chal- 
lenging these  students  to  self-improvement  and  review  work  along  the 
line  of  their  defects;  but,  of  course,  this  adds  heavily  to  an  already 
loaded  program  of  studies.  We  feel  that,  if,  as  seniors  in  high  school, 
prospective  normal  school  students  could  be  adequately  tested  and  made 
to  see  their  own  weaknesses  in  the  above  mentioned  fundamentals,  they 
might  be  led  to  an  earlier  start  in  self-improvement  work  and  thus  enter 
the  normal  schools  with  a  more  adequate  preparation. 

To  this  end  the  Research  Department  at  the  Towson  Normal  School 
has  prepared  a  test  and  self-improvement  service  that  high  school  prin- 
cipals interested  in  the  above  plan  may  apply  for.  This  consists  of 
specially  prepared  tests  with  tentative  standards  which  principals  may 
use  with  prospective  applicants.  Students  showing  marked  weaknesses 
along  any  line  may  then  be  given  constructive  suggestions  toward  self- 
improvement  and  review  work  before  coming  to  the  Normal  School. 

The  service  now  includes  tests  and  suggestions  in  arithmetic  manipu- 
lations and  problem  solving,  English  usage,  speed  and  comprehension  in 
reading,  and  spelling.  The  tests  are  short  but  fairly  comprehensive 
measuring  sticks.  They  will  locate  general  weaknesses.  That  is  all 
they  are  expected  to  do.  The  pi-ospective  applicant  must  do  the  rest. 
One  high  school  has  tried  the  plan  this  year,  and  we  are  pleased  to 
report  a  fine  spirit  of  cooperation  on  the  part  of  its  principal  and  staff. 
This  service  may  be  had  for  the  asking  by  applying  to  Lida  Lee  Tall, 
Principal,  Maryland  State  Normal  School,  Towson,  Maryland. 

(Signed)  Albert  S.  Cook, 

State  Superintendent  of  Schools. 

Since  September,  1926,  fifty-three  high  schools  have  taken 
advantage  of  this  self-improvement  service  for  their  senior  pupils 
and  to  date,  nine  replies  have  been  received  from  these  high 
schools,  with  the  standards  achieved  by  the  students  who  are 
planning  to  go  to  normal  school  next  year. 


250  Annual  Report  of  State  Department  of  Education 

Some  Facts  About  Frostburg's  Enrollment — September,  1926 

TABLE  127 

Juniors  Seniors 

High  Academic'  75  78 

School         General  19  18 

Course        Commercial    5  2 

Unclassified   1  4 

Third         Upper   36  38 

of            Middle  36  50 

Class          Lower   23  10 

Unclassified    5  4 

115   or   more 6  13 

110—114  11  9 

I.  Q.           100—109  35  36 

Range          90—  99  19  14 

Single          90—  94  14  12 

Test            85—  89  7  9 

Below  85 2  1 

Unclassified   6  8 

The  commercial  students  are  coming  to  the  normal  school  at 
Frostburg  in  very  small  numbers,  only  seven  being  now  in  attend- 
ance. The  larger  number  from  the  lower  third  of  the  several  high 
school  classes  in  the  junior  year  is  not  as  important  as  it  appears, 
for  many  of  these  come  from  large  schools,  and  so  may  be  better 
prepared  than  even  those  in  the  upper  third  from  a  small  school. 
The  intelligence  rating,  while  not  an  accurate  one,  is  more  deter- 
mining than  the  ranking  in  the  section  of  the  class.  It  is  quite 
doubtful  if  students  with  an  I.  Q.  of  less  than  90  will  make  satis- 
factory progress.  Last  year  four  rated  from  82 — 89  made  unsat- 
isfactory progress. 

Two  regulations  included  in  the  following  letter  to  parents 
were  adopted  to  take  care  of  students  making  unsatisfactory 
progress  at  Frostburg : 

My  dear  Mrs. 

The  faculty  of  the  State  Normal  School  at  Frostburg  has  ruled  that 
students  who  have  made  as  many  as  four  failures  during  the  junior 
year  should  not  be  encouraged  to  return  to  the  school  for  further  work. 
It  has  been  ruled,  also,  that  beginning  in  September,  1926,  at  least  half 
of  a  student's  grades  shall  be  better  than  "D"  in  order  for  her  to  be 
recommended  for  graduation.  These  standards  are  not  too  high.  The 
county  superintendents  are  demanding  well-trained  teachers,  and  stu- 
dents who  are  not  able  to  do  as  fine  a  quality  of  work  as  required  by 
the  second  ruling  should  not  train  for  teaching. 

I  shall  be  very  glad  to  try  to  help  you  and  your  daughter  to  find  work 
in  which  she  will  be  more  successful  and,  I  believe,  happier. 

Your  daughter  has  failed  in  the  following subjects 

this  year. 

(Signed)     John  L.  Dunkle. 

Principal. 


Faculties  of  the  State  Normal  Schools.  251 

THE  NORMAL  SCHOOL  FACULTIES 

The  faculty  at  the  normal  schools  in  the  fall  of  1926  was  in- 
creased by  the  addition  of  one  member  at  Salisbury,  by  an  addi- 
tional assistant  in  the  library  at  Towson  and  Frostburg  and  by 
an  additional  teacher  in  the  campus  school  at  Frostburg.  Towson 
has  five  fewer  training  centers  in  the  counties,  while  Frostburg 
has  four  more  and  Salisbury  one  more  than  last  year.  Towson 
has  seven  fewer  training  centers  in  Baltimore  City  than  in  1925. 
(See  Table  128.)  Because  of  the  decreased  enrollment,  the  teach- 
ing staff  at  Towson  will  be  considerably  reduced  in  the  fall  of 
1927. 


TABLE  128 

FACULTY  AT  MARYLAND  NORMAL  SCHOOLS   FOR  WHITE 
STUDENTS  FALL  OF  1926 

Towson  Frostburg  Salisbury     Total 

Principal 1  1  1  3 

Instructors *40  10  **9  59 

Library 5  3  19 

Elementary  Campus  School flO  3  2  15 

Training  Centers: 

County  16  10  12  38 

Baltimore  City 17  . .  17 

♦Includes  one  on  leave  of  absence. 

flncluding  a  principal,  a  helping  teacher,  a  kindergartner  and  a  teacher  for  each  of  the  seven 
grades. 

♦♦Includes  the  director  of  training  who  is  also  principal  of  the  elementary  school,  the  social  director 
who  teaches  science  part  time,  and  the  resident  nurse,  who  is  director  of  health  and  physical  education 


Training  Centers  for  Maryland  Normal  Schools 

TABLE  129 

Normal  School     County  Cooperating             No.  of  No.  of 
at                                                                Schools       Teachers 

Baltimore   - 8  11 

Towson       Anne  Arundel 1  3 

Harford    _ 1  2 

Total  Counties 10  16 

Baltimore    City 7  17 

Campus   School „ 1  8 

Frostburg     Allegany  10  10 

Campus   School _ 1  4 

Sali.s;bury      Wicomico 8  11 

Somerset  1  1 

Campus 1  2 


252  Annual  Report  of  State  Department  of  Education 

HOW  STUDENTS  ARE  INDUCTED  INTO  PRACTICE  TEACHING 

Special  Courses  With  Emphasis  Upon  Teaching  at  Towson 
During  the  year  1925-1926  the  three  special  teaching  courses 
at  Towson  were  watched  with  critical  study.  The  first  course, 
"Introduction  to  Teaching,"  was  again  given  to  all  juniors  during 
the  first  term.  This  course  was  followed  by  "Junior  Participa- 
tion"— three  hours  a  week  for  twelve  weeks.  The  training  teach- 
ers, after  the  first  year  of  experimentation  with  this  course,  de- 
cided that  it  was  more  important  than  they  first  deemed,  because 
it  gave  them  an  opportunity  to  influence  early,  the  junior  stu- 
dents. They  saw  the  effect  of  growth  when  the  same  students,  as 
seniors,  undertook  the  more  difficult  term  of  student  teaching. 
There  is  controversy  among  normal  schools  over  the  value  of  an 
"Introduction  to  Teaching"  course  for  orientation  into  the  pro- 
fession. We  believe  that  both  the  introductory  teaching  courses 
are  definitely  augmenting  and  promoting  better  work  in  the 
senior  teaching  course,  which  is  a  course  of  300  hours  for  the 
city  students  and  180  hours  for  county  students,  during  a  twelve 
week  term. 

Demonstration,  Observation  and  Participation  at  Frostburg 

The  campus  training  school  has  been  used  during  the  morning 
for  practice  teaching  and  also  for  demonstration  for  the  regular 
normal  school  work.  This  burden  has  been  too  heavy  not  only 
for  the  pupils  but  for  the  critic  teachers  as  well.  Realizing  these 
facts  the  faculty  has  used  the  demonstration  lesson  for  concret- 
ing instruction  too  little.  The  demonstration  is  so  essential  that 
during  the  coming  year  one  room  of  the  campus  school  will  be 
reserved  for  a  term  for  demonstration,  and  no  student  teacher 
will  be  assigned  to  it  during  that  term.  The  only  objection  to 
the  plan  seems  to  be  that  since  we  are  reserving  the  first  grade 
room  during  the  fall  term  only  primary  children  can  be  seen 
during  these  twelve  weeks.  It  will  be  possible  though  for  the 
other  rooms  to  give  occasional  demonstrations,  but  not  to  be  bur- 
dened as  in  the  past.  This  plan  is  meeting  the  needs  for  demon- 
stration. 

.  ( 

Directed  Teaching  at  Frostburg 

The  student  teacher  does  not  see  enough  good  teaching  during 
her  practice  period.  During  the  year,  this  need  has  been  stressed 
at  Frostburg  and  some  gain  has  been  made.  Not  only  must  good 
teaching  be  seen,  but  it  must  be  so  placed  in  the  student's  stage 
of  learning,  and  so  consciously  observed  for  its  purposes  that  it 
becomes  a  "pattern"  for  her  adaptation  to  her  own  technique. 

The  course  in  Teaching  Technique  that  gets  its  concreteness 
and  meaning  from  the  period  of  teaching  has  grown  in  eff'ective- 
ness  through  keeping  the  critic  teachers  in  touch  with  the  prob- 
lems that  are  being  studied.     For  example,  during  the  study  of 


Improvement  of  Practice  Teaching.  253 

"Questioning"  the  critics  are  urged  to  lay  emphasis  on  the 
method  of  the  lesson  plan. 

During  the  summer  session  the  principal  offered  a  course  for 
critics  or  supervisors  of  directed  teaching.  It  has  long  been  evi- 
dent that  the  weakest  part  of  teacher  training  work  is  in  the 
practice  work.  The  critic  needs  to  be  much  more  than  an  excel- 
lent classroom  teacher.  She  must  be  able  to  analyze  the  work  of 
the  beginning  teacher  and  induct  her  rapidly  not  only  into  better 
technique  but  into  a  more  understanding  technique ;  to  surcharge 
her  with  enthusiasm  for  high  standards  of  preparation  for  her 
daily  teaching;  to  equip  her  for  attacking  scientifically  the  daily 
problems  of  the  classroom ;  and  to  equip  her  with  a  right  philos- 
ophy of  child  development  and  professional  relationships  so  that 
a  maximum  of  these  essential  qualities  remain  to  guide  and  func- 
tion in  the  student's  later  teaching.  Seldom  can  merely  good 
teachers  grow  into  effectice  critics  by  in-service  training.  Each 
year  progress  has  been  made  in  equipping  the  practice  schools 
with  better  equipped  critics,  yet  still  further  improvement  is  very 
desirable. 

Every  two  weeks  the  training  school  teachers  or  critics  met  the 
Director  of  Training  for  work  on  definite  problems  within  the 
practice  teaching  field.  We  have  tried  to  attack  the  problems  of 
improving  the  classroom  instruction  and  the  conference  with  the 
critics  in  two  ways — first,  through  group  meetings  with  the 
critics,  circular  letters,  Saturday  and  evening  conferences,  and 
professional  visits  to  the  schools ;  second,  by  trying  through  work 
with  the  student  teachers  to  plan  and  help  the  critic  to  better 
technique  and  larger  conceptions  of  subject  matter.  We  are  now 
convinced  that  the  only  attack  is  through  the  critic.  She  alone 
is  and  can  be  responsible.  We  can  help  her  when  she  desires  help 
and  only  then. 

For  the  coming  year  we  are  working  intensively  in  the  subject 
matter  fields  of  history  and  geography.  We  are  trying  to  save 
the  critics  from  pressure  in  the  other  subjects  in  order  to  assure 
a  maximum  of  growth  in  our  objectives  for  the  year.  Next  year 
we  can  stress  some  other  subjects.  The  plan  has  the  approval 
of  Superintendent  Webb.  All  the  critics  will  come  together  every 
four  or  five  weeks  for  a  three-hour  session  on  the  objectives  for 
the  year.  The  county  is  giving  a  larger  number  of  supplemen- 
tary books  in  the  fields  of  history  and  geography,  in  order  that 
our  work  may  be  as  successful  as  possible. 

Practice  Teaching  and  the  Training  Centers  at  Salisbury 

It  is  the  aim  at  Salisbury  to  make  the  training  school  the  labo- 
ratory equipment  of  the  normal  school,  and  the  teaching  in  it  the 
center  around  which  the  work  of  other  courses  revolves  and  to 
which  is  related  every  department  of  school  work.     Since  the 


254  Annual  Report  of  State  Department  of  Education 

director  of  training  is  principal  of  the  elementary  school  and  in 
close  touch  with  all  of  the  educational  courses  given  in  the  normal 
school,  it  is  possible  to  prevent  a  wide  gap  between  educational 
and  professionalized  subject  matter  courses  and  practice  in  the 
training  school.  A  training  school  cabinet  has  been  formed  in- 
cluding the  subject  matter  specialists  in  the  various  fields,  each 
of  whom  supervises  her  subject  in  the  training  school,  the  direc- 
tor of  training,  and  the  demonstration  and  critic  teachers  in  the 
campus  training  school  and  the  training  centers  off  campus. 

The  campus  school,  a  typical  elementary  school,  is  used  almost 
exclusively  for  observation  and  demonstration.  The  training  cen- 
ters provide  prospective  teachers  with  opportunities  for  practice 
in  the  types  of  schools  or  grades  in  which  they  will  probably 
teach. 

Practice  teaching  is  distributed  over  three  terms  in  the  follow- 
ing courses :  Teaching  I  includes  observation,  participation  and 
group  teaching  one  hour  daily  for  12  weeks;  Teaching  II  consists 
of  room  teaching  of  a  single  grade  for  one  hour  daily  for  12 
weeks ;  Teaching  III  includes  responsibility  for  teaching  in  a  one- 
teacher  school  for  one-half  day  for  six  weeks.  Parallelling  this 
Practice  Teaching  are  the  educational  courses — Technique  of 
Teaching,  Elementary  School  Problems  and  Rural  Teaching  Prob- 
lems— which  serve  as  clearing  houses  for  many  of  the  problems 
met  in  practice. 

The  practice  teaching  is  supervised  by  the  requirement  that 
lesson  plans  be  approved  by  supervisor  or  critic  before  the  lesson 
is  taught,  by  visits  of  supervisors  followed  by  conferences  for 
constructive  criticism  of  student  teaching.  At  these  conferences 
the  strong  and  weak  points  of  the  lesson  and  ways  of  improving 
it  are  discussed.  Sometimes  the  supervisor  or  critic  teaches  the 
class.    Sometimes  group  conferences  are  called. 

The  following  are  guiding  principles  in  administering  practice 
teaching : 

1.  No  critic  shall  have  more  than  from  4  to  6  students  at  a  time. 

2.  Not  more  than   three-fifths  of  the   work   of  any  training  center 

should  be  under  the  direction  of  student  teachers. 

3.  The  minimum   size  of  the  elementary  school   class  should  ba   12 

pupils. 

4.  Courses   carried  by   students   during  their  teaching  term   should 

bsar  directly  upon  the  practice  work  done  that  term. 

5.  The  minimum  number  of  hours  to  be  spent  in  practice  teaching 

is  180.     Salisbury  graduates  have  210  hours. 

6.  Training    facilities     should     provide     prospective    teachers     with 

opportunities  for  practice  in  the  types  of  schools  or  grades  in 
which  they  will  probably  teach. 


Course  of  Study  and  the  Library  at  Towson.  255 

7.  The  welfare  of  the  pupils  of  the  training  centers  is  the  primary- 

consideration  in  determining  the  instruction  given. 

8.  No  separate  and   distinct  course  in  observation   as  such   is  pro- 

vided in  the  curriculum.  Observation  is  distributed  among  dif- 
ferent subject  matter  and  theory  courses  on  the  basis  of  need. 

DEVELOPMENTS  LN  COURSE  OF  STUDY  MAKING  AT  TOWSON 

Activities  in  Course  of  Study  Making  throughout  the  counties, 
particularly  in  geography,  have  led  to  the  recognition  of  the 
geography  department  of  this  school,  nine  counties  having  en- 
gaged the  services  of  Mr.  E.  Curt  Walther,  either  as  a  consultant 
or  a  lecturer  upon  the  subject. 

In  four  fields — English,  elementary  science,  geography  and 
mathematics — the  school  is  cooperating  with  the  Normal  School 
Education  Department  of  Teachers  College,  Columbia  University. 
When  Dean  Russell  of  Teachers  College  three  years  ago  invited 
this  school  among  nine  others  of  the  Atlantic  Coast  Section  to 
participate,  he  explained  that  Teachers  College  needed  to  build 
up  more  efficient  courses  in  its  normal  school  offerings  and  that 
it  needed  a  field  for  investigation  and  for  demonstration  of  pro- 
gressive teacher-training  work.  These  three  years  of  cooperation 
have  been  of  immense  value  to  the  Towson  Normal  School  both 
in  receiving  and  in  making  contributions  to  teacher  training 
education. 

SERVICE  RENDERED  BY  THE  TOWSON   LIBRARY 

Despite  the  diminished  enrollment  at  Towson,  there  was  a  sur- 
prising increase  in  circulation  of  books.  The  number  of  books 
taken  out  for  overnight  or  longer  periods  was  219,915  as  con- 
trasted with  162,099  for  the  preceding  year.  This  increase  may 
be  attributed  to  several  factors : 

a.  Increased  efficiency  of  administration  effected  by  the  reorganiza- 

tion work  of  the  preceding  summer. 

b.  Increasing  growth  in  ability  on  the  part  of  both  staff  and  the  corps 

of  student  assistants. 

c.  The  continued   policy  of  many  instructors  to  use  many  books  in 

their  courses  instead  of  one  text. 

d.  The  fact  that  the  amount  of  books  and  material  available  has  not 

yet  reached  the  saturation  point;  that  is,  students  have  not  so 
fir  had  as  much  material  as  they  could  have  used,  and  they  will 
continue  to  ab'-orb  many  more  books  for  daily  use,  until  we  reach 
the  point  where  there  are  enough  for  all  to  draw  all  they  would 
like  to  use  each  day  for  home  work.  (Books  totalling  2,125' 
were  added  during  the  year.) 

One  of  the  outstanding  accomplishments  for  the  year  was  the 
opening  of  an  Elementary  School  Library  in  February,  1926, 
Books  were  derived  from  three  sources  :  from  thos6  already  pur- 
chased by  the  Elementary  School,  by  loan  from  the  Main  Library, 


256  ANNUAL  Report  of  State  Department  of  Education 

and  by  gifts  from  parents  and  friends  of  the  school.  The  children 
of  the  grades  come  each  week  for  stories,  reading,  and  borrowing 
of  books  for  home  use.  The  number  of  such  circulations  from 
February  to  June  was  2,880. 

During  the  summer  of  1926,  an  innovation  was  planned  and 
put  through,  namely,  the  making  of  a  reference  room  from  the 
outer  half  of  the  library  office  and  workroom.  In  this  little  ref- 
erence department  are  housed  a  set  of  encyclopedias  and  the  main 
reference  books,  the  vertical  files  of  pamphlets,  and  picture  col- 
lections, and  any  illustrative  material  needed  for  student  refer- 
ence teaching.  An  assistant  has  been  put  in  charge  of  this  division 
of  the  work,  and  the  development  of  the  use  of  pictures  and  mate- 
rial for  teaching  purposes  has  been  very  remarkable.  In  •  this 
room  are  also  kept  the  Unit  studies  and  bibliographies  accom- 
panying them,  so  that  much  time  formerly  wasted  in  duplicat- 
ing search  for  references  is  now  saved  and  applied  to  new 
projects. 

HEALTH  WORK  AT  TOWSON 

Each  student  at  Towson  is  given  three  medical  and  physical 
examinations  during  the  two  years.  Students  are  examined  when 
they  enter  the  school  at  the  beginning  of  the  first  year,  again  at 
the  beginning  of  the  second  year,  and  before  graduation.  The 
physician  notifies  parents  of  students  of  their  physical  defects 
and  assists  in  referring  students  to  dispensaries  and  to  special- 
ists in  the  city. 

During  the  school  year  1925-26,  of  2,558  cases  treated,  556  or 
21  per  cent  were  admitted  to  the  infirmary.  There  were  23  cases 
transferred  to  hospitals  and  9  sent  to  their  homes  for  the  follow- 
ing diseases :  Mumps,  measles,  appendicitis,  rheumatic  fever, 
pyelitis,  pneumonia  and  cervical  adenitis. 

The  following  are  records  of  examinations  at  Towson  in  Sep- 
tember, 1926: 

TABLE  129 

W  CO  c  '^  -^ 

fH  f-i  S  ii  o 

.2  .2  S  3  Ph 

«  c  §  J^  c 

h^  w             W           fa          W 

Total  number  examined 321  404         126         38         9 

Essentially   normal    (or    with    de- 
fects not  remedial) 233  322 

Remedial  defects — 

a.  Eyes   41  7 

b.  Teeth    73  36 

c.  Tonsils    5  21 

Impaired  hearing 1  5 

Defective  heart 5  5 

Pulmonary  tuberculosis 0  1 

Number  of  letters  of  recommenda- 
tions sent  out 88  62 

Number  who  responded  to  recom- 
mendations made  last  year 61 

Number  who  did  not  respond 25 


Extra  Curricula^  Activities.  .  257 

A  health  committee,  of  which  the  physician,  nurse,  social  direc- 
tor, dietitian  and  health  and  physical  education  instructors  are 
members,  supervises  the  living  conditions  in  the  buildings  and 
the  daily  programs  of  students. 

FRESHMAN  WEEK  AND  JUNIOR  MOTHERS'  DAY  AT  TOWSON 

In  September,  1926,  an  innovation  was  planned  whereby  the 
juniors  had  a  two-day  session  at  the  school  previous  to  the  reg- 
ular opening.  These  two  days  enabled  the  faculty  and  dormi- 
tory staff  to  get  acquainted  with  the  juniors,  and  the  juniors  to 
get  acquainted  with  the  school  plant.  All  entering  students  met 
the  faculty  in  the  discussion  of  the  school  and  its  environment. 
They  visited  the  grounds,  the  dormitories,  had  a  lawn  party  with 
the  faculty  in  the  afternoon,  and  a  recreation  hour  at  night  with 
singing  and  dancing.  By  the  time  the  seniors  arrived  three  days 
later,  the  juniors  were  quite  familiar  with  the  plant  and  felt  at 
home.  They  had  taken  their  tests  and  had  been  inducted,  through 
conferences,  into  their  duties  and  powers.  The  faculty  believes 
this  plan  has  developed  an  unusually  fine  spirit  on  the  part  of 
the  juniors  throughout  this  year, 

A  large  number  of  the  mothers  of  the  junior  students  accepted 
the  invitation  to  spend  a  week-end  at  the  school,  when  a  special 
program  was  prepared  for  them  from  Friday  afternoon,  Novem- 
ber 5,  to  Sunday,  November  7.  The  Saturday  afternoon  confer- 
ence with  the  faculty  when  the  life  of  a  student  at  normal  was 
discussed  with  frankness  to  show  the  effect  of  home  cooperation 
with  the  school's  ideals,  cannot  help  but  result  in  a  most  salutary 
influence  upon  the  parents,  the  students,  and  the  school.  Both 
dormitory  and  city  students'  mothers  were  invited,  and  there 
was  a  large  attendance. 

EXTRA  CURRICULAR  ACTIVITIES 
Frostburg's  Policy  Toward  Clubs 

Clubs  and  organizations  may  make  a  big  contribution  to  the 
individual  growth  of  many  of  the  students.  It  has  been  the  policy 
at  Frostburg  to  foster  only  such  activities  that  one  or  more  of 
the  faculty  is  vitally  interested  in.  A  club  to  be  a  real  force 
needs  enthusiastic  leadership.  Last  year  our  literary  societies 
were  permitted  to  die  because  their  day  of  usefulness  seemed  to 
have  passed.  During  the  year  there  grew  up  a  dramatic  club,  a 
Young  Women's  Christian  Association,  music  clubs,  a  dancing 
club,  and  now,  a  science  club.  These  organizations  develop  the 
avocation  side  of  the  student  as  well  as  further  her  professional 
and  social  outlook. 

Athletics  at  Frostburg 
Strong  coaching  and  teaching  for  all  the  competitive  games 
have  been  held  a  necessity.     Participation  by  all  has  been  the 
goal.    Through  this  attack  it  has  been  hoped  that  every  student 


258  Annual  Report  of  State  Department  of  Eiication 

can  organize  for  track  meets  and  prepare  teams  lor  competitive 
games.  While  a  team,  a  winning  team,  may  seem  to  be  the  goal, 
that  has  only  been  a  motive  power  for  getting  each  one  equipped 
for  his  professional  job. 

The  Salisbury  Glee  Club 

The  She*  Echo  Glee  Club  was  organized  in  September,  1925, 
with  40  members  under  the  leadership  of  Miss  Gladys  Feidler, 
insti'uctor  in  music.  Regular  weekly  rehearsals  made  it  possible 
to  give  a  number  of  concerts  in  Salisbury  and  at  Crisfield,  Mill- 
ington,  and  Washington  College,  Chestertown.  Ir.  the  fall  of 
1926  there  were  34  students  in  the  Glee  Club. 

The  Salisbury  Normal  School  Seal 

A  seal  has  been  adopted  for  the  Salisbury  Normf.i  School  which 
is  a  sjmibol  of  the  State,  the  Shore,  and  the  School.  The  loblolly 
pine  is  characteristic  of  the  Eastern  Shore;  the  lt«c»at  represents 
the  ftshing  industry,  the  plow  and  farm  products  the  agricultural 
interests  of  the  State,  the  sti'awberry  bed  in  the  k^wer  left  fore- 
ground represents  a  leading  industry  of  the  Eastern  Shore;  the 
sun  at  its  zenith  signifies  the  educational  service  which  it  is  hoped 
the  school  will  render;  the  Maryland  shield  signifies  that  the 
school  is  a  State  institution. 

Ekn-mitory  Spirit  at  Salisbury 

The  student  body  at  Salisbury  has  been  congratulated  upon 
the  spirit  of  general  helpfulness,  consideration,  and  cooperation 
noticeable  in  their  dormitoiy  life.  The  House  Organization  com- 
posed of  members  of  the  dormitory  meets  bi-monthly  to  discuss 
and  make  suggestions  for  the  betteiTnent  of  living  and  dormitory 
conditions.  The  hour  between  6  and  7  each  evening  is  devoted 
to  playing  games  in  the  social  room  or  dancing  in  the  auditorium. 

Lecture  Cours^e  for  People  of  Salisbury 

In  1926  the  instructors  in  English  and  History  gave  a  series 
of  six  lectures  on  Modern  Literature  and  Women  in  American 
History  open  to  the  people  of  Salisbury.  Since  they  were  well 
attended  and  a  desire  for  their  continuance  in  1927  was  ex- 
expressed,  the  subjects  chosen  for  this  year  tre  Music  and 
Education. 

THE  SUMMER  SESSION  AT  TOWSON  AND  F'RO-'TBmG 
The  Suinmer  Se^«ion  at  Towson 

The  Summer  Session  enrollment  is  steadily  decreasing,  which 
brings  before  us  the  problem :  '"Shall  the  Normal  Schools  con- 
tinue to  support  a  Summer  Session  when  the  Johns  Hopkins  Uni- 
versity and  the  University  of  Maryland  hold  sumujer  sessions  in 
the  State,  and  when  the  largest  enrollment  from  arjy  State,  both 


SuMMt*  Sessions  at  the  Normal  Schools.  259 

at  the  University  of  Virginia  and  Teachers  College,  Columbia 
University,  during  tlie  last  two  summer  sessions,  has  been  re- 
poi-ted  as  comifig  from  Maryland?"  That  superintendents  and 
supervisors  should  advise  teachers  from  their  counties  to  make 
new  contacts  is  absolutely  right,  and  since  the  number  of  First 
Grade  certificated  teachers  has  been  steadily  increasing,  due  to 
the  concentrated  efforts  of  the  State  Superintendent,  the  county 
superintendents,  the  county  supervisors,  and  the  normal  schools 
themselves,  to  send  out  enough  trained  teachers  for  every  class- 
room in  the  State,  it  would  seem  that  the  normal  schools  are  legis- 
lating themselves  out  of  a  summer  session  term,  unless  the  ex- 
l>ense  of  the  small  summer  session  seems  advisable  for  several 
years  to  come. 

In  1925  a  staff  of  19  instructors  was  maintained  at  Towson  to 
serve  the  224  summer  session  students.  In  1926,  a  staff  of  18 
instructors  vv^as  maintained  to  serve  179  students.  The  summer 
session  of  1927  is  being  planned  upon  a  smaller  scale  with  9  in- 
structors, though  with  just  as  efficient  a  program. 

During  the  summer  of  1926  the  Alumni  Association  made  pos- 
sible for  the  third  time  the  engaging  of  a  special  lecturer,  and 
Professor  J.  Montgomery  Gambrill  gave  a  course  for  one  week 
to  all  members  of  the  Summer  Session,  the  topic  being  "Ou:- 
Changing  World  and  Its  Civic  Problems."  The  Alumni  Asso- 
ciation, believing  that  no  good  work  it  adopts  should  be  dropped, 
is  planning  for  special  lectures  during  the  summer  of  1927  u\ 
connection  with  the  new  course,  "The  Modern  School,"  which  i? 
to  be  required  of  all  Summer  Session  students.  Miss  Agnes 
Snyder,  head  of  the  Education  Department,  will  direct  the 
course.  She  will  l^e  assisted  by  the  two  demonstration  teachers 
in  the  two-room  elementaiy  school,  which  is  being  maintained 
for  observation  and  demonstration  throughout  the  summer.  Ir 
addition,  membei's  of  the  Summer  Session  instructional  st^ff  will 
contribute  their  several  ideals;  and  further,  the  gift  of  the 
Alumni  Asso«:iation  makes  it  possible  for  Professor  Mabel 
Carney  and  Professor  Fannie  Dunn,  both  of  Teachers  College. 
Columbia  University  (leading  thinkers  in  the  field  of  Rural  Edu- 
cation), and  for  Mr.  Edwin  C.  Broome,  Superintendent  of  Mont- 
gomery County  Schools,  one  of  the  leading  county  administrators 
in  the  State,  to  help  develop  the  course. 

The  Summer  Session  at  Frostbur« 

The  enrollment  in  the  Summer  Session  of  1924  was  147;  in 
1925  it  was  14:1;  and  in  1926  it  was  126.  The  decrease  over  a 
two-year  penod  is  twenty-one  or  alx>ut  15  per  cent.  The  change 
in  the  type  of  certification  is  toward  a  larger  attendance  of  first- 
grade  certificated  teachers.  It  is  significant  that  85  of  the  147 
courses  ele<:t'^d  by  the  49  experienced  teachers  with  first-grade 


260  Annual  Report  of  State  Department  of  Education 

certificates  were  advanced  courses  offered  especially  for  them. 
Possibly  this  is  as  large  an  election  of  such  courses  as  can  be 
expected  until  the  school  can  offer  advanced  work  in  practically 
every  field  every  year.  It  is  also  interesting  to  find  that  48  of 
the  enrollment  attended  on  their  own  initiative  and  not  merely 
because  of  the  renewal  of  their  certificates. 

THE  CONSTRUCTION  PROGRAM  AT  TOWSON  AND  FROSTBURG 

Buildings  Completed  and  New  Construction   Needed  at  Towson 

By  Easter,  1926,  the  two  new  wings  of  the  dining  room  were 
completed,  and  for  the  first  time  since  September,  1921,  all  the 
boarding  students  were  served  breakfast  and  dinner  instead  of 
having  the  cafeteria  plan  for  these  meals.  Undoubtedly,  the  fine 
effect  of  a  meal  served  in  "home  style"  is  apparent.  The  school 
is  a  different  place  since  the  dining  room  conditions  have  been 
made  attractive,  pleasant,  and  efficient.  While  the  dining  room 
was  in  the  course  of  construction,  the  far-seeing  wisdom  of  the 
dormitory  director  and  the  cooperation  of  the  Board  of  Trustees 
of  the  School  made  it  possible,  by  tearing  out  eight  bed  rooms 
on  the  entrance  floor,  to  plan  for  an  entrance  foyer  to  the  dining 
room  to  be  used  as  a  social  room  where  the  students  might  gather 
for  recreation  before  and  after  their  meals.  All  the  members  of 
the  dormitory  staff  engaged  in  shaping  the  ideals  of  the  future 
teachers  of  the  State,  can  express  vividly  the  splendid  influence 
this  change  has  made  upon  the  lives  and  happiness  of  the 
students. 

The  building  program  for  the  future  should  include  a  gym- 
nasium well  equipped  with  showers  and  lockers  and  a  men's  dor- 
mitory. The  practice  of  using  the  school  auditorium  as  an  indoor 
gymnasium  during  the  basketball  season  has  been  continued. 
Two  large  rooms  on  the  second  floor  of  the  Administration  Build- 
ing have  also  been  used  for  physical  education  and  athletics,  and 
the  room  over  the  laundry — the  so-called  "gymnasium,"  although 
it  is  nothing  more  than  a  large  space —  has  served  on  a  full 
schedule  both  the  elementary  and  the  normal  school  departments. 
There  are  275  elementary  school  children  and  750  nbrmal  school 
students  who  engage  in  athletic  classes  throughout  the  day,  in  a 
building,  the  room  capacity  of  which  is  used  to  the  limit.  These 
conditions  develop  the  greatest  use  of  every  space  in  the  build- 
ing, but  sometimes  over-tax  a  building  which  has  not  well- 
equipped  spaces  for  the  work  to  be  performed. 

At  present  all  the  county  men  students,  45  in  number,  are 
housed  in  boarding  houses  in  the  town  of  Towson.  The  selection 
of  rooms  is  supervised  by  the  dormitory  director  and  the  school 
physician.  With  few  exceptions  single  beds  are  used,  and  not 
more  than  three  men  are  placed  in  the  largest  rooms. 


Cost  op^  Normal  School  Education.  261 

During  1926-1927  it  has  been  possible  to  house  all  but  three 
women  students  in  Newell  Hall,  Richmond  Hall,  and  the  Cottage. 
The  Cottage  is  an  additional  dormitory  in  which  the  Superin- 
tendent of  Buildings  lives  in  an  apartment  on  the  first  floor  and 
14  women  students,  under  the  direction  of  a  dormitory  staff 
member,  are  housed  on  the  second  and  third  floors.  Because  of 
the  family-like  atmosphere  not  possible  in  the  larger  dormitories, 
the  students  living  in  the  Cottage  form  probably  one  of  the  hap- 
piest groups  in  the  school. 

Construction  Recommended  for  Frostburg  by  Principal 

A  men's  hall  on  the  campus  to  house  15  to  20  men  who  now 
live  in  the  town.  Remodeling  a  house  now  on  the  grounds  may 
be  possible. 

More  room  for  the  library  now  housed  in  space  needed  for 
classrooms. 

Increased  dormitory  accommodations  for  40  women. 

Two  more  classrooms  for  the  elementary  school  to  provide  a 
six-room  elementary  school  on  the  campus. 

A  combined  auditorium  gymnasium  with  a  heating  plant 
attached. 

Mechanical  refrigeration  and  increased  storage  space  for  food. 

THE  COST  OF  A  NORMAL  SCHOOL  EDUCATION  IN  MARYLAND 

The  total  cost  of  insUmction  per  student  at  Towson  during  the 
regular  session  from  September,  1925,  to  June,  1926,  was  $204, 
of  which  total  $190  was  paid  by  the  State.  Payments  by  Balti- 
more City  which  amounted  to  $157  for  each  city  student  reduced 
the  contribution  from  the  State  for  city  students  to  $33.  The 
total  expenditure  for  instruction,  and  board  and  room  for  stu- 
dents boarding  in  the  dormitory  and  rooming  either  in  the  dor- 
mitory or  Towson  homes  was  $486.  The  average  amount  paid 
by  each  boarding  student  in  fees  was  *$177,  thus  making  the 
cost  to  the  State  $309.  Towson  therefore  spent  $204  for  each 
day  student,  of  which  amount  $190  was  reimbursed  by  State  or 
city,  while  for  each  boarding  student  the  total  cost  was  $486,  to- 
ward which  total  the  State  contributed  $309. 

At  Towson  the  entire  cost  of  the  campus  school  caring  for  297 
elementary  school  pupils  which  was  used  for  observation,  demon- 
stration, participation  and  practice  by  the  normal  school  students 
and  faculty  was  a  charge  against  the  State.  At  Frostburg,  Alle- 
gany County  contributes  toward  the  cost  of  the  elementary 
campus  school.  This  probably  explains  the  lower  costs  at  Frost- 
burg which  were  as  follows : 

*  For  students  rooming  and  boarding  in  the  dormitory  the  payment  was  $181  ;  for  those 
living  in  Towson  and  boarding  at  the  school,  the  payment  was  $73,  exclusive  of  $15  in 
fees   paid   by   all    students   for   registration,    hea'th   and  laboratory  fees. 


262  Annual  Report  of  State  Department  of  Education 

TABLE  130 

FINANCIAL  STATEMENT  OF  THE   STATE  NORMAL  SCHOOLS 

AT  TOWSON  AND  FROSTBURG 

Regular  Session  Summer  Session 

Instruction  Dormitor>-  Instruction      Dormitory 
EXPENDITURES   AND   RECEIPTS   AT  TOWSON. 
Administration — 

Business    _ _ $6,646.60  — 

Educational -...       22,810,53  $8,002.79           

InstriKjtion — 

Salaries  _.._ _.._ _...  tll7,656.12              _...  $6,875.00 

Other    than    salaries. „ t  10,366.39  367.00  

Operation 20,343.23  34,031.56            $3,123.12 

Food     - - - 66,823.01 3,925.01 

Maintenance    _..- 8.069.24  19,213.27           _.._ 

Transportation   _ 4,668.51  1,292.05  100.00                100.00 

Health   _ _...  3,183.37           „ 

Furniture  and  Household  Equipment _.^ 7,750.21           _..           


Total    Cost _ — .t$190,560.62         $140,296.26  $7,342.00  $7,148.13 

Receipts  from   students _ 13,405.00  80,793.64  895.00  6.853.00 

Receipts  from  Baltimore  City _...       64,340.43  


Co.-it    to    States _ _...tll2,815.19  $39,502.62  $6,447.00  $295.13 

EXPENDITUTIES   AND   RECEIPTS   AT   FROSTBURG. 

Adm  i  n  i  strat  ion — 

Business „ „ $1,500.00 

Educational 3,100.00 

Instruction   24,200.00 

Oi)eration    and   Maintenance 8,5.34.47 


Total    Cost _ _ $37,334.47 

Receipts  from  Feea..— 4,925.00 


$.i'240r99 
800.00 

$14,724.58 

$1,800.00 

$14,724.58 
9,653.78 

$4,040.99 
1,260.00 

$1,800.00 
1,330.00 

$5,070.80 

$2,780.99 

$470.00 

Cost   to    State. $32,409.47 

COST  PER  STUDENT  AT  TOWSON. 

Number  of  Students. *934  497                     179                     119 

Total  E.xpenditure  per  Student t$204.03  $282.29                 $41.02                 $60.07 

Average  payment  in  fees.. _ 14.35  162.56                    5.00                  57.59 


Cost  ix?r  Student  to  State _...      *t$189.68  $119.73  $36.02  $2.48 

COST   PER   STl.rDENT   AT  FROSTBURG. 

Number  of  Students. _ 197  70  126  30 

Total    Expenditxire   per   Student _...  $189.52  $210.35  $32.07  $60.00 

Average  payment  in  feea. 25.00  137.91  10.00  44.33 


Cost  per  Student  to  State. $164.52  $72.44  $22.0^"  $15.67 

TABLE  131 

SUMMARY  OF  COST  PER  STUDENT  AT  TOWSON  AND  FROSTBURG 

Regular  Session  Summer  Session 

Towson  Frost'g  Towson      Frost'g 

Total  Cost  per  Day  Student t$204.03  $189.52  .$41.02         $32.07 

Total  Cost  per  Boarding  Student         486.32  399.87         101.09           92.07 

Cost  to  State  per  Day  Student       t*$  189.68         $164.52         $36.02         $22.07 
Cost  to  State  per  Board'g  Student       309.41  236.96  38.50  37.74 

t  Includes  the  totai  cost  of  the  campus  elementary  school  for  29T  pupils  used  for  observa- 
tion, demonstration,  participation  and  practice  purposes  by  the  normal  school  students  and 
faculty. 

*  Baltimore  City  contributed  $156.55  toward  the  instruction  cost  of  each  of  the  411  day 
•tudenta  from  the  City,  thus  low-ering  the  State's  contribution  toward  these  students  to  $,33.13. 


GRADl'ATf^S    AND    ENROLLMENT    AT    BOWIE    NORMAL    SCHOOL.  263 

The  total  cost  of  instruction  of  each  student  at  Frt^stburg  was 
$190,  lower  by  $14  than  at  Towson.  The  cost  to  the  State  for 
instruction  at  Frostburg  was  $165,  which  was  $25  Jess  than  at 
Towson.  The  total  cost  per  lx)arding  student  at  Frostburg  was 
$400,  lower  by  S86  than  at  Towson.  The  cost  to  the  State  for 
each  boarding  student  at  Frostburg  was  ''$237,  which  was  $72 
lower  than  at  Towson.  Entire  support  by  the  State  of  the 
campus  elementary  school  at  Towson  explains  the  difference  in 
instruction  cost.  Evidently  service  and  food  in  the  dormitory 
and  the  maintenance  of  an  88-acre  campus  and  the  power  plant 
at  Towson  make  expenses  for  pui-poses  other  than  instruction 
greater  at  Towson  than  at  Frostburg.    (See  Tables  330  and  131.) 

t  BOWIE  NORMAL  SCHOOL 
GRADUATES  AND  THEIR  LOCATIONS 

There  were  forty-two  graduates  from  Bowie  Norr^ial  School, 
which  closed  its  fifteenth  year  in  August,  1926.  Twelve  of  the 
graduates  completed  the  two-year  normal  course  ar^d  thirty  fin- 
ished the  four-year  high  school  course.  The  number  graduated 
fro-m  the  two-year  professional  course  is  larger  by  two  than  in 
1925,  while  there  are  4  fewer  from  the  high  school  course.  (See 
Table  132.) 

Everyone  of  the  twelve  normal  school  graduates  has  signed  a 
contract  to  teach  in  the  counties  of  Maryland.  All  of  the  high 
school  graduates  except  two  ai'e  expected  to  return  and  take  the 
two-year  professional  course  to  prepare  for  teaching  in  Mary- 
land. One  of  the  high  school  graduates  took  a  12  weeks"  summer 
course,  to  qualify  for  a  second-grade  teachers'  certificate,  while 
the  other  applied  to  enter  Howard  University. 

ENROLLMENT 

As  all  of  the  counties  establish  first  group  high  schools  for 
colored  youth,  Bowie  Noiinal  can  gradually  eliminate  high  school 
classes  and  concentrate  on  normal  school  courses.  All  first-year 
high  school  applicants  were  refused  this  year,  and  the  reduction 
in  other  classes  brought  a  decrease  of  42  in  the  high  school  en- 
rollment under  1925. 

It  is  encouraging  to  note  the  constant  increase  in  the  enroll- 
ment of  the  Normal  Department.  There  were  ten  more  enrolled 
in  that  Department  in  1926  than  in  1925,  making  the  enrollment 
36  in  1926.     (See  Table  132.) 

'  Fees  at    tYostburs,'  inclu<Ied    SI  40   tor  room  and  board   and  S25   for   registration,    healthy 
laboratory,   etc. 

t  Eixoerpts   from    report   of   Ijeonidas  S.   JacneE.   principaL 


264  Annual  Report  of  State  Department  of  Education 

TABLE  132 
ENROLLMENT   AT    BOWIE    NORMAL   SCHOOL 

High  School  Enrollment      Increase  of  1926 

Year  1923  1924  1925  1926   over  1925 

First  30  32    15     0     —15 

Second  ....._ 35  37    42  21     —21 

Third 16  31    30  34        4 

Fourth  22  27         41  31             —10 

Total  High 103       127       128         86  —42 

Normal 

School  Glass 

Junior 11         16         24  8 

Senior    _ _ 10         12  2 

Total  Normal 11         26         36  10 

Summer  School 46         67       103         80  —23 

Graduates 

High 21         27         34         30  —  4 

Normal    10         12  2 

The  decrease  in  the  summer  school  is  attributed  largely  to  the 
fact  that  the  teachers  who  were  expected  to  go  to  summer  school 
needed  a  twelve  weeks'  course  rather  than  six  weeks.  Since 
Bowie  Normal  Summer  School  was  open  for  six  weeks  only,  the 
teachers  that  were  compelled  to  take  twelve  weeks  found  it  too 
expensive  to  come  to  Bowie  for  six  weeks  and  go  elsewhere  for 
the  other  six  weeks  after  Bowie  Normal  Summer  School  closed. 
To  give  opportunity  to  the  teachers  lowest  down  in  the  scale  of 
preparedness,  Bowie  Normal  Summer  School  admitted  only 
teachers  below  first-grade  standing.     (See  Table  132.) 

FACULTY  CHANGES 

To  secure  the  highest  efficiency,  some  additions  and  elimina- 
tions in  the  faculty  were  necessary  at  the  beginning  of  the  school 
year.  There  were  three  changes.  One  additional  teacher  was 
employed  to  work  in  the  normal  department  as  critic  and  super- 
visor of  practice  teaching. 

TRAINING  CENTERS  AND  PRACTICE  TEACHING  BY  STDUENTS 

This  year  marked  the  beginning  of  a  planned  program  for 
practice  teaching.  Prince  George's  County  permitted  the  use 
of  the  two-teacher  school  at  Bowie  and  of  the  one-teacher  rural 
schools  at  Duckettsville  and  Fletcherstown.  It  was,  therefore, 
possible  to  carry  out  a  one-year  graded  practice  schedule  with 
the  senior  normal  class  and  to  begin  a  two-year  graded  practice 
schedule  with  the  junior  normal  class. 


Practice  Teaching  at  Bowie  Normal  School.  265 

All  students  are  required  to  follow  the  same  practice  teaching 
schedule.  The  one-year  practice  schedule  for  the  preparation 
of  rural  teachers  included:  (1)  observation,  three  weeks;  (2) 
group  teaching,  nine  weeks;  (3)  room  teaching,  twelve  weeks; 
(4)  rural  school  practice,  two  weeks,  three  hours  a  day;  (5) 
beginners'  class,  eight  weeks,  two  hours  a  day.  The  two-year 
program  is  based  on  the  same  classification  of  practice  teaching 
as  the  one-year  schedule.  The  two-year  program  allows  more 
time  for  each  class  of  practice  teaching  and  the  theory  that  goes 
along  with  it.  For  instance,  the  junior  class  had  observation 
and  participation  two  hours  a  week  for  twenty-four  weeks  and 
group  teaching  twelve  weeks.  This  means  they  will  have  time 
in  their  senior  year  for  twelve  weeks  of  room  practice  and  begin- 
ners' class  and  three  weeks  of  six-hour  school  days  for  rural 
school  teaching  per  student. 

These  schedules  arrange  practice  teaching  so  that  students 
may  advance  gradually  from  the  easy  to  the  more  difficult  stages. 
The  annual  salary  of  each  teacher  in  the  training  centers  was 
supplemented  by  $50  from  the  budget  of  Bowie  Normal  School 
for  the  extra  work  entailed  by  these  practice  schedules. 

THE  CAMPAIGN  FOR  INCREASED  ENROLLMENT 

To  interest  the  high  school  students  in  the  several  counties  in 
the  course  offered  in  the  normal  department  of  Bowie,  a  group  of 
eight  Bowie  students  and  the  principal  visited  ten  high  schools 
on  the  Eastern  Shore  and  four  on  the  Western  Shore.  In  each 
high  school  a  program  of  three  addresses  and  three  songs  was 
presented  before  the  student  body  and  faculty.  In  the  towns 
where  the  touring  party  remained  for  the  night,  an  evening 
program  was  given.  Already  the  tour  has  resulted  in  an  in- 
crease in  applicants  from  most  of  the  schools  that  were  visited. 
From  one  of  the  first  group  high  schools,  ten  applications  have 
been  received  for  admission  to  the  junior  normal  class.  Hitherto, 
one  applicant  has  been  the  maximum  to  apply  from  that  same 
school  annually. 

THE  1926  SUMMER  SCHOOL 

The  1926  summer  session  showed  a  marked  improvement  over 
all  previous  sessions  in  the  strength  of  the  teaching  staff  and 
the  attitude  of  the  students. 


266  Annual  Report  op  State  Department  of  Education 

Seventeen  different  courses  were  provided,  including  six  in 
high  school  academic  subjects  and  eleven  in  professional  subjects. 
One  of  the  latter  was  a  course  in  supervised  study  and  seat  work. 
The  entire  student  body  was  required  to  take  the  courses  offered 
in  games  and  music. 

A  one-room  school  of  five  grades  for  observation  and  demon- 
stration was  open  on  the  campus  for  the  entire  session.  The 
American  Junior  Red  Cross  work  was  demonstrated  and  ex- 
plained for  three  days  by  Miss  Nellie  W,  Birdsong,  Teacher  of 
Psychology,  Towson  State  Normal  School.  The  new  types  of 
examinations  were  applied  to  all  possible  subjects  by  the  instruc- 
tors and  the  scoring  was  done  by  the  students. 

THE  BUILDING  PROGRAM 

The  new  story  added  to  the  girls'  dormitory,  including  the  fire- 
escape  and  fire-proof  boiler  rooms,  improved  outside  entrance 
decoration,  and  dormer  windows  in  the  new  roof  cost  $10,000. 
The  additional  space  gave  room  for  twenty  girls,  which  cut  down 
the  congestion  in  the  other  rooms  of  the  dormitory. 

The  new  building  completed  recently  at  a  cost  of  $85,000  will 
supply  ample  space  for  administration  and  instruction  for  five 
or  ten  years  to  come,  but  the  living  accommodations  need  a  grad- 
ual increase  to  take  care  of  a  larger  school  population  that  each 
year  will  bring.  A  modern  disposal  plant  for  sewage  is  also 
needed. 

TABLE  l.J:; 

EXPENDITURES  AND  RECEIPTS  AT  BOWIE  NORMAL  SCHOOL 

FOR  THE  YEAR  ENDING  AUGUST  31,  1926 

Purpos:e  Regular  Year         Summer  School 

EXPENDITURES 

Business    Administration $1,600.0.3  $200.00 

Educational  Administration .'],800.00  225.-30 

Instruction    (salaries) 13,044.24  1,080.00 

Textbooks  and  supplies 2,297.94  266.76 

Operation  School  Plant 4,007.51                        

Maintenance: 

Repairs  and   replacement 1,445.54           •             

Operation : 

Laundry,      Food,     Uniforms      for 

Students     10,953.05  815.94 

Total    Expenditures $37,148.31  $2,588.00 

RECEIPTS 

From   Fees $9,816.05*  $1,388.00** 

From   State 27,332.26  1,200.00 

Note — *  Students   who   live   on   the   campus   pay    .$li>8    for   Ixjard    and    lodging    and    $9   for 
•laundry.     Each   siirl    student   pays  SIO   for   a   uniform. 

**  The  fee  for  summer  school  students  livins'  on  tke  campus  is  $2.5  for  board  and  lodgring. 


FINANaAL  STATEMENT 

For  Fiscal  Year  Ended  September  30,  1926 


Account 


State 
Appro- 
priation 


Fees  and 

Other 
Receipts 


Total 
Receipts 


Disburse- 
ments 


Balance 


Maryland  State 
Normal  School, 
Towson 

Maryland  State 
Normal  School, 
Frostburg 

Maryland  State 
Normal  School, 
Salisbury 

Maryland  Normal 
and  Industrial 
School,  Bowie 

State  Department 
of  Education 

Bureau  of  Educa- 
tional Measure- 
ments      

Bureau  of  Publica- 
tions and  Print- 
ing 

Examination  and 
Certification  of 
Teachers 

Vocational  Edu- 
cation   

Physical  and 
Health  Educa- 
tion   

State  Board  of 
Education 

Extension  Courses 
for  Teachers 

Supervision  of  Col- 
ored Schools      .  , 

Consultant  Archi- 
tect   

Pensions  for  Re- 
tired Teachers     . 

Totals 


$179,000,00 

37,500.00 

35,000.00 

26,100.00 
65,650.00 

12,000.00 

6,000  00 

500  00 
15,000.00 

12,500  00 
1,000.00 
4,000.00 


$171,927  02 

20,304.38 

29,868.56 

13,758.21 
2,056.40 


1,500  00 
80,000.00 


$475,750.00 


3,545  56 


$350,927  02 
57,804.38 
64,868.56 


$350,927.02 
57,804.38 
64,868.56 


39,858.21      39,858.21 
67,706  40      67,706  40 


12,000.00 
6,000  00 


12,000.00 
6,000.00 


500. OOj  500.00 

18,545  56i      18,545.56 


5,146.81 


1,500.97 


$248,107.91 


12,500  00 
1,000  00 
4,000.00 
5,146.81 
1,500  00 

81,500.97 


$723,857.91 


1 2 , 500  00 
1,000.00 
4,000.00 
5,011.15 
1,500.00 

81,163.83 


$723,385.11 


♦135.66 


337.14 


$472.80 


♦Since  the  money  for  this  fund  comes  from  the  General  Education  Board,  beginning  with  Octobe 
1 ,  1926,  this  account  will  be  carried  separately. 

267 


17,706.40 


268             Annual  Report  of  State  Department  of  Education 

STATE  DEPARTMENT  OF  EDUCATION 

Receipts 

State  Appropriation $65 ,  650 .  00 

Sale  of  Bulletins,  etc 263.50 

Interest  on  Deposits 1 ,792 .  90 

5 

Disbursements 

Salaries $45,977.95 

Motor  Vehicle  Repairs 567 .  43 

Traveling  Expenses. 3,328.36 

Transportation 6.38 

Communication 2,250 .  65 

Other  Expenses 46 .  50 

Office  Supplies  and  Stationery 1 ,  055 .  12 

Printing 1 ,  543 .  70 

Educational,  Vocational,  and  Recreational  Supplies.  .  250.65 

Motor  Vehicle  Supplies •  2 ,  675 .  61 

Other  Supplies 62 .  65 

Office  Equipment 348 .  72 

Motor  Vehicles 553 .  11 

Rent 4,899.96 

Insurance 398 .  44 

Contributions 1 ,  118 .  00 

Transferred  by  Budget  Amendment 2 ,  623 .  17       67 ,  706 .  40 


Balance,  September  30,  1926 •.  .  . 

BUREAU  OF  EDUCATIONAL  MEASUREMENTS 

Receipts 

State  Appropriation $12,000.00 

Disbursements 

Salaries $10,708.31 

Traveling  Expenses 473 .  18 

Supplies  and  Stationery 308.31 

Transferred  by  Budget  Amendment 510 .  20       12 ,000 .  00 


Balance,  September  30,  1926 

VOCATIONAL  EDUCATION 
Receipts 

State  Appropriation $15,000.00 

Reimbursement  from  Federal  Funds 3 ,  545  56 

Disbursements 

Salary  of  Director $5,000.00 

Traveling  Expenses  of  Director 1 ,  283 .  74 

Salary  of  Industrial  Supervisor 1,200.00 

Traveling  Expenses  of  Supervisors 551 .63 

County  Subsidies 9,121.14 

Miscellaneous 1,389.05       18,545.56 


$18,545.56 


Balance,  September  30,  1926. 


Financial  Statements.  269 

TOWSON  NORMAL  SCHOOL 

Receipts 

State  Appropriation $179,000.00 

Students'  Fees  (City  and  County) 101 ,966 . 64 

Reimbursement  from  Baltimore  City 69,920.43 

Refunds,  etc 39 .  95 


$350,927  02 


Disbursements 


Salaries  and  Wages $209,612.69 

Special  Payments .......' 784 .  04 

General  Repairs •. 11,823.57 

Motor  Vehicle  Repairs 903 . 99 

Light,  Heat,  Power,  and  Water 7,762.04 

Traveling  Expenses 1 ,  144  .  96 

Transportation 554  .  29 

Communication 2 ,  567 .  09 

Other  Expenses .' 486.84 

Food  Supplies 51,165.83 

Forage,  Veterinary,  and  Stable  Supplies 687 .  57 

Fuel  Supplies 10,461.42 

Office  Supplies  and  Stationery 1 ,036  37 

Printing 998 .  97 

Medical  and  Surgical  Supplies 90 .  57 

Laboratory  Supplies 54 .  87 

Household,  Laundry,  and  Cleaning  Supplies 5,605.87 

Educational,  Vocational,  and  Recreational  Supplies.  .  4,341.48 

Agricultural  and  Botanical  Supplies 364 .  07 

Motor  Vehicle  Supplies 2;258 . 35 

Other  Supplies 787 .  38 

Material  for  Repair  of  Buildings  and  Equipment 3,007  05 

Office  Equipment 669 .  81 

Household  Equipment 7 ,  735 .  81 

Medical  and  Surgical  Equipment 192.80 

Motor  Vehicles 1,419.50 

Educational,  Vocational,  and  Recreational  Equipment  866.07 

Agricultural  and  Botanical  Equipment 163  24 

Other  Equipment 5 ,  103  .  97 

Structures 10,464.51 

Insuranee 495  35 

Refunds 6 ,  100 .  00 

Interest 1,216.64 

Transferred  by  Budget  Amendment .01     350,927.02 


Balance,  September  30,  1926. 


PHYSICAL  AND  HEALTH  EDUCATION 

Receipts 

State  Appropriation $12 ,  500 .  00 

Disbursements 

Playground  Athletic  League 12,500.00 

Balance,  September  30,  1926 


270  Annual  Report  of  State  Department  of  Education 

FROSTBURG  NORMAL  SCHOOL 

Receipts 

State  Appropriation $37 ,  500 .  00 

Students'  Fees 17,193.59 

Transferred  by  Budget  Amendment 3 ,  110. 79 

Disbursements 


$57,804.38 


Salaries  and  Wages $38,928.94 

Special  Payments 542 .48 

General  Repairs 155 .  21 

Motor  Vehicle  Repairs 135.41 

Light,  Heat,  Power,  and  Water 973 .  58 

Traveling  Expenses 315.40 

Transportation 189 .07 

Communication 381  68 

Other  Expenses 445 .  92 

Food  Supplies 8,304.59 

Fuel  Supplies. 1 ,421 .00 

Office  Supplies  and  Stationery 129.38 

Printing 354.22 

Medical  and  Surgical  Supplies 47.95 

Laboratory  Supplies 1 .  70 

Household,  Laundry,  and  Cleaning  Supplies 955 .  95 

Educational,  Vocational,  and  Recreational  Supplies.  .  1,798.36 

Motor  Vehicle  Supplies 163 .  69 

Other  Supplies 120 .  37 

Material  for  Repair  of  Buildings  and  Equipment 92.76 

Office  Equipment 109.99 

Household  Equipment 532 .  58 

Laboratory  Equipment 20 .  00 

Motor  Vehicles 600 .  00 

Educational,  Vocational,  and  Recreational  Equipment  67.34 

Rent 457 . 00 

Insurance 108 .  22 

Refunds ; 451.59       57,804.38 

Balance,  September  30,  1926 


PUBLICATIONS  AND  PRINTING 

Receipts 

State  Appropriation $6,000.00 

Transferred  by  Budget  Amendment 804 .  82 


;,804.82 


Disbursements 

Sundry  Printing 6,804.82 

Balance,  September  30,  1926 


Financial  Statements.  271 

STATR  BOARD  OF  EDL'CATION 
Receipts 

State  Appropriation    $1,000.00 

Disbursements 

Hotel  and  TraveiiiiT  Expenses 884.21 

Transferred  by  Budget  Amendment  115.79         1,000  00 


Balance,  Se"t?:v.ber  30,  1926 


EXTENSION  teaching- 
Receipts 

State  Appropriation,- $4 ,000  00 

Disbursements 

Miscellaneous     $3,680.95 

Transferred  by  Budget  Amendment  319.05        4,000.00 

Balance,  September  30,  1926  . 


EXAMINATION  AND  CERTIFICATION 

Receipts 

State  Appropriation $500 .  00 

Disbursements 

Clerical  Assistance $157  00 

Supplies 259 .  00 

Transferred  by  Budget  Amendment 84 .  00  500 .  00 


Balance,  Sept?-r.ber  30,  1926 


CONSULTANT  ARCHITECT 

Receipts 

State  Appropriation $1 ,  500 .  00 

DiSBURSElMENTS 

Wilson  L.  Smitii  1 ,  500 .  00 

Balance,  September  30,  1926 


272  Annual  Report  of  State  Department  of  Education 

SALISBURY  NORMAL  SCHOOL 
Receipts 

State  Appropriation $35,000.00 

Students'  Fees 16,808.64 

Transfer  of  Funds  by  Budget  Amendment 13 ,  059 .  92     $64 ,  868 .  56 


Disbursements 

Salaries  and  Wages $41 ,496 .  67 

Special  Payments 1 ,  144 .  39 

Motor  Vehicle  Repairs 216 .  75 

Light,  Heat,  Power,  and  Water 1,816.91 

Transportation 202 .  49 

Communication 331 .  90 

Food  Supplies 5,982.97 

Forage,  Veterinary,  and  Stable  Supplies 45.30 

Fuel  Supplies 2,361.61 

Office  Supplies  and  Stationery 411 .  82 

Printing 99.70 

Medical  and  Surgical  Supplies $       41 .  56 

Laboratory  Supplies 18 .  29 

Household,  Laundry,  and  Cleaning  Supplies 1 ,072.06 

Educational,  Vocational,  and  Recreational  Supplies.  .  4,478.06 

Agricultural  and  Botanical  Supplies 206 .  80 

Motor  Vehicle  Supplies 806 .  86 

Other  Supplies 262 .  07 

Highway  Materials 101 .  75 

Material  for  Repair  of  Buildings  and  Equipment 332.44 

Office  Equipment 280 .  20 

Household  Equipment 1,273.35 

Medical  and  Surgical  Equipment 10.81 

Live  Stock 75 .  00 

Motor  Vehicles 558. 12 

Educational,  Vocational,  and  Recreational  Equipment  908.36 

Agricultural  and  Botanical  Equipment 180.60 

Other  Equipment 6 .  42 

Insurance 145.30       64,868.56 


Balance,  September  30,  1926. 


PENSIONS  FOR  RETIRED  TEACHERS 

Receipts 

State  Appropriation $80,000.00 

Balance  from  Appropriation  of  1924-1925 1,386.83 

Interest  as  of  December  31,  1925 114 .  14     $81 ,  500 .  97 


Disbursements 
Sundry  Teachers'  Pensions 81 ,  163 .  83 


Balance,  September  30,  1926 $337 .  14 


Financial  Statements. 


273 


BOWIE  NORMAL  SCHOOL 

Receipts 

State  Appropriation $26 ,  100  00 

Students'  Fees 11,204  05 

Transfer  of  Funds  by  Budget  Amendment 2 ,  554  . 1 6     $39 ,  858 .  21 

Disbursements 

Salaries  and  Wages $13,737.84 

Special  Payments 41 1 .  07 

General  Repairs 1,375,26 

Motor  Vehicle  Repairs .90 

Light,  Heat,  Power,  and  Water 948 .  39 

Traveling  Expenses 338 .  26 

Transportation 230. 26 

Communication 262 .  85 

Food  Supplies 9,380.17 

Fuel  Supplies 2 ,  542 .  63 

Forage,  Veterinary,  and  Stable  Supplies 326.90 

Office  Supplies  and  Stationery 353 .  66 

Printing 356 .  86 

Medical  and  Surgical  Supplies 112 .  55 

Laboratory  Supplies 173  .  08 

Household,  Laundry,  and  Cleaning  Supplies 864  .  17 

Educational,  Vocational,  and  Recreational  Supplies.  .  1,370.86 

Agricultural  and  Botanical  Supplies 536 .  89 

Motor  Vehicle  Supplies 1,214.42 

Other  Supplies : 1,149.29 

Material  for  Repair  of  Buildings  and  Equipment 262.63 

Office  Equipment 126 .  00 

Household  Equipment 1 , 028 .  15 

Live  Stock 209  35 

Motor  Vehicles 510 .  00 

Educational,  Vocational,  and  Recreational  Equipment  433 .  55 

Agricultural  and  Botanical  Equipment 698 .  25 

Other  Equipment 283  .  97 

Structures 200 .  00 

Rent 420.00       39,858.2i 

Balance,  September  30,  1926 


SUPERVISION  OF  COLORED  SCHOOLS 

Receipts 

Appropriation   from   General   Education   Board  for 

Salary $4,125.00 

Travel 1,021.81       $5,146.81 

Disbursements 

Salary  for  Supervisor $3 ,  750 .  00 

Traveling  Expenses  of  Supervisor 1 ,261 .  15 

To  be  Transferred  to  a  Separate  Account 135 .  66         5 ,  146 .  81 

Balance,  September  30,  1926 


274  Annlal  Report  of  Statk  Department  of  Education 


STATEMENT     OF    NORMAL    SCHOOL    CONSTRUCTION     ACCOUNTS 

AFTER   BUDGET  AMENDMENTS   APPROVED   BY  GOVERNOR 

RITCHIE   AS  OF  SEPTEMBER  30,   1926 

Receipts 

Towson  Salisbury           Bowie 

Balance  Oct.  1,  1925 §41,994  81  $65,761.26     $36,360  32 

Bond  Issue t35 ,000 .00      

Transfer  of  Funds *14.481.39      7,457.75 

Interest       417.23  1,341.48             370.60 


Total.  Reoeipts $91,893.43  $67,102.74  $44,188.67 

Disbursements 

Constructbii $31,789.86  $31,75199  $26,707.33 

Heating,  Plumbing,  and  Electrical                 13,014  27  9,21185  9,009.91 

Elevators 2 ,  115 .  00  

Fixtures  and  Equipment 5,958  93  14,785  69  2,411.22 

Architect 2,787.42  7,067.46  2,221.68 

Motor  Vehicles 1 ,  059  36     

MisceUaneoas     t20 ,  173 .  32  66 .  45     


Total  Disbursements $75 .  838 .  80     $63 ,  942 .  80     $40 ,  350 .  14 

Balances 
Sept.  30,  1926 $16,054.63       $3,159  94     $3,838.53 

*Fro3i  carreat  e.tpsnse  account,  Towsoa  Normal  School. 

tRapa/aiattt  of   loan   to   cover   pirt  of  1923-24  deficit  for  wliich    bonis   shown   above   totaling 
$35,000  were  imizad  in  1926. 


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—  cxtciff  — xrct^ccoascxMtO'^' 


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05-*M       M-q'M- NCDCOCO  —  —  CO'O  —  —  N  —  O5C0W 


cow?  —  —  COOOt-OOlM- 000»-<CO^-rP05rJ«  —  OCOiOO 
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OJifSCO  —  (Mt-^COfH- -fCO  —  —  C^^^OCOOJ 


COIOLO       CO  ^^       oot-       w 

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OCTIO 
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— "X  t-co --iMaJ— I  "-DtOMt      "         "    ' 


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n—      -<MT  — • 


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INDEX 


Absence.  35,  279,  306-311 

Causes  of,   44 
Academic  course,  high  scliools,  93,   312-317 
Administration.   11-12,   117,  295 
Agriculture,    vocational,     88.    93,     199,     292, 

312-17 
Aid.    State   and   Federal : 
Colored    schools.    221,    292 
E:\tension  courses,    152 

Equalization    fund,    187,    292 

Federal,   199,  292 

High   schools,   292,   306-11 

Rosen wald  fund,  221 

State,   185,    292 

Vocational   education,   199,   292 
Aiir.s,   11-22 
Appropriations : 

County,   229 

State,   292 
Approved  high  schools,   27,   306-317 
Assessment.s,   231 
Athletics,   108,   2S3-286 
Attendance : 

By   types  of   schools,    24,    36,   278 

Causes  for  failure.  70 

Index,   53 

Monthly.  40 

Officers,   36,   132,   295 

Report  from  Worcester  County,  35 

Summer  schools,   149 
Auxiliary    agencies,    expenditures,    199,    294. 

297 
Average   number  belonging,   23,    279 

By   grades,    56 

By   months,   40 

Per  teacher,   165 

B 

Badge  tests,    108.    28.3-284 
Beginning   teachers,    problems  of.    159 
Belonging,    average    number,    23,    279 
Bonds  outstanding,   220 
Boys  to  girls 

In  each  grade,   56,   306-311 

Ratio   in    high    school.    33,    240 
Budgets,    coimty,    229 
Buildings: 

Coist,  219,  223,  298 

Number   and  capacity,    275-276 
Bulletins,  131 


Capacity    of    schools,    275 

Colored,    221 
Capital  outlay,    185,   219,   298 
Causes  of : 

Absence,   44 

Late  entrance,   47 


C — (Continued) 

Causes  of : 

Non-promotion,   75 
Withdrawal,   51,   90 
Certificates,  provisional,  135 
Certification  of  teachers,   22.   133,   288-291 
Classes: 

Evening,   115,   297 
Size,   165 
Vocational,  94 
Colleges: 

Attended   for   summer   courses,    151 
Entered  by  high  school  graduates,   87 
Colored   schools : 

Approved  high  schools,-  29,  304,  306-17 
Aid,   221.    292 

Attendance,    24,   36.   38,   40.    41,   43-52 
Badge  tests.   109,   285 
Cost   per   pupil,    196 
Expenditures,    304-305 
High  schools.   29,  304,  306-317 
Index   number,   240 
Normal   school,   263 
Objectives   of    state    supervisor,    19-20 
Teachers'   certification,    144,   291 
Commercial    courses,    93,    101,    312-317 
Conferences,  programs  of,   121,   132 
Consolidation,    216,    276 
Contests  in   athletics,   108,   283-286 
Costs  (See  also  Expenditures): 
Buildings,    219,    223,    298 
Colored  schools,    196.   304-305 
Elementary  schools,  white,  202,  3»0-303 
Evening  schools,   115.  297 
High  schools,  195,  299 
Normal    schools,    262,    269-270,    272-273 
Summer   schools,    297 
Transportation,   212,    297 
Vocational   education,   199.    292 
Cost   per   pupil,    191 

Auxiliary   agencies,    199,    207-9.    212-15 
Colored  schools,    196 

Elementary  schools,  white,   194.  301-303 
Libraries.   208 
General   control,   193 
High   schools,    195 
Operation   and   maintenance.    207 
Salaries,  205, 
Supervision,    205 
Transixjrted,    214 
County : 

Budgets,   229 
Tax  rates.   230 
Courses  in  high  schools,  88,   312-317 
Course  of  study  making,   126 
Problems    in.    127 
In    high   school   subjects,    129 
In   normal   school,   255 
Curriculum  making.   126,  255 


ns 


Index 


319 


D 

Days  in   session,   54,  278 

Debt   service,    298 

Disburstments,   IS!\,  294 

Distribution   of   expenditures,    189,   294 

Colored    schools,    304-305 

White   elementary    schools,    300-303 

White    hinh    schools,    299 
Division  of   school  dollar,   189 

E 

Elementary    schools: 

Attendance,    24,    278-279 

Cost  per   pupil,    193 

Course,    length   of,    128 

Enrollment,   23,   277 

Expenditui-es,    300-303 

Graduates,   59 

Libraries,   208 

Music,    102 

Promotions,    64,    280-282 

Supei-vision,    12-3,    117 

Teachers'   certification,    139,    288-291 

Tests,    77,    128 
English,  enrollment  taking,   88,  312-317 
Enrollment,  23,   277 

Grades  or  years,   56,   306-311 

High    scbool    oour.ses,    88,    312-317 

Noi-ma!    schools,   246,   263 
Entrants: 

High   schools,  82 

Late,  47 

Normal   school,   83,   246,   306-11 
E<iualization   fund,    187,    292 
Evening  courses  in   agriculture,  94 
Evening  schools.   Baltimore  City,  115,  297 
Expenditures,   185,   294 

Auxiliary  agencies,   297 

Capital    outlay,    219,    298 

Coloi"ed  schools,  304-305 

Debt   ser\'ice,   298 

Distribution   of,    189,    294 

Elementary    schools,    300-3 

P"ixed  charges.  297 

General   control,   295 

High   schools,  299 

Instruction   and  operation,   296 

Maintenance,    297 

Normal    schools.    261,    269-270,    272-273 

Transixjrtation,   199.  212,  297 

Vocational   work.    199,   292 
Experience  of  teachers,   153 

Problems  of  beginning  teachers,  159 
Extension   courses.    152 


Failures.   64 

By   grades,   64,    280-282 
Causes,   75 


F_(Continued) 

Failures: 

In   high   school   subjects,    90 

Plans   for   reducing,   70 
Finances,   185 
Financial   statements,   267 
F'ixed   charges,   297 
French,   enrollment  taking,   88,   312-317 

G 

General   c<^)ntrol,   costs,    193,    295 
Grade,  number  enrolled,   56,  306-311 

Promotion    in   each,    64,   280-282 
Gradioates : 

Elementary   schools,   59 

Entering  normal  schools,   83.  246,  306-311 

High    school,    80,    306-311 

Normal  school,  242 
Growth   in  attendance,   25 

H 

Health   education'    113,    256 
High    schools,    306-317 

Attendance  in,    27,   278-279,   306-311 

Cost   per  pupil,    195,   306-311  .; 

Courses,   88,   312-317 

Distribution,   30,   306-317 

Enrollment,  26,  88,  277,  279,  306-311 

Entrants.   82,   306-311 

Expenditures,    299 

Graduates.   80,   306-311 

Music,   enrollment  taking,    102,    312-317 

Num.ber    29,    276,    306-311 

Number    belonging,    172,    279,    306-311 

Promotions,    90 

Ratio  of  boys  to  girls,  33,  240,  306-311 

Requirements  for  each  group,  29,  306-311 

Special   subjects,    88,   312-317 

State  aid,   292.   306-311 

Statistics,   individual   schools,   306-317 

Supervision,    13-4,    129 

Teachers'   certification,   135 

Transportation,    199 
Home  economics,   88,   100,   312-317 
Hundred  day   pupils,   66 

I 

Index   number,    237 
Industries  and   trade.    100,    200 
Inexperienced   teachers,   problems  of.    159 
Instruction,   costs  of,   296,   299-305 


Judd,   Charles  H.  .    • 

Course   of    study    revision,    126  ■  ' 

Length   of   elementary   school    course,    128 


Kindergarten.    126 


320 


Index 


Liantruai;es  in   high  school,  88,   812-317 
Late  entrants,   47 

Latin,   enrollment  taking,    88,   31^-317 
Length  of  session,  54,  278.  306,  311 

Eaementary  school  course,  128 
Libraries,  20S,  255 

M 

Maintenance,   expeniiiturea,   297,   29ft-306 
Manual    training,    88,    312-317 
Mathematics,   88.   312-817 
Meetings.   121 
Membership.    277.   279 

By  grades.   56.   306-811 

By   months,   40 
Men  teaching,   164,   287 
Monthly   attendance.    40 
Music,    18,    102 

High  school.  93,   102,  312-317 

N 

Night    schools.    94,    115,    297 
Non-promotions,  280-282 

Causes.   7f) 

Elementao'    schools,    61.    280-282 

High  schools,  90 

Plans  for  reducing,  70 
Normal   schools.   242 

Building  program,    260,    274 

Colored.    263 

Costs,   261.   267 

Enrollment,    246.    26K 

Entrants.  83,  246,   306-311 

Extra   curricular   activities.    267-9 

Faculty,   261 

Graduates.    242 

Library,   256 

Practice  teaching.   252-5 

Summer    session,    161,    258 
Number    belonging,    23,    279.    306-311 

By   grades,   56,   306-311 
Number   of: 

High    schools,    28.    276.    306-;iU 

Schools,    276 

Sujiervisors,  1 17,  287 

Teaehern.   287 

o 

Objectives,    1 1 

Occupations  of  high  school  graduates,  86 

One-teaxiher  schools.  216,  276,   281,  289,  301 

Operation    expenditures,    296 

OiHsheatras.    104 

Organization.s,    parent-teacher.    233 


I'arent-teacher    associations,    233 

Parochial  schools.  23 

I'atrons'   organizations,   233 

Pensions,    126,    267,   272 

Persistence  to  graduation,   82.   306-.31I. 

Physical  detects  of  high  school  boys.    113 

Physical    ed^u5ation.     17,    93,     106.    28.V286, 

312-317 
Preparation   of  teachei-s.   133,  288-291 
I'rograms  of  conferences.   121 
Projects   in  vocational   agriculture,  97 
Promotions: 

Elementary   schools,    64,    280-282 

High   schools,   9{> 
Pl-operty  valuation,   223,   230 

Valuation    of   schools,    223 
Provisional   certificates,   136,  288-291 
Publications.    131.    270 
Pupils: 

Classification,   73 

Per  teacher,  165 

Transported,  212 

Q 

Qualifications   for : 

Superintendents  and  supei-visors,    117 
Teachers.    133 

R 

Ratio   of   boys   to   girls   in   high   school,    33, 

240,   306-311 
Ratio  of  high  school  to  total  attendance,  32 
Receipts,   293 

Prom  State,   292 
Records  and  reports.   126 
Required  length   of  session,   54 
Re<iuirement8  in   certification,  changes,    133 

For  approved  high  schools.  29 

For   standard   schools.    226 
Retardation   by    giades,    64,    280-282 

By   subject    in    high    schools.    90 
Rosenwald    fund,    221 
Rural  schools,  number.  216,  276 


Sjilarjes   of    teachers.    173,    296.    299-806 
Science,    enrollment    taking,    88,    SlWtlV 
School  bonds  outstanding,  220,  298 
School   year,   length.   54,   278 
Schools: 

Closed,  276 

I">vening,    115,   297 

Number,    276 

Number  of  high  schools,   28.  276.   ;J06-311 


Index 


321 


S— (Continued) 

Schools : 

Parochial,  23 

Proi>erty    valuation   of,   223 

Standard,    225 

Summer,    115,    149.    258 

Transportation  provided  to,   212 
Session,   lensrth  of,   54,    128,   278 
Sex  of  teachers,  164,   287 
Sickness,    cause    of    absence,    44 
Size  of   classes,    165,    299-305 
Social    studies,    enrollment   taking,    88,    312- 

317 
Source    of   enrollment,    normal    schools,    83, 

246,    306-311 
Special  subjects  in  hiprh  schools,  88,  312-317 
Standard   schools,   2?5 
State  aid,   185,  292 
State  school   budget,   185,  292 
Statistics,   20-1,   275-317 
Status  of  high   schools,   28,   306-311 
Stenography,  typewriting,  and  bookkeeping, 

93,    312-317 
Subjects  studied  in  high  schools,  88,  312-317 
Substitute  service,   163 
Summai-y,  6 
Summer   school : 

Attendance,  149,   258 

Pupils.    Baltimore   City,   115,    297 

Teachers,    149 
Summer  sessions : 

Colleges,   151 

Normal   schools,   258 
Superintendents,    4,    117,  295 
Supervising  teachers,  4,   12-3,  117,   287,   296 
Supervision,  high  schools,   129 
Supervisors,   117,  287,   296 

Conferences  of   122 

Reports    from,    124 

Requirements   for,    118-119 

Salaries,    117,   296 

Standards    for,    126 

State  high   schools,    129 


Tables  of  statistics,  275-317 

Tax  budgets,   229 

Tax  rates,  230 

Teacher-pupil   ratio,   165,  299-311 

Teacher  turnover,   156 


T— (Continued) 

Teachers : 

Attending   summer   school,    149,    258 

Certification,    133,   288-291 

Certification  in  colored  schools,   144,  291 

Certification    in    elementary   schools,    139, 
288-290 

Certification   in   high   schools,   135. 

Experience,    153 

Inexperienced,    problems    of,     159 

Men,  proportion  of,   164,   287 

Music,   102 

Normal   schools,   251 

Number,   93,   287,   306-311 

Pensions,    267 

Salaries.    173,    296,    299-305 

Sex,   164,   287 

Teaching   load,    165,    299-305 
Tests,   athletic   badge,   108,   283-286 
Tests,   elementary  schools,   77,   128 

To    judge     length     of    elementary    school 
course,  128 
Time  given  to  high  school  subjects,  93 
Time  given  to  music,   93 
Trade  and  industry,   100,   200-201 
Training    of    teachers.    133,    288-291 
Transportation    to    schools,    198,    212,    297 
Tuition   paid  to  adjoining  counties,  294,  298 
Turnover   in    teaching   staff,    156 


.Valuation : 

Property,  230 

School    property,    223 
Vocational    education,    15-6 

Agriculture.   93,    94,    199,    312-317 

Education  cost,  199,  292 

Home   economics,    93,    100,   199,   312-317 
Vocations  chosen  by  high  school  graduates, 
85 


w 


Withdrawals : 

Elementary   schools, 
High  schools,  91 


Year,   length  of  school,   54,   128,   278 
Years   of   experience,    153 


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