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Maryland Koom

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STATE OF MARYLAND
DEPARTMENT OF EDUCATION

FIFTY-SECOND ANNUAL REPORT

OF THE

STATE BOARD OF EDUCATION

SHOWING CONDITION

OF THE

Public Schools of Maryland

FOR THE

YEAR ENDING JULY 31, 1918

BALTIMORE CITY

PRINTING AND BINDING

COMPANY

niiG

,8/

LETTER OF TRANSMITTAL

State of Makvlano

DEPARTMENT OF EDUCATION

McCoy Hall, Baltimoke.

Office of the State Board of Education,

NOVEMUER 1, 1918.

To His Excellency^ Emerson C. Harrington,

Governor of Maryland:

Sir — I have the honor to transmit to you the Annual Report of
the State Board of Education for the fiscal and scholastic year ending
July 31, 1918, with accompanying documents, as required by law.
Very respectfully, your obedient servant,

M. Bates Stephens,

Secretary.

CONTENTS

Page

Foreword 4

Tables of School Statistics 19

How School Boards Expend Their Money 40

Adult Illiteracy 44

Summer Schools 46

School Meetings . 46

War Activities in the Public Schools 49

Examinations for Teachers' Certificates 49

The New Edition of the School Laws 52

The Teachers' Bonus 53

The School Census 56

Teachers' Retired List 58

Admission to Professional Schools 59

Vocational Education 62

War Training Classes 62

State Plans . 67

Supervision of High Schools 91

Supervision of Rural Schools 106

Supervision of Colored Schools 134

Maryland State Normal School, Towson — Report of Principal 155

Frostburg State Normal School — Report of Principal 172

Maryland Normal and Industrial School, Bowie — Report of Principal.. 175

Johns Hopkins University Summer Courses, 1918 ..••.. 178

Public Athletic League — Report of Director 184

State Board of Education — Financial Statements 192

Summary of Statements 192

Pension Account 193

Appropriation for Expenses — State Board 193

State Department of Education 194

Maryland State Normal School, Towson 194

Frostburg State Normal School 196

Maryland Normal and Industrial School 197

Baltimore City Schools — Financial Report 198

Directory of School Officials and Teachers 206

FOREWORD

These introductory remarks to the fifty-first annual report of the
State Board of Education have no other purpose than to summarize
the larger issues involved in the administration of our state school
system the past year, and to indulge a reasonable expectation of such
necessary readjustments in our educational theory and practice as shall
meet in a satisfactory way the changing conditions of the world's
civilized life incident to the period of reconstruction growing out of
the world-wide war.

The dawn of such an era at this time, when the present system of
public education in Maryland is entering upon its second half century
of existence, has more than ordinary significance and establishes most
firmly a landmark of possible divergence in extent and kind of edu-
cational aim and method which have heretofore characterized school
policies. The new problems confronting us need and must have our
best thought. There is no time nor occasion for hysteria among
educators. The tasks before us invite fair discussion and sober judg-
ment to the end that whatever changes and modifications may result
shall be for the betterment of social and civic life and not merely to
air an idea because it is new.

Maryland's record of loyalty to and support of our National Gov-
ernment in the crisis, out of which we are emerging, is one of which
we are all proud, and that same sense of patriotism and of service
which marked our conduct in facing the issues of war must again
distinguish the citizens of our state in dealing with those issues on
which lasting peace is to be established. There are many factors
which will be influential in laying the foundation on which will be
built a broader sympathy, a larger freedom, a bigger brotherhood, a
safe democracy and a permanent peace for the nations of the world,
but of all these, public education will likely be the most important
and influential.

A New Appreciation

The events of the past four years have brought about a keener
public appreciation of educational values than did all the argument ad-
vanced in favor of the subject in the one hundred years preceding 1914.
The revelations of Draft Boards both as to the mental and physical
fitness of draftees for effective military service were disappointing.

Annual Report of the State Board of Education 5

A very large percentage of young men, from 21 to 31 years of age
in this country could not go into training either because they possessed
serious physical defects or were illiterate; and this number was so
large as to reflect most adversely on those agencies whose business
it is to promote health and intelligence.

The first year of the conflict Germany voted an additional $2,000,000
to support its schools. Before the end of the third year of the war
England and France, with all their burdens, and when their people
were practicing every phase of economy, began to plan for an exten-
sion of educational facilities v/hich will involve a much larger expen-
diture for popular education. In Italy teachers followed so closely
behind advancing military forces that frequently the schoolmaster
conducted his classes so near the battle line that it was necessary to
hold such classes in bomb proof shelters. Before the signing of the
Armistice that country practically decided that hereafter the com-
pulsory attendance age shall be raised to 18 years, every school to have
a public library and public education extended to every community.

Federal Aid to Public Schools

To those who have been observant the past few years it is clear
there is a growing conviction in America that public education is not
alone a function of the state but the Federal Government as well.
The exhibits of the past year and a half have strengthened, to a
remarkable degree, public opinion in favor of the question. The
first expression of this feeling was the enactment into law by Con"-'-^'^"=:
two years ago of the Smith-Hughes bill providing for a Federal
Vocational Education Board and making a substnntial appropriation
to encourage vocational education in the various states. Our recent
experiences in trying to maintain an efficient American public school
system through state support are most convincing that to have an
American system of education worthy of the name the Federal Gov-
ernment must get behind it with its dollars. If we are to have a
national educational system we must have a country-wide appreciation
of educational values and of teaching standards which are possible
only with Federal direction and financial aid. In no other way can
uniformity of character and equality of values in educational policies
be assured than by harmonious participation of both Federal and
state governments in the formation of a national policy, and by the
joint bearing of just proportions of the immense cost. The citizenship
of a free country is the greatest of all its assets, and the citizenship
of each of the states should be made, as nearly as possible, equal in

Annual Report of the State Board oi- Education

opportunity for attainment. The illiterate whites of the mountain
regions in the southern states, with their sterling primitive virtues of
truthfulness, honesty, courage, and love of country, would resjxjnd
splendidly to an efficient system of public education, and in a single
generation would amply repay all the cost, by arousing a thirst for
useful knowledge and by the consequent material development of the
regions in which they live.

It is not surprising that early in October a bill was introduced in
the United States Senate to create a Department of Education with
its secretary a member of the President's Cabinet and providing an
annual appropriation of $100,000,000 to be expended in the following
fields, viz: "(a) illiteracy; (b) immigrant education; (c) public school
education, and especially rural education; (d) public health educa-
tion and recreation and (e) the preparation and supply of competent
teachers for the public schools." It does seem inconsistent at this
time when Congress acts in terms of billions that this appropriation
could not be at least a quarter of a billion when we consider its pur-
poses.

The exodus of teachers from the ranks the past two years has
brought about little less than a disruption of state school systems.
This fact, possibly, is more apparent to those who are charged with
administering public school interests than to others. Unless steps
are taken to restore the quality of teaching by getting back into the
school rooms those successful teachers who have gone into more lucra-
tive employment and by giving assurance of adequate salaries for the
future, public education in this country will become ineffective to meet
the demands of useful and intelligent citizenship.

Adequate Salaries

We should not relax our efforts to provide good school houses and
other necessary adjuncts to make the school plant complete. But such
an expenditure is nullified if there is an incapable person to act as
teacher. The live wire or most vitalizing element in any school sys-
tem is the teacher. We claim to believe this maxim but act as if we
did not. There is an abundance of evidence that wages in the indus-
trial world will not drop back to pre-w^ar times. Cost of living will
decrease very slowly ; so we are confronted with what is a fair assump-
tion that persons with the education and training we require of teachers
will not return to their chosen field of work nor will others prepare
for it unless the compensation is commensurate with the character of
the work they are required to do. Measured by that standard it is a

Annual Report of the Stater Board of Education 7

modest claim that first grade first class elementary school teachers
should receive a minimum salary of $1,000. The State will not likely
rise suddenly to meet such an obligation as there is no precedent for
such action. The local tax rate would be seriously disturbed and mem-
bers of tax-levying bodies would become ineligible for reelection. To
save the official heads of such persons and right an obvious wrong
which has been perpetrated at the expense of the public school teacher
for decades, we must look to our Federal Government to supplement
what the states are now doing, through Federal aid, to pay adequate
salaries to those who are America's school teachers. It is not a diffi-
cult thing to persuade state legislatures to raise teachers' salaries but
it has been a hopeless task to have salaries raised to the point where
they are adequate. It is this temporizing with just demands for a
living wage that has disappointed, discouraged, and demoralized our
teaching force. Disintegration of public school forces has set in and
nothing, perhaps, but prompt, courageous, and wise action on the mri
of our Federal Congress will stop it.

What to Teach

With a wider discussion of the lawful scope of education and the
processes of teaching the course of study will become a subject for
close scrutiny and possible revision. Education must bring to the
individual some grasp of the several phases of the world's knowledge
so that he may work and live therein with much success and little
friction. A sense of mastery cannot result until one has acquired
the secret of finding these hidden treasures. While he must know
much about his particular sphere it is most important that he know
something of all other phases of world life. A grouping of the
world's facts makes up a list of subjects for study and investigation
many of which are taught in the school. We may teach natural phe-
nomena as "every day knowledge," "science of common things" or as
physics, chemistry, astronomy, zoology, botany, etc., etc. These facts
must be studied if we are to know the world and gain power to work
therein with success. Any revision of the course of study will likely
emphasize the need of increasing rather than lessening our general
knowledge.

How to use and apply knowledge so as to increase mental power,
and develop power to do things and skill in doing them, will probably
take precedence over any question involving what to teach. Concrete-
teaching, and providing proper means of expression of knowledge so^
that the theory may find its demonstration in some concrete object open;

8 Annual Report of the State Board op Education

up a field for educational research and experiment but poorly explored
at this time.

Vocational Education

For years school work is being much more closely related to the
affairs of life. The public school is becoming more and more a com-
munity experiment station where book facts are studied in the light
of community problems. The home project work of the school boy
has some direct bearing on what he studies in school and vice versa.
The extension of agriculture, manual and industrial education, and
home economics, is having a vitalizing effect on the work of the school
room.

The matching of dollars by the Federal and state governments under
provisions of the Smith-Hughes Act to encourage vocational educa-
tion has been in operation in Alaryland for a year, and is but another
evidence that school work should hold some close relationship to the
productive industries of the world which employ 85% of our people.
A report on this fund, contained herein, shows the startling information
that our state has availed itself of but a small part of the money
appropriated to Maryland. The criticism is made that the provisions
for getting this money are too severe and too much "government red
tape" attends its expenditure. In spite of those handicaps several
agricultural and industrial classes have been started in our high schools
where students give one half of their time to the special and related
subjects. Much may be said in favor of muscular readiness for life's
work as an enemy of idleness and its attendant evils. The compulsory
work law in this State which has forced idlers and slackers into em-
ployment may have much to do with the fact that several county jails
are without prisoners. Education can scarcely dignify labor to an
unreasonable degree, and school work should give manual dexterity
as well as mental alertness.

New School Legislation

The General Assembly of 1918 made only a few changes in the
school law. The minimum salaries paid to elementary teachers were
raised one hundred dollars, and a bonus by the State of fifty dollars
for each regularly employed teacher was given for the school year
1917-18.

State aid, not to exceed $15,000 was set apart for the establishment
of a third group of high schools with a minimum enrollment of 25

Annual Report of the State Board of Education I)

pupils above the elementary grades. This new list as approved by the
Board appears in this report.

The general appropriation for the public schools was increased from
$1,750,000 to $2,000,000 annually.

Physical Education
The law requiring physical education keeps our schools abreast of
the needs so severely emphasized by the numbers of young men re-
jected in the first draft because physically defective. The legislature
wisely determined upon a sane system which should physically train
the pupils for life — for war if need be, and for all other demands sure
to arise. The bill provided for robust, healthy, and intelligent children,
and decided that military training ought to follow later in life when
the foundation of strength and vigor has been laid in high schools
by a modern type of physical education. It even foresaw that the
discipline that comes from choice rather than from drill makes better
soldiers as well as better citizens.

Our army in spite of the fears of many was as well disciplined and
should have more initiative than some others because our young men
chose to obey rather than be forced to be subservient. So, our youth
from its games and athletics are choosing to obey where mistakes are
not costly, and are acquiring character and responsibility therein when
playing representatives of their classes and schools.

Respectfully submitted,

Thomas H. Lewis, Pres-ident,
M. Bates Stephens, Secretary.
Thomas H. Bock,
William T. Warburton,
Clayton Purnell,
James Alfred Pearce,
Sterling Galt.

Annual Report of the State Board of Education

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Annual Report of the State: Board of Education

TABLE F— ATTENDANCE PER TEACHER.*
SHOWING THE AVERAGE DAILY ATTENDANCE, THE NUMBER OF
TEACHERS, AND THE AVERAGE DAILY ATTENDANCE PER
TEACHER IN ALL SCHOOLS, IN WHITE ONE-TEACHER
SCHOOLS, IN COLORED ONE-TEACHER SCHOOLS, AS COM-
PILED AND COMPUTED FROM THE REPORTS OF THE SEV-
ERAL COUNTY BOARDS OF EDUCATION FOR THE YEAR
ENDING JULY 31, 1918.

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

Total Average Daily At-
tendance In

170
519
055
415
934
886
743
845
173
136
094
588
844
,1

660
113
197
946
,531
,766
060
,307
,230

One-Teacher
Schools

Number of Teachers
Employed In

822

737

886

553

771

2,199

1,096

787

985

2,256

1,799

1,167

505

352

883

915

720

938

541

522

1,467

933

544

30
810
473
488
417
237
202
797
700
404

237
514
684
576
431
553
671
505
98
290
382

Total I 102,4011 22,3781 9,788

852
1,547
1,359
1,041
1,188
2,436
1,298
1,584
1,685
2,660
1,799
1,456

742

866
1,567
1,491
1,151
1,491
1,212
1,027
1,565
1,223

926

32,166

One-Teacher I
Schools

304
237
601

63
122
212
154

94
199
311
180
167

88
121
187
226
115

94
142
121
311
180
172

4,401

51
46
45
31
37
99
64
45
62
104
120
62
27
27
44
48
39
46
28
32
87
43
37

1,224

429

53
77
69
48
54
111
76
79
94
123
120
77
40
49
74
76
59
73
48
SO
94
54
55

1.653

Av'ge Daily Attend-
ance per Teacher In

One-Teacher
Schools

16.1
16.0
19.7
17.8
20.8
22.2
17.1
17.5
15.9
22.0
15.0
18.8
18.7
13.0
20.1
19.0
18.5
20.4
19.3
16.3
17.0
21.7
14.7

23.3116.8

22.8

16.0
20.1
19.7
21.7
22.0
22.0
17.0
20.0
18.0
21.6
15.0
18.9
18. S
17.7
21.2

16.8

19.5

•There is a local demand for a school near each patron's home, but a general feeling that
rural school districts should be large enough to justify the employment of good teachers.
With a given per pupil expenditure, a county can operate a number of small one-teacher
schools with corresponding small salaries for the teachers, or reduce the number of schools
(enlarging those that remain) so that higher salaries may be paid and better teachers em-
ployed. Table G shows the number of one-teacher schools of different size in each county.

Annual Ri:i'(jrt ok the Static Boari> of Education

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Annual Report of the State Board oe Education

TABLE H— RECEIPTS— ALL SCHOOLS.
RECEIPTS FROM ALL SOURCES, AS REPORTED BY THE SEVERAL COUN
BOARDS OF EDUCATION FOR THE YEAR ENDING JULY 31, 1918.

Balance .\ugust 1, 1917

RECEIVED FROM THE STATE

COUNTIES

c
a

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n

Allegany

Anne Arundel. . .

Baltimore

Calvert

$16,631.05

865.78

7,207.17

66.19

263.19

1,111.05

5,284.82

2,385.74

1,030.49

425.15

.75

7,230.22

1,817.71

4,320.70

5,008.61

4,285.36

1,217.10

501.13

913.36

1.098.16

6,524.57

2,415.30

$65,617.14
37,964.26

119,088.07
12,650.14
20,686.51
32,221.82
22,212.52
18,859.91
30,137.36
51,797.36
26,603.07
26,762.35
15,616.47
16,867.34
30,321.53
38,528.36
17,368.63
19,953.39
26,871.45
19,709.66
51,144.66
27,583.30
23,550.00

$10,100.00

2,500.00

11,100.00

$9,965.20
6,409.78

20,206.20
2,046.80
4,181.84
6,206.10
3,624.40
3,045.54
4,914.36
9,135.30
4,205.06
4,540.96
2,539.92
2,918.68
5,319.04
7,002.94
2,730.20
2,955.32
4,417.68
3,169.72
9,514.06
5,429.80
4,411.42

$2,650.00
2,200.00
3,100.00
1,200.00
1,700.00
1,950.00
1,900.00
1,250.00
1,800.00
2,400.00
1,900.00
1,850.00
1,525.00
1,800.00
1.900.0U
2,200.00
2,250.00
1,300.00
1,250.00
2,250.00
2,610.00
1,850.00
1,600.00

$750.00
1,500.00
1,500.00

$526.60
724.68
868.86
225.69
568.50
743.10
491.50
225.69
739.46

1,272.39
300.92
518.34
455.69
508.75

l,089.2t
661.42
556.91
400.95
484.60
691.87
761.87
560.72
513.72

$10,455.55
7,451.85

10,697.95
1,890.85
3,992.60
7,939.60
5,409.00
2,261.15
5,557.00

10,718.82
4,273.55
5,258.25
2,299.20
3,847.90
3,741.40
5,188.85
3,355.55
2,744.55
4,423.80
3,842.45

11,342.30
6,083.75
5,038.85

$127,814.77

$116

173

Caroline

Carroll

Ceeil

7,000.00
5,100.00
6,500.00

1,500.00
1,500.00
1,500.00
1,500.00
1,500.00
1,500.00

3?
56
46

Dorchester

I'rederick

Garrett

3,900.00
11,000.00
3,700.00
7,900.00
2,300.00
3,700.00
5,100.00
8,000.00
6,100.00

4S
88
40

Harford

1,500.00
1,500.00
1,500.00
1,500.00

Montgomery ....
Prince George's.
Queen Anne. . . .

St. Mary's

Somerset

Talbot

S3
67

35
27

3,700.00
5,700.00
9,000.00
6,700.00
7,600.00

1,500.00
1,500.00
730.00
1,500.00
1,500.00

43
37

Washington ....
Wicomico

91
52
44

Total

$70,603.60

$752,115.30

$126,700.00

$128,890.32

$44,435.00

$25,500.00

$13,891.30

$1,289
534

Total

$1,824

This table continued on follow ing page.

Annual Ki.I'okt oi- the wSta'ii, I'oakd of Eui'catkjn

TABLE n— CONTINUED.

COUNTIES

KKCEIVED FROM OTMER SOURCES

Allegany

Anne Arundel .

Baltimore

Calvert

Caroline

Carroll

Cecil

Charles

Dorchester . . . .

Frederick

Garrett

Harford

Howard

Kent

Montgomery . . .
Prince George's
Queen Anne . . .

St. Mary's

Somerset

Talbot

Washington . . . .

Wicomico

Worcester

Total

Baltimore City

Total .

$207

124,

499,

137,

46,

J4,

111

101

27,

158

62,

,822
240
769,
,500
000
,736,
,500.
,085,
,000,
SOS.
666.
500.
964.
000.
328.
209.
958.
51.
000.
500
811
246.
000

,542.20
223.25
956.33

$201.50
429.00
189.00

$49.83

57.00
539.91
,426.69

750.00

2,711.22

15.00

125.00
387.02

146.30
923.27
,394.28
,320.01
94.05

144.50

9.00

552.00

423.75

10.00

240.00

1,185.62

378.60

685.18

160.95

43.50

864.42

$2,089,595.80
2,044.479.39

$12,820.49

$8,308.06

$4,134,075.19

269.38

357.91

205.06

1.07
635.67

2,156.67

624.88

35.34

$784.04

502.08

10,069.66

668.69

65.00
1,480.00
2,506.00

24.19
7,572.75

50.00
109.85

50.00
284.25

267.58
202.53

466.22
255.75

297.31

30,369.59

156.94

976.88

219.38

23,944.74

5,308.10

1,099.20

1,036.20

3,214.04

17,595.84

38,236.15

629.98

2,521.10

18,399.60

6,918.80

309.25

355.41

3,563.92

$1,518.92|$16,819.70|$166,508.21| $3,585,521.4

46,269.79

$212,778.00

$6,211,131.70

'Includes Total on preceding page.

Annual Report of the State Board of Education

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38 Annual Report of the State Board of Education

TABLE v.— COMPTROLLER'S SUMMARY.

SUMMARY OF RECEIPTS AND DISBURSEMENTS OE THE STATE

SCHOOL FUND FOR THE YEAR ENDING SEPTEMBER 30,

1918, AS REPORTED BY THE COMPTROLLER.

Balance applicable to School Year commencing October 1, 1917:

Public School Tax $704,546.70

Free School Fund 3,572.50

Schools in Sundry Counties 245.00

$708,364.20

Receipts from Public School Tax $1,921,114.84

Receipts from Free School Fund 13,785.18

Bv Chapter 206 of 1918 150.000.00

$2,084,900.02

Total Receipts and Balance from 1917 $2,793,264.22

Total Disbursements of Public School Tax $1,750,000.00

Total Disbursements of Free School Fund 15,997.68

Additional Pav for Teachers, 206 of 1918 150.000.00

$1,915,997.68

Balance account Public School Tax $877,266-54

Amount reverting to State 171,114.84

Balance applicable to School Year commencing October 1,

1918 $706,151.70

This balance of $706,151.70 made up as follows:

Public School Tax $704,546.70

Free School Fund 1,360.00

Schools in Sundry Counties 245.00

$706,151.70

Of this balance of $706,151.70, there was distributed on October 1,

1918, the following:

Approved High Schools $34,675.00

Teachers' Retirement Fund 8,500.00

Maryland State Normal School 12,500.00

State Normal School No. 3 2,500.00

State Normal School No. 2 3,125.00

State Department of Education, Expenses of 6,250.0ft

Text-Books for Public Schools 50,000.00

Manual Training and Industrial Schools 6,562.50

Superintendents, Supervisors, etc 12,156.25

Public School Tax 350,000.00

Vocational Education 1,250.00

Third Group High Schools 1,015.62

Making an aggregate of $488,435.37

Balance on hand to equalize future distribution $217,716.33

This balance of $217,716.33 made up as follows:

Public School Tax $216,111.33

Free School Fund 1,360.00

Schools in Sundry Counties 245.00

— $217,716.33

Annual Report of the State Board of Education

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Annual Report of the State Board of Education 39

COMPARATIVE SUMMARY.

COMPARISON OF CERTAIN ITEMS FOR THE YEAR ENDING JULY 31,

1918. WITH THE SAME ITEMS FOR THE YEAR

ENDING JULY 31, 1917.

Items. 1917. 1918. Increase.

Number of schools in counties 2,493 2,359 *134

Number of schools in Baltimore City 112 108 "4

Total for State 2,605 2,467 'laS

Number of teachers in counties 4,421 4,401 "29

Number of teachers in Baltimore City 2,139 2,124 *1S

Total for State 6,560 6,525 *35

Number of different pupils, counties 166,446 153,939 *12,S07

Number of different pupils, city 79,599 81,329 1,730

Total 246,045 235,268 '10,777

Average number in daily attendance, counties.... 114,282 102,404 *11,878

Average number in daily attendance, city 57,307 59,369 2,062

Total 171,589 161,773 *9,816

Receipts from all sources, counties $3,469,893.78 $3,585,521.47 $115,627.69

Receipts from all sources, city 4,171,452.24 2,625,610.23 "1,545,842.01

Total $7,641,346.02 $6,211,131.70 *$1,430,214.32

Amount received from State by counties and city .$1,524,303.07 $1,824,811.33 $300,508.26

Amount received from county and city local tax... 4,838,052.05 4,134,075.18 *703, 976.87

Total $6,362,355.12 $5,958,886.51 *$403, 468.61

Total expenses for public school purposes, counties. $3,417,354.73 $3,473,579.49 $56,224.76

Total expenses for public school purposes, city... 2,403,579.35 2.510,482.58 106,903.23

Total $5,820,934.08 $5,984,062.07 $163,127.99

Amount of teachers' salaries, counties $2,079,547.17 $2,334,126.50 $254,579.33

Amount of teachers' salaries, city 1,742,368.48 1,712,419.86 *29,948.62

Total $3,821,915.65 $4,046,546.36 $224,630.71

Amount paid for building, repairing and furnishing

school-houses, counties $434,491.05 $338,743.93 *$95,747.12

Amount paid for building, repairing and furnishing

school-houses, city 46,741.68 218,227.45 171,485.77

Total $481,232.73 $556,971.38 $75,738.65

Per capita cost (on enrollment) $23.70 $25.40 $1.70

Per capita cost (on attendance) 33.85 37.00 3.15

•Indicates decrease.

40 Annual Rei'okt of the State Board of Education

HOW SCHOOL BOARDS EXPENDED TIIIUR MONEY

It has long been considered as important for a board of education
properly to proportion its expenditures for the several purposes
necessary in the proper support of the schools as it is to secure the
money for education. It is necessary not only to have money to
keep schools open and ready for the reception and instruction of the
children, but also to use this money to the greatest advantage. It
is necessary that the funds should be spent for those things most
essential to the best school conditions. In the best school systems,
for example, it has been found that from sixty-five to seventy per cent
of the current expense should be invested in teachers' salaries. To put
all of the money in teachers' salaries and nothing in the materials
and supplies of instruction, in the housing of the children and in the
care of the buildings, would be imitating the policy of the hunter who
put all his money in a gun and had nothing left with which to buy
powder. Likewise, it is necessary to have a proper direction of the
school system, in order that the teachers may work at a maximum
of efficiency. In the following table the per cent of the running
expenses for the different purposes* are given for each county and
for the City of Baltimore for the last school year.

*A1I payments are classified according to the purpose for which the money was spent.

General Control. — Includes overhead cost or expenses of regulative and executive
service. It involves all expenditures for adtr.inistering the entire school system.

Instructional Service. — Includes all items concerned directly in actual teaching, or
aiding in the teaching of children, or improving the quality of teaching. Consequently there
will be included salaries and expenses or supervision, teachers' salaries, text-books, stationery,
and other materials of instruction. Payments to assistant superintendents who devote part
of their time to supervision and part to administration is pro-rated between Instructional
Service and General Control.

Operation of School Plant. — Includes expenditures for keeping the buildings open and
ready for use, exclusive of up-keep and "capital outlay."

Maintenance of School Plant. — Includes all payments made in the restoration of any
piece of property to its original condition of completeness or efficiency. It is synonymous with
up-keep and repair work. It excludes operation and capital outlay.

Auxiliary Agencies. — Includess payments for all work carried on by the school system
or under the auspices of the Bo^rd of Education, other than regular instruction and the
regulative and proprietary service incident to such instruction.

Fixed Charges. — Includes insurance, pensions, contributions to charitable societies, to
educational institutions, for celebrations, school exhibits and entertainments, and for mem-
bership dues of school department employes in associations; and contingencies, payments due
to accident, and payments resulting from theft.

Capital outlay, or payments for new buildings and grounds are not included as part of
the "Running Expense."

Annual Report of the State Board of Education

ALL SCHOOLS: TOTAL CURRENT EXPENDITURES AND THE PRO-
PORTION OF SUCH MONEYS USED FOR EACH PURPOSE SPECI-
FIED. REPORTED. 3Y THE SECRETARIES OF THE SEVERAL
COUNTY BOARDS OF EDUCATION FOR THE YEAR ENDING
JULY 31. 1918.

counties

— c.

Per Cent of Current Expense for
Each Purpose

= <

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 ....

Total

Baltimore City.

Total

$289,959.84

165,774.41

636,327.67

32,147.89

82,226.30

159,644.15

105,685.70

42,590.96

106,412.16

234,280.27

79,773.99

118,977.53

55,884.77

77,438.52

149,416.75

150,047.39

78,475.82

45,603.87

79,123.46

78,131.85

221,381.38

108,615.91

100.721.86

4.2
4.6
3.2
13.2
5.5
5.
4.
9.7
5.2
2.8
6.5
4.7
8.2
5.2
4.6
4.9
6.5
9.
5.
7.2
3.3
4.3
4.7

$3,198,642.45
2,421,816.63

$5, 620, 461. C

4.6
2.7

3.8

79.3

82.3

80.3

80.2

78.6

77.0

85.

82.7

83.

82.5

80.9

82.3

79.

79.7

78.7

81.9

82.

84.7

82.2

79.9

81.4

81.3

83.6

9.3
9.8
9.3
3.6
8.4

10.5
7.6
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9.1
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9.
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10.
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10.7
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3.9
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8.6
8.5

81. I 8.9
76.5 I 12.2

79.

4.9
2.4
4.8
2.8
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2.4
2.2
2.
2.7
5.2
2.6
3.7
3.2
3.3
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3.06
1.87
2.58
2.2
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3.4
2.4

3.6

5.4

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2.2

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4.
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2.4

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1.35
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.22
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.9

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2.6

Note: The amounts from which these per cents were computed will be found in Table I.

It is only natural that tlie overhead cost or general control should
be a larger per cent in a small county than in a large one, as it is
necessary to maintain almost as large an office force for a county
with seventy-five teachers as for one with 150 teachers. But in the
per cent of the current expenses devoted to the operation and main-
tenance of school buildings there should be less variation. If each
county is spending enough on its buildings to keep them up to their
present condition, all counties would devote similar per cents of their
current expenditures to this item. It is evident from the table that

42 Annual Report of the State Board ov Education

some counlies durinf^ the past year devoted very little of their funds
to the upkeep of their buildinj^s. A further division of these expen-
ditures, expressed both in dollars and also in per cents, will be found
elsewhere in this report.

PER PUPIL EXPEXDITURES

The best single measure of financial effort is the amount of current
expenditure for school purposes for each pupil in average daily
attendance. This figure indicates how many dollars a county is in-
vesting in the education of a child attending its schools.

RUNNING EXPENSES PER PUPIL IN AVERAGE DAILY
ATTENDANCE.

1. jVIontgomery $40.80 13. Prince George's 29.40

2. Cecil 38.60 14. Talbot 28.10

3. Baltimore 37.30 15. Caroline 28.00

4. Queen Anne's 35.70 16. Washington 27.50

5. Kent 35.30 17. Garrett 25.80

6. Harford 33.10 18. Dorchester 25.50

7. Frederick 32.90 19. Wicomico 25.10

8. Carroll 32.70 20. St. Mary's 23.40

9. Allegany 31.60 21. Charles 23.20

10. Worcester 31.20 22. Calvert 22.70

11. Anne Arundel 30.40 23. Somerset 22.40

12. Howard 30.30

The above table includes all .schools, both white and colored. A
statement of cost per pupil for certain items in high schools, white
elementary schools, and colored schools, shown separately, is in a
table elsewhere in this report.

THE COUNTY SCHOOL TAX

The county commissioners usually make in a lump sum tlieir appro-
priation for the county's share of the school expenses. Beginning
with the budget made in the spring of 1018, the county boards of
education have itemized their requests on a form prescribed and fur-
nished by the State Board of Education, and the county commissioners
are required to indicate what item or items are not allowed, together
with the reasons therefor. Each county is required to supplement
the State appropriation and receipts from other sources with an
amount equal to thirty-four cents levied and collected, but it is not
necessary for counties which have been appropriating less than the

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CHILDREN IN A.ND OUT OF 3CU00L

I IOWA

3 ^AAINC

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5 WYOMING
fa/*\ICHlGAN
7 MARYLAND

6 UTAH

9 NEW HAMPSHIRE

10 MISSOURI

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13MORTH CAROUNA
IH ARIZONA
I5ICAHO

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£9 WEST VIRGINIA

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UNITED 5TATE5

PUBUC SCHOOLS

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PRIVATE 5CMOOL.3 t^/'/'//'-l NOT IN SCHOOL.

PER CENT OF 5CUOOl_ POPUi-ATlON ENROLLED
IN PRIVATE 3CHOOU5 AND NOT IN ANY

IN THE PUBLIC SCHOOLS
SCHOOL IN 1915-lfa.

.CALIFORNIA >
•CONNECTICUTl REPORT
MONTANA J

ENROUUMENT IN EXCtiS OF CENSUS

The portion of the chart in black indicates the per cent of school population not in school at tondaneo.
For the United States as a whole, 75.8 per cenf of all children of school age are in public stliools, o.s per
cent are in private schools, and 17.4 per cent are in no school whatever

COUNTY uuo LOCAL TAX

PER CE.NT qf 3CM0OU FUND DERiVtD FRO/^ EACM iOURCEl.
U S. BUREAU o^ EDUCATION REPORT 190

1915-1916

>-^^

This chart shows graphically the several sources of school revenue in the United States: Unfortunately
it is impossible, with the data at hand, to separate county and other local taxes.

Annual Report of the State Board of Education 43

required minimum to increase their school tax rate more than two
cents a year. It is within the authority of the county commissioners,
however, to make for school purposes any appropriation that they
desire. The school tax rate, therefore, is a rough measure of the
county's interest in education. The rate at which each county taxes
itself for schools indicates the effort it is putting forward to provide
educational opportunities for its boys and girls. In the table given
below the county appropriation has been divided by the assessed val-
uation, in order to determine the tax rate necessary to furnish the
school money the county raised by taxation. Since the assessed val-
uation on which county taxes were levied for the year ending July
31, 1918, is not available at this time, the valuation for the preceding
year has been used in this computation. As the valuation* in each case
for 191S would equal or exceed the valuation for tlie preceding year,
the tax rate found by using the old valuation v/ould indicate the full
effort of the county.

County School Tax County School Tax

1. Allegany 57.7 13. Garrett 40.2

2. Prince George's 54.7 14. Caroline 39.9

3. Worcester 51.8 15. Harford 39.1

4. Montgomery 50.1 16. Dorchester 38.3

5. Anne Arundel 47.2 17. Talbot 38.3

6. Calvert 47.2 18. Carroll 36.2

7. Wicomico 45.7 19. Baltimore 35.2

8. Queen Anne's 44.8 20. Somerset 31.2

9. Cecil 43.5 21. Howard 28.3

10. Frederick 43.4 22. St. Mary's 28.3

11. Washington 42.8 23. Charles 22.5

12. Kent 42.6

LENGTH OF TERM

In most of the counties a few small schools drop in attendance
below the number required for keeping open and are closed before
the usual time. Also, from epidemics and other causes, some schools
are frequently closed for a time during the regular school year. The
average attendance for these short-term schools is added to the average
attendance of all other schools, to make up the average attendance for
the entire county. By dividing the total daily attendance into the

*The county appropriations are given in Table H. For 1917 valuations see p. 29 of the
1917 Report. Some counties levy the school tax only on the real and personal property. In
makine this computation, the full 1917 valuation on which the school tax might have been
collected was used. The rate given in this table is the rate' which, if collected on the 1917
valuation, would produce the county's 1918 appropriation.

44 Annual Report of the vState Board of Education

total ag^rep^ate days' attendance, one can determine the average num-
ber of days for which the schools were kept open in any covmty. The
following table shows the average number of days during which the
white schools were kept open in the several counties and in the city
of Baltimore, arranged in the order in which the schools were open
longest.

AVERAGE NUMBER OF DAYS WHITE SCHOOLS WERE KEPT OPEN

1. Queen Anne's 183 13. Dorchester 170.5

2. Harford 179.6 14. Wicomico 170.4

3. Baltimore Co 179 15. Calvert 169.7

4. Baltimore City 177.3 16. Caroline 166.6

5. Washington 176.3 17. Worcester 166 3

6. Frederick 174.6 18. Anne Arundel 164.9

7. Cecil 174.1 19. Howard 164.4

8. Kent 173.7 20. Carroll 164.3

9. St. Mary's 172.6 21. Somerset 163.9

10. Talbot 172.4 22. Charles 163.5

11. Alontgomery 171.7 23. Prince George's 162.5

12. Allegany 171.3 24. Garrett 149.3

ADULT ILLITERACY

In view of the revelation.s of the draft with regard to the number
of selected men who were unfit for ser\ice because they could not
read and write, it is important to note the number of illiterates in the
several counties of Maryland, as given by the L'nited States Census
of 1910. In the table below, the counties are arranged in the order of
the per cent of their population over 10 years of age who, according
to the Federal census of 1910, could not read and write.

Z .n Q

VI 1

^1°
- - I

. < < r

-I . X > _J z
Ss:z<qs;>k>ok

Q — £J <0 T ^ •J
en CO (O o^ *n (n ^

SCHOOL KNROLLMENT AND LKNGTH OF TERM.

The aoconipanyinf]; tal)l<i niul graph show tho avoraf^o numhor of
(lays that public sdiools were kojjt open, the avcraf^ci number of
days attondod by each pupil enrolled, and tho averagci ])('r cmi of
attendance in each State for the school year 1915-10.

LCNCTM OF TtRfA AND ATTCNOANCt.

The light line indicate, the total numl^ci of days the schools were in operation. The heavy lino
Indicates the average attendance.

Annual Report of the State Board of Education

PER CENT OF ILLITERATES, TEN YEARS OF AGE AND OVER, IN
THE SEVERAL COUNTIES OF MARYLAND AND IN BALTIMORE
CITY, ACCORDING TO THE UNITED STATES CENSUS OF 1910.

COUNTIES

Total
Per Cent

of
Illiterates '

Proportions
Foreign-Bc
lation

of the Native White, the
rn, and the Negro Popu-
Who Are Illiterate.

Native White

Foreign-Born | Negro

Washington

Carroll

3.4

4.0

4.3

4.4

5.1

5.7

6.1

6.3

7.5

9.4

11.6

12.5

13.3

13.5

13.8

14.2

16.7

18.9

19.9

23.5

23.6

2.7
2.7
3.1
0.6
2.0
3.5
5.3
1.9
2.3
2.6
2.5
3.6
7.3
3.3
3.6
3.3
9.5
8.1
5.6
7.3
6.7

10.9
5.9

10.3

14.0
17.1
12.8
12.0
11.2

9.2
18.5

9.9
15.1

6.2

4.4

3.0
12.2
13.6

4.8
16.2
12.3

5.4
13.9

3.6

14.9

20.8

AUeganv

18.7

Baltimore Cit}'

Baltimore

Frederick

13.2
21.7
24.8

Garrett

Harford

24.5

Cecil

28.7

Howard

23.8

Montgomery

Prince George's. . .
Caroline

27.5
30.5
28.8

Kent

Talbot

Anne Arundel

Wicomico

Dorchester

Queen Anne's

Somerset

31.1
33.3
29.7
28.6
27.4
36.4
34.6

Calvert

Worcester

Charles

1 32.6

12.1 40.6

2.9 1 41.0

St. Mary's

13.9

42.0

Ranking the counties in the order in which they had the smallest per
cent of illiterates among' the native white population, they are as
follows :

County

Per Cent

County

Per Cent

Baltimore City 0.6

Harford 1.9

Baltimore 2.0

Cecil 2.3

Montgomery 2.5

Howard 2.6

Carroll 2.7

Washington 2.7

Allegany 3.1

10
11
12
13
14
15
16
17
18

Kent 3.3

Anne Arundel 3.3

Frederick 3.5

Prince George's 3.6

Talbot 3.6

Garrett 5.3

Queen Anne's 5.6

Charles 5.9

Calvert 6.7

46 Annual Rrvi-oirr or the Static Board of Education

19 Caroline 7.3 22 Wicomico 9.5

20 Somerset 1 .1 23 St. Mary's 10.3

21 Dorchester 8.1 24 Worcester 10.9

SUMMER SCHOOLS

As reported elsewhere in this vohime, the State Board of Education
conducted summer schools for elementary teachers at the Maryland
State Normal School, at Frostburg State Normal School, at Ocean City
and at Bowie. Since the State makes six weeks' additional preparation
compulsory for the renewal of second and third grade certificates,
it was felt that the State should provide such educational opportunties
at a minimum cost to the teachers, and provision was made at tliese
schools for boarding teachers at the lowest possible rate, in order that
the twenty-five dollars appropriated by the county boards of education
towards the expense of each teacher would, a= nearly as possible,
defray their necessary expenses. Board, tuition, and books at the
Maryland State Normal School cost thirty dollars. At the summer
school for colored teachers at Bowie, the rate was twenty dollars.
About 900 white teachers and 200 colored teachers of Maryland were
in summer schools in 1918.

SCHOOL MEETINGS

The chief school meeting of the year was the session of the Mary-
land State Teachers' Association which convened in Baltimore on
November 26-28. The schools of several counties adjourned for the
meeting and teachers from other counties who desired were also
permitted to attend. The Association enrolled approximately 3,000
members. The various sessions and departmental meetings were well
attended and the program was considered of unusual merit. The
resolutions of the Association are quoted below :

1. Whereas this association has heard with deep sorrow of the death of three of
its former members, Prof. F. A. Soper, former superintendent of schools of Baltimore
city and ex-president of this association; Prof. John E. McCahan, of Baltimore, who for
ten years served as treasurer of our association, and Prof. N. Price Turner, of Salisbury,
for a long time secretary of the Department of Secondary Education of the State; and
whereas their lives were spent in the cause which we represent: Therefore be it

Resolved, That we record our appreciation of their faithful services in the interest
of public education and our deep feeling of loss in their demise.

2. Whereas it is a matter for congratulation that our State legislature passed at
its last session what is generally conceded by the leading educators of this country to be
one of the best public-school laws in the Union; and whereas the seventeen months of its
operation under the wise direction of our State superintendent has proven it to be not
only workable but most beneficial in raising the standard of our schools: Therefore be it

Annual Report of the State Board of Education -i?

Resoh-ed, That this association, composed of the teachers and school officials of
Maryland, herein register our most hearty commendation of this law in its every provision.

3. We desire to urge the necessity of increasing the salaries of the teachers. The
war, with its demands for educated people, together with the high cost of living, forces
immediate action.

4. We believe a thorough and comprehensive plan of physical training should be
provided and made compulsory upon all boys and girls of all ages attending the schools.

, We are opposed to the introduction of military training and military drill or any form of

instruction which is distinctly or specifically military into the elementary or secondary
schools.

5. We are sure that medical inspection is necessary to school progress, as the
recent draft showed even the rural citizen was not as physically fit as his urban neighbor.

6. We approve most heartily State-wide athletics, as conducted by the Public
Athletic League. We thank it for its services in making school athletics popular with
our people as well as pupils, not alone for its own merits, but also as holding pupils in
school, more especially in high-school grades.

7. We are glad the government has recognized the schools by calling upon them
for help in the national crisis in the selling of Liberty Bonds and in the conservation
of foods.

8. We urge that the schools do all in their power to encourage the pupils to help in
this work, realizing that in so doing they are not only teaching a lesson of patriotism
but also inculcating in our rising generation the much-needed spirit of thrift.

8 (a) A vote of thanks is extended to the municipality of Baltimore for the gift of
1,000 copies of the "Baltimore Book," which have been distributed among the teachers
of Maryland.

9. Whereas this meeting has been by far the most largely attended of any in the
history of our association; and whereas our program has been one of the most varied
and fruitful ever presented to us. Be it

Resolved, That we express our sincere thanks and appreciation to all who were in
any way instrumental both in its making and execution.

Especially v.-ould we mention in this particular the organizations of Baltimore that
furnished the luncheon, those who furnished music, the teachers and pupils of the
Normal School and city schools for the pageant, gymnastics, and folk dances; for tiie use
of the Lyric, high schools, and churches; and the Baltimore city school officials for their
courtesies and hospitality. Finally, we would not be unmindful of our obligation to
the Executive Committee and to our retiring President, Prof. Sydney S. Handy, for
their untiring efforts in making this one of the most successful meetings in the history
of our association.

JAMES B. NOBLE, Chairman.
A. C. HUMPHREYS.
WILLIAM BURDICK, M. D.

The county school superintendents and the elementary school super-
visors were called in a conference by the State Superintendent on May
3-4 to discuss certain problems pertaining to their work. Below is
given the programs of these two conferences, the programs being
carried out as planned.

PROGRAM

COUNTY SCHOOL SUPERINTENDENTS' CONFERENCE, M.\Y 3, AND M.\Y 4, 1918

Friday Morning — 10 O'Clock

Meeting to be held at Maryland State Normal School.

Topics to be introduced by those whose names are opposite, and a general

discussion to follow.

1. What can be done to reduce the cost of school administration without impairing the
efficiency of the system ? Mr. Fox

2. Presentation of new school legislation Mr. Re.wts

3. Plan for taking the school census in my county Mr. Webb

Luncheon at 1 o'clock in Dormitory Building

48 Annual Rki-okt of the Statk Homu) of Education

Friday Afternoon
2:30 — Attendance upon session of the supervisors' meeting and also lliat of the
Managers of Maryland State Reading (,'ircle.

Saturday Morning — 9 O'Clock
MeetiiiK tii he held at office of State lioard of Education, McCoy Hall.

4. The place of Summer Schools in prejiaring teachers.

What is a fair allowance the County Hoard of Education should make to teachers for
attending summer schools? Mr. Dryden

5. The most effective scheme for practice teaching in our Norinal Schools. . . .Mr. Wright

6. How may we increase the supply of qualified teachers? Mr. E. M. Noble

7. The place of supervision in preparing teachers Mr. Cook

General Discussion

PROGRAM

MEETING OF ELEMENTARY SCHOOL SUPERVISORS, MAY 3 AND 4, 1918

MARYLAND STATE NORMAL SCHOOL

Friday Morning — 10 O'Clock

Topic: Course of study for elementary schools

(a) How can teachers be used in reorganizing a course of study? Miss Tall

(b) Determining the essentials of a course of study Misses Kelly and Hanckel

desirable? Misses Simpson and Pusey

Luncheon at 1 o'clock in Dormitory Building
Friday Afternoon — 2:30 O'Clock

1. Standards for judging the worth of text-books — (60 minutes)

(a) History — Misses Pusey, Jones, Williamson

(b) Geography — Misses Miller, Crewe, and Mr. Robinson

General Discussion (30 minutes)

2. Some criticisms supervision received and how to meet them —

(30 minutes) Mrs. Mosteller, Miss Gray

General Discussion (15 minutes)

3. How can the National Council of Primary Education help Maryland

Teachers? (15 minutes) Miss Tall, Mr. Holloway

Saturday Morning — 9 O'Clock
Joint meeting with County Superintendents at McCoy Hall

In addition to these meetings the State Superintendent called one
meeting of the attendance officers; a meeting of the elementary school
supervisors of Western Maryland, at Hagerstown ; a meeting of the
elementary school supervisors of Eastern Maryland, at Elkton ; and a
conference of the county supervisors of colored schools, at Baltimore.

CONFERENCE OF BOOKKEEPERS

At the meeting of the county superintendents held in Baltimore in
November, a request was made that the State Superintendent call a
conference of the bookkeepers of the county boards of education, in
order to discuss and explain the functional classification of accounts
which was adopted the year before, and according to which the counties
began keeping their books in August.

Accordingly the State Superintendent called the bookkeepers
together at the office of the State Department of Education for a two •

Annual Report of the State Board of Education 49

day meeting. Superintendent Nicholas Orem, who acted as chairman
of the committee on the revision of the accounting system, co-operated
with the Department in conducting- the conference, and the sessions
proved of much interest. It is beHeved that, as a result of the meeting,
there will be much more uniformity in the classification of the accounts,
and that the data from the different counties may be more easily com-
pared, so that conclusions drawn from an analysis of their disburse-
ments will be more significant.

The cost accounting system, as worked out by the committee of
Maryland superintendents and adopted for use in all of the counties,
was very favorably mentioned by a leading speaker at the meeting of
the National Education Association in Atlantic City in February.
While most states are able to secure reports in proper form from city
school boards and can secure comparable cost records for most of their
schools, Maryland, chiefly on account of its system of county organiza-
tion, is the only State that is able to secure costs for all schools by the
adopted classification.

WAR ACTIVITIES IN THE PUBLIC SCHOOLS

During the year the county school officials and teachers gave con-
siderable attention to the various campaigns for patriotic and govern-
mental purposes. Among the activities fostered by the schools were:
War Saving Stamps. Junior Red Cross, School Garden Army, and the
Liberty Loans. The schools responded readily to the requests of the
Food Administration, and the literature prepared for the schools on the
conservation of food was used regularly in the classes. Committees
of teachers in the several counties aided the draft boards by making
card indexes of the selected men awaiting call to service. The teachers
and pupils also cooperated with the Federal Government in a survey
of Maryland farms and their products, in order to get information of
essential value in estimating production. The survey was made under
the general direction of Mr. Symons, of the Maryland State College.

EXAMINATIONS FOR TEACHERS' CERTIFICATES

During the year two examinations were held for elementary school
teachers' certificates, one the first week of June and the other the last
week of July, 1918. There v/ere approximately 500 applicants in
these two examinations, of whom 75% received teachers' certificates.
A number of these applicants had taught a part of the preceding
term on provisional certificates, and took the examination and attended

50 Annual Report of the Statk Hoaf<I) of Education

summer school to complete in the regular way the legal requirement
for certificates. The examinations were conducted on the same gen-
eral plan as those of the precedinc^ year as descrihed in the 1017 report
of the State Board of Education. Below is given a list of elementary
school subjects in which the applicants for second and third grade
certificates were tested, in the order in whicli the subject came in the
examination.

Thursday Forenoon

Music 9:00- 9:45

Reading 9:45-10:45

Arithmetic 10:45-12:15

Afternoon

English 1:15- 2:30

Geograi)hy 2:30- 3:45

History 3:45- 5 :00

Friday Forenoon

Drawing 9 :00- 9:45

Spelling 9:45-10:15

Civics 10:15-11:15

H ygiene 11:15-12:15

.A.fternoon

Agriculture 1:15- 2:30

Teaching 2 :30- 4 :00

Handwork 4:00- 4:45

NEW LEGISLATION

As the 1916 session of the Legislature completely revised the school
laws along the lines of the recommendations made by the Maryland
Educational Survey Commission, and as it was generally felt that the
new school code should have at least another two years to run before
any material changes were made in it, little new educational legislation
was expected in the 1918 session. However, several bills were added
to the school laws without seriously modifying the leading provisions
of the comprehensive code enacted in 1916.

The following is a summary of the bills which became laws:

Summary of Educational Legislation Enacted by the 1918 Session of the
General Assembly of Maryland, and Approved by the Governor.
House Bills:

H. B. 98. Increasing the minimum salaries for high school teachers to
$600 for beginners, and to $675, $750 and $800 for first-class
teachers of 3, 5, and 8 years' high school teaching experience
respectively.

H. B. 99. Increasing the minimum salaries for beginning white elementary
teachers and principals, and for first-class teachers and principals
of 3, 5, and 8 years' experience as follows :

Annual Report of the State Board of Education 51

Grade of

1 Beginrring

1 3 years'

5 years'

8 years'

Certificate

Teachers

Experience

Prin

$550

$575

$600

$650

First

500

525

550

600

Second

450

475

500

525

Third

400

425

450

475

H. B. 100. Provides that third grade colored teachers must be paid at least
$30 a month; second grade. $35; and first grade, $40; also that
the average annual salary paid colored teachers in any county
shall be not less than $250 for a term of seven months.

H. B. 160. Requires the county board of education to keep the school money
in the bank that will pay the highest rate of interest, which in no
case shall be less than 2 per cent.

H. B. 494. Provides that the State Board of Education, in its discretion,
may excuse any county from employing an attendance officer and
may designate the county superintendent, supervisor, or the statis-
tical clerk to perform these duties, in which case the proportional
part allowed each county for the salary for such work shall be
paid to the county for general school purposes.

H. B. 502. Provides for the creation of a third group of high schools with
$15,000 available State aid and a maximum of $900 to any one
school. Third group high schools shall meet the following
minimum requirements :

a. An enrollment of not less than 25 pupils and an average
daily attendance of 20 or more.

b. At least two full-time high school teachers.

c. And in other respects meet the minimum requirements for
second group high schools, except the requirement under
subdivision "e" of Section 126.

H. B. 550. Gives the district board of school trustees the right to refuse by
unanimous vote the original assignment of a teacher to the school,
but provides that the county superintendent shall not be required
to make more than three assignments to any one position. The
district board of school trustees is given authority to select the
janitor, but has no control over his salary.

H. B. 681. Authorizes the State Superintendent to furnish pictorial and
other illustrative material to be used in instruction in schools,
institutions, and organizations under the general supervision of
the State Board of Education, but does not provide any funds
for such purposes.
Senate BUls:

S. B. 49. Accepts the benefits of the Smith-Hughes Act providing Federal
aid for vocational education and designates the State Board of
Education to administer this fund in Maryland.

52 Annual Report of the State Board of Education

S. B. 54. Requires that the flag shall be displayed on every public school
building while the school is in session, and that the school pro-
gram shall include a salute of the flag.

S. B. 236. Amends the section which prescribes the qualifications required
for the State Superintendent by striking out the phrase "or the
equivalent."

S. B. 211. Provides for the distribution of the $150,000 placed in the Gov-
ernor's budget to increase teachers' salaries for the current year.

S. B. 457. Authorizes (but does not require) the county superintendent to
open school buildings upon the request of three respectable citi-
zens, for farmers' meetings, public speakings, lectures, enter-
tainments, church festivals, Red Cross meetings, Y. M. C. A.
meetings, and any other purposes which are for the civic welfare.

S. B. 555. Provides that a part of every day (at least 15 minutes) in the
elementary schools shall be devoted to physical education and
training, with at least one hour of directed play each week outside
of regular classroom work ; in high schools at least one hour
each school week is devoted to physical training with at least two
hours of direct play or athletics for all pupils outside of reg-
ular classroom work. The State Board of Education is directed
to appoint a Supervisor of Physical Education and take such
steps as are necessary to carry out the provisions of this x\ct,
but no funds were provided in the budget for this work during
the next two years.

THE NEW EDITION OF THE SCHOOL LAWS

Following the 1918 session of the Legislature the State Board of
Education published the revised school laws and by-laws, so that the
volume might be brought down to date and made available for all
interested citizens.

It has been the policy of the legislature to make the school laws
general, leaving the details, so far as necessary, to be prescribed by the
State Board of Education in by-laws and regulations. The by-laws
had been printed either separately or as an appendix to the school
laws ; but in printing the new edition of the law they were distributed
throughout tlie volume, so that the several by-laws follow immediately
after the sections to which they apply. In this way all the law and
regulations on a given point are found in one place.

The various sections of the laws and by-laws were carefully indexed
for ready reference, so that one does not need to be a lawyer in order
to find the provision governing any point in which he is interested.

Among other things, the by-laws specify minimum requirements

Annual Report of the State Board of Education 53

for hygienic rural school buildings. They require that the county
superintendent shall devote at least ninety full days of the 180 days that
the schools are in session to visiting the schools of his county, and that
when only one supervisor of the elementary schools is employed in a
county, such supervisor should be assigned to the one-teacher rural
schools. They require the office of the county superintendent to be
kept open every day, except Sundays and holidays, from 9 A. M. to
5 P. M., with option of closing on Saturdays at one o'clock. A new
form of teacher's contract is specified, which gives the teacher a more
permanent tenure after the beginning of her third year of services
and at the same time makes it difficult for the teacher to desert her
post during the school year. The by-laws provide a rational scheme
by which teachers may advance the grade of their certificates by study-
ing professional books, by earning school credits, or by examination.
While corporal punishment is not prohibited, the by-laws limit the
conditions under which it may be inflicted.

HIGH SCHOOL COMMENCEMENTS

At the meeting of the State Board of Education in February, a
committee was appointed, with Mr. W. T. Warburton as chairman,
to draft regulations looking toward simplifying the high school com-
mencements and their cost to the parents of the graduates. At the
meeting in March, the following report of the committee was adopted
and sent to the county superintendents and high school principals.
These regulations received hearty endorsement and were generally fol-
lowed throughout the State in all of the 1918 high school commence-
ments.

1. If there is a depa'rtment of Domestic Art in the high school, the graduates
should make their dresses, and same not to exceed in cost over $8.00.

2. The invitations to the graduating exercises should be printed and not
engraved.

3. The music at graduation exercises should be furnished by the talent of
the school.

4. Caps and gowns should not be worn, nor should the word "Baccalaureate"
be used in connection with the sermon preached to the graduates.

5. Class Day Exercises should be separate from graduation exercises.

THE TEACHERS' BONUS.

At the meeting of the State Teachers' Association in Baltimore,
November, 1917, the shortage of teachers was discussed, and ways and
means of holding teachers already in the service were considered.

M Annual Report ok the State Board of Education

County superintendents reported that teachers were leaving rapidly to
enter more lucrative positions, and it was felt that, with the increasing
high cost of living, immediate steps must be taken to secure additional
compensation for teachers.

As a result, a committee was appointed, which compiled data in
regard to the salaries paid teachers in the several counties and made
a special request of the Governor to include in his budget an item for
teachers' salaries, so that the allowance would l)e available at the end
of the school year.

The Governor gave the committee and others interested in educa-
tion a hearing at Annapolis, and included in his budget an allowance
of $150,000, which was to be distributed on the basis of the number of
teachers employed who received less than $700. The Legislature
passed a bill providing that, beginning with the teachers on the lowest
salaries, $50 should be paid to each white teacher who had been in
service for the full year, and $25.00 to each colored teacher, with the
obligation resting on the county to match the amount. Teachers who
had not been in the service for the full year were to receive a propor-
tionate allowance. The State Superintendent of Schools was directed
to tabulate the reports and certify to the Comptroller the amount that
each county should receive.

The following directions were sent to the counties for reporting
teachers entitled to the special allowance :

Directions for Reporting Teachers Entitled to the Special Allowance from
the State as Provided by Senate Bill No. 418, 1918, and the Executive Budget.

1. List in the manner indicated below white and colored teachers separately,
sending two copies of each list.

2. Include all teachers regularly employed who are paid at the rate of $700
a year or less. A teacher is considered "regularly employed" when she
has qualified for a certificate in the usual way. This does not include
those teaching on provisional certificates, substitutes, or any teachers for
whom no certificate has as yet been obtained.

3. A teacher temporarily absent on account of illness, who is still regularly
employed at the end of the year, should be included for the number of
days she has been in actual service during the year, plus one half of the
first 20 days lost on account of sickness.

4. Make up the report on June 1, counting the teachers in service on that
date present for the remainder of the term. In computing the number
of days each teacher has been in the service during the year, you should
include the 5 days of attendance at the institute, if one were held ; the
3 days for the State Teachers' Association, if such teacher attended; and
you should not deduct for any afternoons the teacher was called from
her work for conferences and teachers' meetings. Include the one

Annual Report of the State Board of Education

half of the first 20 days lost on account of sickness. Time lost for any
other reason should not be counted.

Please have this report in the hands of the State Superintendent by June
5, in order that he may report to the Comptroller in time for the appor-
tionment to be made on June 15, when the other school moneys are
distributed.

Name of teachers regularly
employed at end of the
school year

School
in which
employed

Total days
in service
1917-1918

Present

annual

salary

I hereby certify that the teachers listed above were in the service of the

Board of Education of County

during the year 1917-1918 for the days specified, and at the rate of annual
salary indicated after each name. All of the teachers listed above have
qualified for a teacher's certificate in the regular way and are in service at
this date.

Date Signed

County Superintendent.

On June 18, 1918, the State Superintendent sent to the county
superintendents the following report of the distribution of the teachers'
bonus :

The amount due each county and the city of Baltimore, from the special
allowance of $150,000 in the Governor's budget for an increase in teachers'
salaries for the current year, was certified to the Comptroller on June Uth.

The duplicate copy of your list of teachers reported eligible for the special
allowance was returned June 13th, with the amount due each teacher indicated
opposite her name. The fund was sufficient to include all teachers on an annual
salary of less than $700.00. White teachers in the service all the year, and on
$600.00 or less, receive the full State allowance of $50.00. Those above $600.00
receive half the difference between their salaries and $700.00, or an amount which,
matched by the county, will bring the salary up to $700.00 The amount due the
colored teachers was computed on the same basis, except that $25.00 is the full
State allowance for them. The amount in each case was computed to the nearest
half month, counting 20 school days a month, and nine months a school year.
Allowances for colored teachers were pro-rated on the basis of 'seven months'
being a full year.

Allegany County $10,455.55

Anne Arundel County 7,451.85

Baltimore County 10,697.95

Calvert County 1,890.85

Caroline County 3,992.60

Carroll County 7.939.60

Cecil County 5,409.00

Charles County 2,261.15

Dorchester County 5,557.00

Frederick County 10,718.82

56 Annual Report of the State Board of Education

CJarrett County 4,273.55 St. Mary's County 2,744.55

Harford County 5,258.25 Somerset County 4,423.80

Howard County 2.299.20 Talbot County 3,842.45

Kent County 3,847.90 Washington County 11,342.30

Montgomery County 3,741.40 Wicomico County 6,083.75

Prince George'.s County 5,188.85 Worcester County 5,038.85

Queen Annc'.s County 3,3S5.5i Baltimore City 22,185,23

THE SCHOOL CENSUS

The school law provides that a census of all children between six
and eighteen years of age shall be taken under the direction of the
State Superintendent of Schools in 1918 and each two years thereafter.

Plans for taking a census were discussed in a meeting of county
superintendents in the fall of 1917, and in March, 191H, the State
Superintendent sent a suggested card record and the following direc-
tions for taking the census :

DIRECTIOXS FOR TAKING SCHOOL CENSUS.

The form on the inclosed card has been prepared for taking the school census.
It may be filled out at the school by the teacher, or by the pupils under her direc-
tion, and sent home to be verified and signed by the parent or guardian. It is
then to be returned to the teacher who countersigns and forwards it to the office
of the county superintendent.

In addition to the pupils enrolled in the school, the teacher or other person
taking the census will also have a card filled out for all pupils from 6 to 18 years
inclusive, who live in the district on May 15, 1918. In several cases it will be
necessary for the teacher to visit the home of such pupils in order to obtain
accurate information and get the cards signed.

Great care should be exercised to see that no pupils are reported twice, and
it is equally important that every child within the prescribed ages be counted, as
two-thirds of the general school fund is distributed upon the school census.

For the rural schools I suggest that you take a map of the county and cut it
into school attendance districts, paste each district on a sheet of paper and send
the area-map thus allotted to each teacher in order that she may know definitely
the exact territory from which she is to furnish the names. In counties and
towns a map might be used in the same manner if several different persons are
employed in taking the census.

A different colored card with the same form should be used for colored
pupils, and in order to take the census of colored children before the schools
close the date has been set for April 15, 1918.

Six years of age means that the child has reached or passed the sixth birthday,
therefore five years and eleven months would not be counted six years of age,
but six years old and any additional months up to the day the child becomes
seven would be counted as six years of age. In the same way children should be
counted eighteen years of age from the day they become eighteen up until the
day they become nineteen.

While the census for colored children is taken on April 15, and for white
children on May 15, the ages are reported as of September 1. 1918. All children

Annual Report of the State Board of Education

will be reported as six years old who are six but less than seven on September 1,
1918. All will be counted eighteen years old who will be eighteen years old but
less than nineteen on September 1, 1918. A child who is eighteen years old at
the time of taking the census, and who will become nineteen years of age before
September 1, would not be included in the census, but a child five years of age
who will be six years old on or before September 1, will be included as a child
six years of age.

The teacher or other reporting officer should summarize the report to you in
some form similar to this. The grand total given in this summary should equal
the number of cards turned in by the same reporting officer.

Summary of School Census from School No Dist. No

Age 1 6 1 7 1 8 1 9 |10ill|12|13|14|15|16|17|18| Total

Boys 1 1 1 1 1 1 1 1 1 1 1 1

Girls 1 1 1 1 1 1 1 1 1 i 1

Total 1 1 1 1 1 1 1 1

Reported by

Teache'r or other reporting officer.

These summaries and the cards should be kept on file to verify the census
should any question arise in regard to the count.

Your report of the census to this office should be tabulated as follows :

Summary of School Census

County

Age |6 7 |8 |9|10jll|12 13 14 15 16 17|18| Total

White Bovs 1 1 1 1 1 1 III

White Girls [ | ill

Total White 1 III III

Colored Boys 1 1 1 1 III

Colored Girls [ 1 1 1 1 1 III

Total Colored } | 1

Grand Total | I I I 1 III

Signed.

County Stiperintendent.

The cards certifying ttie ages of the children, when signed by the
parents, become a permanent record of age and are filed in the office
of the county superintendent where they are available for reference
to establish the age in prosecutions of failure to comply with the
compulsory school attendance law.

A justice's court in Carroll County, and later the Attorney General,
ruled that the word of the teacher and the teacher's register are not

58 Annual Refout of the Statk Boako of Education'

admissible in court as evidence of a child's aj^e when action is brought
against a parent for the non-attendance of his children at school. As
suggested by the Attorney General in the ruling referred to (see page
37 of the 1917 Annual Report), the census card was designed so as to
secure a signed statement of each child's age from the parent, which
could later be used when needed in enforcing the attendance law and
authorizing employment permits.

By comparing the actual school attendance by the school census,
each county can determine the number of children of each age out of
school, this, of course, becomes an unreliable comparison when the
census is six or eight years old. And again one-third of the general
State school fund being distributed on the school census makes it
important that the count be kept as nearly up to date as possible, so
that the amount of money going to each county will vary as the number
of children to be educated varies.

As one would expect, counties having rapidly growing urban cen-
ters such as Allegany and Baltimore Counties, show increases over
the Federal census of 1910, but rural counties show slow or little
growth. In several cases there is a perceptible decrease from the 1910
census, and it may be that the canvas was not carefully and thoroughly
made in a few counties. The census by sex, age, and color is given
in table X of this report.

TEACHERS' RETIRED LIST

The Legislature makes an appropriation of $34,000 annually to
provide a retirement fund for teachers who have served twenty-five
years, reached the age of sixty, are no longer able to continue their
duties in the schoolroom, and have no other comfortable means of
support.

The names of all teachers on the retired list a year ago will be
found in the 1917 report of the State Board of Education. During tlie
school year ending July 31, 1918, the following names were dropped
from the list on account of death :

John F, Neff Cumberland.

Horace Tell Bristol.

Rosalie Barrett Ellicott City.

John W. Collins Galestown.

J. Lewis Lutz Middletown.

William H. Pace Washington Grove.

Franklin L. King Williamsport

Laura Sherwood Baltimore City.

Annual Report of the State Board of Education 59

Eleanor W. Pindell Washington, D. C.

Mollie A. Delanty Baltimore City.

Sallie C. Weedon Baltimore City.

Isaac L. English Mardela Springs.

Mary E. Ray Baltimore City.

Emma H. Schillinger Baltimore City.

Catherine B. Holden Baltimore City.

Sarah Ann Stoner Baltimore City.

Annie N. Frederick Baltimore City.

Charles F. Riendollar Linwood.

William Martin Wells Baltimore City.

During the same time the following teachers were added to the
Teachers' retired list :

Emma M. Lewis Baltimore City.

Mary L. Maxwell Baltimore City.

William L. Watkins Mitchellville.

Benjamin F. Hildebrand Woodsboro.

Margaret E. Crass Westminster.

Mary I. Burch Oakley.

Catherine S. Millar Baltimore City.

Clara R. Alford Baltimore City.

Alice V. Grimes Baltimore City.

Dora Noble Federalsburg.

Elizabeth V. Abey Baltimore City.

ADMISSION TO PROFESSIONAL SCHOOLS
By Isaac L. Otis

A brief review of the situation leading to the taking over by the
State Department of Education of the work of examining and certifying
candidates for admission to professional schools.

I respectfully submit the following report of the work of adminis-
tering education requirements preliminary to the professions.

This work was undertaken by the State Department of Education
June 6, 1918, because an accumulation of the needs of the professional
schools of the State in the administering of entrance requirements was
brought to a climax last spring by the situation of the dental schools.
Their national body, The National Dental Educational Council of
America, had just completed a rating of the dental schools of the nation,
including those of Maryland. One of the results was a clear indication
of the need to have entrance requirements administered according to
modern scientific methods by a division of the State Department of
Education.

60 Annual Report of the State Board of Education

Six years ago a similar situation arose with regard to the medical
schools of the State. At that time the Hoard of Medical Examiners of
Maryland, at the request of these schools, undertook the work. They
appointed the writer as entrance examiner, adopted the standard of
the Association of American Medical Colleges, entered into reciprocal
relations with the State Department of Education of New York, and
adopted methods of certifying based upon those developed by the New
York Department and the Ohio State Medical Board. At the request
of the New York Department, the Medical Board agreed to allow the
use of its entrance examiner for certification by such dental schools as
were willing to abide by its methods and enter into the same relation-
ship with it as had the medical schools. The Dental Department of
the University of Maryland accepted, and its entrants were certified
until July, 1915. Owing to a situation that could be cured only by the
performance of this w^ork for all professional schools by the State
Department of Education, the Dental Department of the University of
Maryland then withdrew, thus emphasizing, even then, the need for the
State Department of Education to organize the machinery to care for
such work.

Even when administering only for medical schools, the Medical
Board found that the experience of its entrance examiner continually
showed the necessity of having this work administered by the general
central administrative machinery of the State represented in the Stat<»,
Department of Education. Among a number of things that might
be cited to show this, one of the most significant, perhaps, is the fact
that The New York State Department of Education, under tlie terms
of the original agreement, habitually referred to the entrance examiner
of the Medical Board the question of the validity of any preliminary
education gained in ^Maryland for all professions. Obviously, this is a
matter to be administered, not by the board of one of the professions,
but by the State's central educational authority. Again, while New
York willingly made reciprocal arrangements with the Medical Board,
other states hesitated, because of preference for having this done by
general state authority backed by explicit legal requirements.

When, therefore, the situation above referred to arose in the spring
of 1918, the natural thing seemed to be to take over the machinery and
records developed by six gears' experience and honored tacitly by
other states, if not by agreement, and by national professional associa-
tions ; and to develop this work into a division of this Department.
With the work came also the writer, whose name had been associated
with it since its inception in July, 1912.

Annual Report of the State Board of Education 61

Since June 6, 235 applications for certificates preliminary to ac-
countancy, dentistry, medicine, osteopathy, and pharmacy have been
received. Of these, 68 have been certified in dentistry ; 40 in medicine ;
and 19 in pharmacy. Forty-four are still under investigation, while
the rest have been placed either in the credit file, with a certain amount
of credit towards the desired certificate, or in the no-credit file.

A very important part of this work is the service it can be to the
ten different State licensing boards in the professions. There is also
a definite logical relationship that should exist between these boards
and the Department of Education in the matter of preliminary educa-
tion. Most of the professions now have definite legal preliminary re-
quirements necessary for the examination for license to practice. The
rest of the professions will probably soon have legal preliminary
requirements. These are in general education, not professional, and
call for administration by those trained in general education problems
rather than in only the special training of the particular profession.
Their administration by each board for itself means as many different
standards of high school or college work, or both, as there are boards.
The evil of this is too patent to need explanation.

In view of this situation the State Superintendent in a letter dated
August 1 last, sent to these State boards, called their attention to the
establishment of this supervisorship, and oft'ered them its services.
The board of examiners in osteopathy has entered into definite relations
and has already referred a case for adjudication. Two other boards,
optometry and pharmacy, have had the supervisor or a representative
call to explain matters to them, and are about ready to enter into this
relation. This sen-ice of the supervisorship promises to develop
rapidly, if properly handled in accordance with the needs of the
situation.

The value of the records is constantly being attested by requests for
certified copies, for which the reasonable fee of $1.00 is willingly paid.
These records ought not to be exposed to the hazard of fire, but should
have fire-proof filing cabinets provided as quickly as possible. The
fee has, by action of the Board, been recently placed at $2.00 for investi-
gation, with no additional charge for certification. This puts the
burden of the cost equally upon all those who have had the services of
the office, and at the same time decreases the cost of the certificate.

62 Annual Report of the State Board op Education

VOCATIONAL EDUCATION

In December 1917, the Governor designated the State i'oard of
Education as the agency to represent Maryland in dealing with the
Federal Board for Vocational Education in the administration of Fed-
eral aid for vocational education in the State. President Woods, of the
Maryland State College of Agriculture, and the State Board of Agri-
culture assigned Mr. Harold F. Cotterman. of the College staff, to the
State Department of Education for half-time service as Supervisor of
Vocational Agriculture ; and, toward the close of the school year, Mr.
L. A. Emerson was employed on the same half-time arrangement as
Supervisor of Industrial Education, and IMiss Agnes L. Saunders,
likewise, for Home Economics.

As the schools of the several counties and of the City of Baltimore
were organized and in operation on their usual plan, it was not found
practicable for many of them to shift before the end of the year to the
type of organization required to share in the Federal appropriation.
As a result, only a small part of the Federal aid for the year was used,
as will be seen from the following table :

Purpose of apropriation and expenditure

For salaries of teachers, supervisors, or directors
of agricultural subjects

For salaries of teachers of trade, home econom-
ics, and industrial subjects

For preparing teachers, supervisors, and directors
of agricultural subjects, and teachers of trade
and home economics subjects

Total

WAR TRAINING CLASSES

Responding to a request of the War Department, the Federal Board
for Vocational Education called upon state boards of education to pre-
pare men for skilled occupations in the army. Out of every ten men
in the army, it was found that four were needed for skilled service of
some kind, the greatest need being for gas engine repair men and
radio operators.

The Federal Board ruled that a part of the funds available under
the Smith-Hughes Act might be used for part payment of salaries of
teachers for this work, and when the matter was presented to the
Maryland State Council of Defense, it placed an additional thousand

TotaJ Federal

Expenditures from

allotment for

Federal allotment

Maryland 1917-18

for 1917-18

$6,455.61

$2,219.06

7,781.46

1,071.50

7,067.49

371.79

$21,304.56

$3,662.35

Annual Report of the State Board of Education 63

dollars at the disposal of the State Board of Education for War-
Training Classes. Classes in gas engine repair and radio were
organized in Cumberland, Hagerstown, Frederick, Salisbury, and
Baltimore City.

These classes were under the general direction of Mr. L. A. Emer-
son, Supervisor of Industrial Education. The following explanation
of the need and suggested plan of procedure was issued to assist local
directors in the work.

WAR TRAINING CLASSES FOR SELECTED MEN AWAITING
CALL TO SERVICE.

The great increase in the size of our army has demanded additional activities
of the War Department. One of these is the providing of a sufficient number of
mechanics and technicians adequately to care for the needs of such an army. The
War Department urges that the schools of the country give their energy to the
training of the thousands of conscripted men now awaiting call, so' that these
men may fit into special occupations when they are called into service. To guar-
antee that this training in army occupations will be recognized, orders have been
issued to the personnel officers at the cantonments to honor the certificates issued
to these men by the State Board of Education, by placing the holders of such
certificates in lines of work for which they have fitted themselves.

The Federal Board for Vocational Education is charged with the organiza-
tion of these War Training Classes, and is operating through the various state
boards in getting the work thoroughly under way. Information on army needs
has been obtained, courses have been outlined, and in some states hundreds of
men are already in training.

To carry on successfully a work of this sort requires much time and energy;
but it is a service not less important than promoting Liberty Loan campaigns,
Red Cross drives, and similar war activities. This is a war of machines as well
as men, and our army must have the personnel that can handle these machines.
The War Department is now training thousands of men for special service, but
thousands more are needed. These will be supplied only when the schools of
America come forward and fully do their utmost.

The army is asking for men skilled in any one of almost a hundred Hues
of work. Those needed particularly are automobile drivers and repairmen, sheet
metal workers, machinists, radio operators, electricians, and men from allied
occupations. The steps necessary for the organization of classes in these lines
of work are given in the attached outline.

The first requisite is the services of some man as local director who has a
desire to be of larger service to his country and who is willing to give some of
his time and energy in a work of this sort. It is preferable that he be a school
man, for this is an educational proposition. It may be necessary to get the
assistance of some man outside the school system, who will co-operate with the
school head in carrying out the work.

A brief but accurate survey should be made of the facilities of the community
for carrying on this training. This survey should include the financial side as
Avell as that of physical equipment of schools and shops. It will take money to

64 Annual Repokt of the Statk Board of Education

run these classes. The Federal Board has allowed a part of the Federal funds
available under the Smith-Hughes law to be used for this training. The State
Council of Defense al.s<j has appropriated some money for the promotion of this
work. This money will be apportioned among tlic several cities in which classes
will be started; but tlie amount of money available will not be sufficient to carry
out successfully any large amount of training. This means that the local com
munity will have to do something toward financing this work, if it is to do a
service really worth while. In some communities funds have been secured by
an appropriation from the school budget ; in other communities financial aid has
been given through the Chaml>er of Commerce or some similar organization.

The survey of the community should look into the available places where
classes can be held, taking both school and commercial shops into consideration.
It is well to keep in mind that a few very successful classes will give greater
results and will be less expensive to maintain than many smaller classes with poor
equipment and irregular attendance. Too many lines of work should not be
attempted, the best results being obtained by concentrating the effort on not more
than two or three lines. The greatest need in the army today in the matter of
trained men in mechanical occupations is for automobile drivers and repairmen.
Fortunately this is a line of training which is easily given and for which equip-
ment can be readily secured. One or more classes in automobile repairing should
certainly be started in each community where war training is undertaken.

Automobile classes will require the use of a garage or repair shop, and the
services of a good automobile mechanic as instructor. This instructor can usually
be obtained from the shop in which the instruction is given. Unless he has had
teaching experience he probably will need some help in organizing the material he
will be required to teach and some instruction in methods of handling a class of
this type. Experience has shown that a high grade shop man can render satis-
factory service with a very little assistance from a professional teacher.

Classes in other lines of work may be organized in much the same manner as
these in automobile work. Machine shop practice, sheet metal work, and pos-
sibly electrical work can often be taught satisfactorily in school shops, utilizing
in many cases the regular school instructor, if he has had the necessary trade
experience. Some of the instruction should be given in the classroom, although
most of it will necessarily be given in the shops.

It may be necessary to do extensive advertising in order to bring these classes
to the attention of the men who will be interested. It must be pointed out thai
satisfactory work will lead to placement in special army service, and the con-
scripted man must be made to feel that the classes are being operated solely for
his benefit. There are of course many ways of getting information to the con-
scripted men. One of the most effective ways is by means of newspaper pub-
licity; and most of the papers will gladly co-operate in a work of this sort. Then
there is, the medium of the picture show slide which may be effective in some
communities. Posters might be printed advertising the opportunities of the
classes. Circular letters may also be used to advantage on a mailing list of
conscripted men.

After the preliminary work has been done and all necessary arrangements
are completed, the best way to actually get the men enrolled in classes is to call a
mass meeting of all the men that might be interested in taking up the training
and to present the proposition to them from the platform. The whole plan is

WAR TRAINING FOR SELECTED MEN

RADIO CLASS AT CUM IIKKI.AXD

WAR TRAINING FOR SELECTED MEN

AUTOMOBILE CLASS AT CUMBERLAND

Annual Report of the Stat-e Board of Education 65

explained and the men who desire to enter the classes are asked to fill out appli-
cation blanks. These blanks provide for the securing of a considerable amount
of data relative to the man's qualifications and his desires along the line of war
training. These applications are looked over after the meeting has adjourned,
and from them it is decided what classes should be offered. Notices are then
mailed to the applicants telling them where and when to report for work.

necessary steps in organizing war training classes

1. Securing the proper person to "put over the job" in the community.
Requisites:

(a) A vision of the responsibilities and the possibilities of this work.

(b) A knowledge of and hold on the community.

(d) Practical ideas on training of this sort.

(e) A sincere desire to be of service to the country.

2. A brief yet accurate survey of the facilities of the community available for this kind
of work.

(a) Financial support.

(b) School shops.

(d) Advertising facilities.

3. A selection of the courses to be offered.

(a) Needs of the army.

(b) Facilities available.

4. The securing of shop and classroom facilities.

(a) School equipment.

(b) Commercial shops.

5. The securing of qualified teachers.

(a) Industrial teachers from the schools,
(h) Shoo foremen or mechanics.

6. Advertising the courses.

(a) Newspaper publicity.

(b) Picture show slides.

(d) Personal solicitation.

(e) Circular letters.

7. Organization of the classes.

(a) Holding of a general meeting where the proposition is explained to the men.

(b) Signing of application blanks by the men.

(d) Starting of class work.

(e) Making the necessary reports to the state board.

STATE PLANS FOR VOCATIONAL EDUCATION
Since the Federal Government contributes considerable money to
the states for the encouragement of vocational education under the
Smith-Hughes Act, the Government must exercise some supervision
of the funds thus expended and ascertain if they are used for the
purposes for which they are contributed. To do this with some
degree of definiteness and dispatch, the Federal Board created by
the Act requires any state expecting to co-operate in this work to
submit a plan for developing the work within its borders. Federal
moneys are not available to a state for any year until the plan of that
year is approved and accepted by the Federal Board.

In Maryland, as in other states, the plans agreed upon with the
Federal Board attempt to meet the needs of all communities in the
State. As vocational problems are sensed and analyzed, it is hoped
that the plans may be expanded and adequately adjusted to the needs
of the State as a whole. While the submission of state plans to the
Federal Board for Vocational Education is, in the last analysis, in-

66 Annual Report of the Statk Board of Education

cumbent upon the State Board of Education, the rapidity and thor-
oughness of this adjustment will depend to a large extent upon the
zeal of those interested in educational development. Patrons, as
well as vocational teachers, principals, and superintendents, should
study the plans and the needs of their respective communities and
suggest such changes as will make for the most desirable develop-
ment of vocational education in their sections of the state. The plans
chiefly repeat with detailed and local application the general provi-
sions and implications of the Federal statute.

Annual Report of the State Board of Education 67

STATE PLANS* FOR THE ADMINISTRATION OF
VOCATIONAL EDUCATION IN MARYLAND

I. ADMINISTRATION AND SUPERVISION:

1. By an act of the General Assembly, approved by the Governor on April 10,
1918, a copy of which is on file in the records of the Federal Board for
Vocational Education, Maryland accepted all the provisions of the Smith-
Hughes Act. The State Board of Education, of which M. Bates Stephens,
State Superintendent of Schools, McCoy Hall, Baltimore, is the executive
officer, was designated to administer vocational education and to represent
the State in dealing with the Federal Board for Vocational Education.

2. The supervision of agricultural education shall be under the direction of
the State Board of Education, through the State Superintendent of Schools,
who shall have a professional assistant devoting at least half of his time to
this work.

3. Industrial education shall be under the supervision of the State Board of
Education, through the State Superintendent of Schools, who shall have a
professional assistant devoting at least half of his time to this work.

4. Home economics shall be under the supervision of the State Board of
Education, through the State Superintendent of Schools, who shall have a
professional assistant devoting at least half of her time to tliis work.

5. Teacher training in agriculture, trades and industries, and home economics,
shall be conducted by the Maryland State College of Agriculture and shall
be under the supervision of the State Board of Education, through the State
Superintendent of Schools.

II. GENERAL CONDITIONS:

1. All classes aided by Federal funds shall be under public supervision or
control.

2. The controlling purpose of all instruction shall be to fit for useful employment.

3. All instruction shall be of less than college grade.

4. The instruction shall be designed to meet the needs of persons over 14 years
of age.

5. Every dollar of Federal funds shall be matched by a dollar of State or of
local money, or of both jointly.

6. Federal money shall be expended only for:

A. Salaries of teachers, supervisors, and directors of agriculture.

B. Salaries of teachers and supervisors of trade, home economics, and
industrial subjects.

• Each state is required by the Federal law to draw up plans for the administration of
vocational education and have them approved by the Federal Board. These plans re-iterate
the main features of the Federal law (see page 53), with some indication of how the Federal
regulations are applied to Maryland conditions.

68 Annual Report of Tiir: Statk Hoard oi' Education

C. Maintenance of teacher-training for vocational teachers. Maintenance
not to include items (buildings, etc.) prohibited under Section 17 of the
Act.

III. AGRICULTURAL EDUCATION:

1. Kinds of Schools.

a. Instruction in vocational agriculture shall be given in departments of
vocational agriculture attached to high schools.

b. These schools shall be day schools, having a term of at least nine months
per year. In four-year high schools, sixteen units shall be required for
graduation. A unit shall represent a year's study in one subject receiving
approximately one fourth of the student's time for the year of 36 weeks.
The agricultural work shall receive first consideration.

c. When conditions permit, short courses in vocational agriculture may be
offered to persons beyond the usual school age, if a sufficient number of
such students can be interested in the work.

2. Plant and Equipment.

a. Departments of vocational agriculture shall have at least one room set
aside for the work as an agricultural laboratory and shop.

b. The required equipment for a vocational department aided by Federal
funds shall have a value of at least $150, the amount depending upon
the work proposed and other equipment already available for this work.

c. Schools aided by Federal funds shall be encouraged to maintain small
plots of land to be used as out-door laboratories,

3. Minimum for Maintenance.

I a. Each school shall provide approximately five dollars per pupil as a
minimum sum for supplies and materials of instruction, in no case less
than a total of $50.

b. Each school shall provide a properly qualified teacher of agriculture
employed for twelve months per year. The Board of Education shall
make satisfactory arrangements with the teacher of agriculture for his
transportation while inspecting project work or supervised practical work
of the pupils. During the year he may be allowed a vacation of one month
and part-time for professional improvement during certain of the other
months.

4. Courses of Study.

Departments of vocational agriculture shall offer one-, two-, or four-year
courses. One half of the pupil's time shall be devoted to instruction in
agriculture, the other half may be devoted to liberal training. This liberal
training may vary, but shall be similar to the following type courses in
vocational agriculture :

Annual Report of the State Board of Education 69

MARYLAND TYPE COURSE* IN VOCATIONAL AGRICULTURE— No. 1

(Part- or Full-Time Teacher of Vocational Agriculture)
(A student taking this course will devote one-fourth of his time at school to vocational
ppriculture.)

Subjects First Year Time Days

Units Per Day Per Week
AGRICULTURE 1 1 90 S

Poultry production and the raising of pigs, calves, colts, and

lambs.
SfJENCE Approx. ^ 90 2-3

General Science, or Biolo?y, or Physiology of Farm Animals.
. .'OODWORK .' Approx. Yz 90 2-3

Manual Training and Drawing, or Farm Shop and Drawing.

ENGLISH 1 1 90 S

MATHEMATICS 1 1 90 5

Second Year
AGRICULTURE II. 1 90 5

Farm crops, gardening, soils, project and related study.
SCIENCE Approx. Yz 90 2-3

General Science, or Botany, or Crop Physiology.
WOODWORK. Approx. ^ 90 2-3

Manual Training and Drawing, or Farm Shop and Drawing.

ENGLISH II 1 90 5

MATHEMATICS II 1 90 5

Third Year
AGRICULTURE III 1 90 5

Community specialties, svich as dairying, animal production,

commercial gardening, etc.; farm management; project study

and related study.
SCIENCE 1 90 5

General Chemistry, or Agricultural C'lemistry.

ENGLISH III 1 90 S

HISTORY 1 1 90 5

Fourth Year
AGRICULTURE IV 1 90 5

Community specialties, farm management, project work and

related study.
SCIENCE 1 90 5

General Physics, or Agricultural Physics.

ENGLISH IV 1 90 5

UNITED STATES HISTORY AND CIVICS 1 90 5

MARYLAND TYPE COURSE IN VOCATIONAL AGRICULTURE— No. 2

(Full-Time Teacher of Vocational Agriculture)
(A student taking this course will devote approximately one half of his time at school to
vocational agriculture and related agricultural study.)

Subjects First Year Time Days

Units Per Day Per We-ek

AGRICULTURE I 1 90 S

Study of poultry production and the raising of pigs, calves,
colts, and lambs.

PHYSIOLOGY OF FARM ANIMALS Approx. ^ 90 2-3

FARM SHOP AND DRAWING Approx. Y^ 90 2-3

ENGLISH 1 1 90 5

MATHEMATICS 1 1 90 5

Second Year

AGRICULTURE II 1 90 5

Farm crops, gardening, soils.

FARM BOTANY, OR CROP PHYSIOLOGY Approx. Y, 90 2-3

FARM SHOP AND DRAWING Approx. Y2 90 2-3

ENGLISH II 1 90 5

MATHEMATICS II 1 90 5

* Courses may be worked out in many different combinations. The courses given here are
printed merely for purposes of illustration. Each course should include at least three units
of English, two units of mathematics, two units of science, and one of history, and the
remainder of the sixteen units required for graduation may be selected by the school. A
school may offer one, two, or four years of the vocational work. Proposed organization of
courses may be sent to the State Department of Education for suggestions and criticism.

70 Annual RtroRT or the Statk Board of Kducation

Third Year
AGklCULTURK III • • • 1 90 5

Comiiuiiiity specialties, such as (lairyiiiR, animal iirodtiction,

commercial RardcniriK; f'<rm management; and related work.

AGRIClIl.TUKAL CHICMISTRY 1 90 5

ENC.LISH III 1 90 S

MATHEMATICS III 1 90 5

I'ouRTii Year
AGRICUI-TIIRE IV 1 90 5

Community specialties, farm managemtnt, project study, antl

project work.

AGRICULTURAL rilYSICS 1 90 5

KNGLISH IV 1 90 5

UNITED STATES HISTORY AND CIVICS 1 90 S

5. Methods of Instruction.

Instruction in vocational agriculture shall consist of supervised study, reci-
tation, laboratory, and practical work, which shall be given when the nature
of the work requires these various methods of instruction. No rigid
schedule with regard to the day of the week should be followed.

6. Qualifications of Teachers.

Federal funds shall be used in part payment of salaries of teachers of
agriculture, who shall have the following qualifications :

a. Must have been reared on a farm or have had at least two years' farm
experience after reaching the 14th birthday.

b. Must have the equivalent of a high school education.

c. Must be a graduate of a standard college, with at least two years' con-
tinuous college work in agriculture, and at least 200 recitation hours in
education, as required by the Maryland law. (Note — As the State Board
of Education realizes that it may be impossible, under present conditions,
to secure a sufficient number of teachers with these qualifications, and
though it does not wish to lower such standards, it reserves the right to
accept the equivalent or the near equivalent training in cases where it is
impossible to secure teachers with full qualifications.)

7. Qualifications of SupervisoY.

Federal funds shall be used in part payment of the salary of a supervisor of
agriculture, who shall have the following qualifications :

a. Must have been reared on a farm or have had at least two years of farm
experience after reaching the 14th birthday.

b. Must have completed the full four-year course in a standard college of
agriculture.

c. Must have had the equivalent of a year's graduate work in professional
education.

d. Must have had at least one year's experience as a teacher of vocational
agriculture.

8. Supervised Practical Work.

An essential part of the instruction in vocational agriculture shall be the
home project work, which shall be required of every boy enrolled in the
vocational department. Project work shall be arranged to extend over a
period of at least six months. When projects need attention during the
time the school is regularly in session, pupils shall be relieved from other

Annual Report of the Stats Board of Education 71

class work; so that, with the work done on the project in summer, an average
of 90 minutes per day for the school term will be devoted to supervised
practical work.

9. Plan of Supervision.

The duties of the state supervisor of agriculture shall be as follows :

a. The supervision of agriculture in all schools receiving Federal money for
the salaries of teachers, supervisors, or directors of agricultural subjects.

b. The supervision of agriculture in all other schools in the State meeting
the standards set up by the State Board and approved by the Federal
Board, even though such schools do not receive Federal aid.

c. Studying the agricultural conditions of the State and the school facilities
of particular communities which seem best suited to the establishment of
vocational departments or schools of agriculture.

d. The preparation, from time to time, of bulletins of information concern-
ing the teaching of agriculture in schools or departments in a state, and
the setting forth of the possibilities of such instruction.

e. The preparation of reports for the State Board of Education concerning
agricultural instruction in the State.

f. Holding conferences of teachers engaged in the teaching of agricultural
subjects.

g. Promoting in other ways vocational agricultural education in the State.
h. Assisting teachers of agriculture to improve their methods of instruction.

This improvement shall be done by personal consultation, by correspond-
ence, and by publications.

IV. TRADE, HOME ECONOMICS, AND INDUSTRIAL EDUCATION:

1. Budget.

The tentative budget of the Federal funds available for trade, home eco-
nomics, and industrial education for the year ending June 30, 1919, are as
follows :

A. Evening schools or classes $3,947.02

B. Part-time schools or classes {2i 1/3) 3,890.73

C. Unit-trade schools or classes 1,500.00

D. Home economics schools or classes 2,334.44

$11,672.19

2. Trade and Industrial Education.
A. Kinds of Schools.

It is planned to aid with Federal funds the following kinds of schools or
classes, or as many of these as conditions may justify:

a. Evening industrial classes.

b. Part-time schools or classes.

1. Trade-extension classes.

2. Trade-preparatory classes.

3. General continuation classes.

c. Unit-trade day schools or classes.

72 Annual Report of the vState Board of Education

B. Evening Industrial Schools or Classes.

a. Controlling Purpose.

The aim of all evening school instruction shall be to give the person
already entered upon employment opportunity to acquire greater skill
in, or knowledge of, the occupation in which he is engaged; so that he
may do his work in the best and easiest way and that he may be better
fitted for promotion.

b. Entrance Age Requirement.

Enrollment in evening classes shall be limited to persons over sixteen
years of age who have already entered upon employment.

c. Plant and Equipment.

The plant and equipment shall be adequate to carry out successfully the
courses proposed, and shall not be considered as satisfactory until it has
been inspected and approved by the State Superintendent of Schools or
his authorized agent.

d. Minimum for Maintenance.

The amount expended for maintenance shall be sufficient to insure satis-
factory standards of work.

e. Course of Study.

Courses of study shall be arranged on the short-unit bases. Whenever
possible, the courses shall be arranged so that the short units may be
combined to form well-rounded, longer general courses. A typical
course of study is given below:

GENERAL COURSE IN AUTOMOBILE REPAIRING.

Unit Courses

1. Chassis repairing.

2. Axles.

3. Transmissions.

4. Engines.

5. Carburetion.

6. Ignition.

7. Starting and lighting systems.

8. Storage batteries.

Type-Unit Course

Unit No. 8 — Storage Batteries

(Classroom Instruction)

1. History and manufacture of batteries.

2. Chemistry of the lead battery.

3. Electrical characteristics.

4. Operating characteristics.

5. Care of batteries.

6. Repair shop equipment.

7. Methods of repairing.

8. Battery troubles and remedies.

9. Relation of the battery to the starting and lighting system of the car.
10. The commercial or business side of battery repairing.

f. Character of the School Work.

The instruction given in evening classes shall be supplemental to the
daily employment of the student.

g. Methods of Instruction.

The instruction given in evening classes shall include shop and class-
room work. All shop work shall be on the individual instruction basis
as far as possible. Classroom instruction should be supplemented by
lantern slides and industrial films when these are available. All shop
work should be on a productive basis in so far as this is possible.

Annual Report of the State Board of Education 73

h. Qualifications of Teachers.

The qualifications of teachers of evening classes shall be as follows:

1. Shop teachers.

Shop teachers shall be persons who have a high degree of skill in the
subjects to be taught, and who have ability to instruct others. In all
cases shop teachers shall have had at least two years' trade experience
above the apprenticeship stage.

2. Teachers of related subjects.

Teachers of related subjects shall have a good elementary school
education and special ability in the subjects to be taught. Persons
qualified to teach related subjects in unit-trade day schools will also
be permitted to teach these subjects in evening classes.

Each teacher of shop or related subjects shall hold the proper cer-
tificate issued by the State Superintendent of Schools on the evidence
that the applicant meets the prescribed requirements.

C. Part-Time Schools or Classes.

a. Trade-Extension Part-Time Schools or Classes.

1. Controlling purpose.

The aim of all trade-extension classes shall be to increase the skill
or knowledge of the worker in his present occupation, thereby helping
him^ to perform his present work better, and assisting him to pro-
motion.

2. Age of pupils.

Enrollment in trade-extension classes shall be limited to persons over
fourteen years of age who have already entered upon employment
in the trades or industries.

3. Plant and equipment.

The plant and equipment shall be adequate to carry out successfully
the courses proposed, and shall not be considered as satisfactory
until it has been inspected and approved by the State Superintendent
of Schools or his authorized agent.

4. Minimum for maintenance.

The amount expended for maintenance shall be sufficient to insure
satisfactory standards of work.

5. Course of study.

Courses of study shall include only such subjects as will directly
extend the trade or technical knowledge or the trade skill of the
students. A typical two-year course for railroad machine shop
apprentices, based on the minimum of 144 hours per year with a class
meeting twice each week for a two-hour period, is given below :

First Year
Drawing: 72 hours.

Working drawings from sketches.

Working drawings from models. (Lettering and a study of drafting conven-

T:Ail stuSs'^orL^r "°^'- ^'^ ''°'''' -'' '^ '^^'^^ fr^Ve°"rp

74 Annual Report of the State Board of Education

67io/> Mathematics: 36 hours.

Tliis will iiicluilc applicil arithmetic, thiouK'i sfjuari- root, oiiiittiriK those por-
tions not useful to a niacliinist. All problems shall apply to the machinist's
work.

S'icp Science: 36 hours.

A detailed study of the various shop machines such as tlic lathe, shaper,
grinder, slotter and similar e(|uiiinient, including a study of the working cliar-
actcristics, care of the machine, operating speed, size of cuts, and best operating
methods.

A study of iron, steel, and the alloys, including the manufacture, properties,
and uses of each.

General machine shop knowledge, such as belting, shafting, and motor drives.

Second Year
Drawing: 72 hours.

Advanced problems such as locomotive valve and airbrake equipment.

A small amount of tracing and blue-printing is included.
Siiof) Mathematics: 36 hours.

This includes those parts of algebra, plane geometry, and trigonometry which

are applicable to the machinist's trade.
Shop Science: 36 hours.

This includes the working characteristics of special machines in the shop, and

the general principles underlying the action of the locomotive. A study of

locomotive valve gears and air-brake equipment should be included.

6. Methods of Instruction.

The methods used shall include classroom instruction by lecture or
recitation; drawing or sketching; inspection trips to shops doing the
kind of work for which the student is being trained; and the use of
models, charts, slides, and films, when these are available. Instruc-
tion shall be largely on the individual basis.

7. Length of Term.

Instruction shall continue for not less than 144 hours per year. A
term of 36 weeks, with four hours of instruction per week, is recom-
mended for most part-time classes. The four-hour weekly period
shall preferably be divided into two two-hour periods. Classes operat-
ing under "the two-boy" plan shall arrange to spend alternate weeks
in the shop and school where this is possible.

8. Qualifications of Teachers.

a. The minimum qualifications for shop teachers are a good elemen-
tary school education and high grade ability in the trade to be
taught, obtained either by an apprenticeship or in an approved
trade school, either of these having been supplemented by at least
two years' work as a journeyman in the trade.

b. The minimum qualifications of teachers of related subjects shall
be graduation from a standard high school, or its equivalent, and
two years' experience in a trade; or two years of technical train-
ing in an institution of college grade, and sufficient contact with
trades to understand their problems.

h. Trade-Preparatory Part-Time Classes.

1. Controlling Purpose.

The controlling purpose of trade-preparatory part-time classes or
schools shall be to prepare boys and girls who are now working in
occupations which are not suited to them, or which are s®-called
"blind alley" jobs, to secure employment in work which is to their
liking and in which they have opportunity for advancement.

Annual Report of the State Board of Education 75

2. Age of Pupils.

Enrollment in trade-preparatory classes shall be limited to persons
over fourteen years of age who have entered upon employment.

3. Plant and Equipment.

The plant and equipment shall be acceptable to the State Superinten-
dent of Schools as adequate to carry out with efficiency the courses
offered.

Any space used for school shop purposes must conform to the
factory laws of the State as to heat, light, ventilation, and safety
appliances.

The plant and equipment proposed for use shall not be considered
satisfactory until it has been inspected and approved by the State
Superintendent of Schools or his authorized agent.

4. Minimum for Maintenance.

The amount expended for maintenance shall be sufficient to insure
satisfactory standards of work.

5. Course of Study.

Courses of study shall contain only the subject-matter necessary to
give the student the fundamentals of the occupation, the larger part
of the related study being given later in trade-extension classes. For
example, pupils of a trade-preparatory class in lathe work would be
taught the operation of the lathe, working usually on productive
work. The related subject-matter that a lathe operator should know
would be given in trade-extension classes after the student had been
placed on a job.

6. Methods of Instruction.

Instruction in trade-preparatory part-time classes should be limited
to such methods as will give direct intensive training in one or more
shop processes, with the idea of placing the student on an earning
basis in industry as soon as practicable.

7. Length of Term.

The minimum length of term shall not be less than 144 hours per
year and 8 hours per week.

8. Qualifications of Teachers.

a. Shop Teachers.

Shop teachers shall have the following minimum qualifications:
A sound elementary school education and high grade ability in
the trade to be taught, obtained either by an apprenticeship or in
an approved trade school, either of these having been supplemented
by at least two years' work as a journeyman in the trade.

b. Teachers of Related Subjects.

The minimum qualifications for teachers of related subjects shall
be graduation from a standard technical high school, or its equiva-
lent, and two years' experience in a trade.

c. General Continuation Part-Time Schools or Classes.
1. Controlling Purpose.

The controlling purpose of general continuation schools and classes
shall be to increase the civic or vocational intelligence of boys and

76 Annual Report of the State Board oi- Education

girls who have entered upon employment.

2. Af^e of I'upils.

Enrollment in these classes shall be limited to persons over 14 years
of age.

3. Plant and Equipment.

The plant and equipment shall be adequate to carry out successfully
the courses proposed, and shall not be considered as satisfactory until
it has been inspected and approved by the State Superintendent of
Schools or his authorized agent.

4. Minimum for Maintenance.

The amount expended for maintenance shall be sufficient to insure
satisfactory standards of vi-ork.

5. Courses of Study.

Character and content of courses of study shall be determined entirely
by the needs and capacities of the students. Courses may include
such grammar school subjects as reading, writing, spelling, and
arithmetic; such high school subjects as chemistry and physics; and
such special subjects as mechanical drawing and industrial history.

TYPE COURSE
Arithmetic

1. Review of Addition, Subtraction, Multiplication, and Division.

2. Fractions.

3. Decimal Fractions.

4. Percentage.

5. Denominate Numbers.

6. Equations.

7. Mensuration.

8. Powers and Roots.

6. Methods of Instruction.

As the instruction in general continuation classes will vary greatly,
no particular methods can be specified. In general, all the methods
used in the various other types of industrial classes and in the
common school will find a place in general continuation work.

7. Length of Term.

The minimum length of term is 144 hours per year, or four hours per
week for 36 weeks.

8. Qualifications of Teachers.

Qualifications of teachers of general continuation subjects shall be
the same as are required for teachers of similar subjects in the public
schools of Maryland.

D. Unit-Trade Day Sclwols.

a. Controlling Purpose.

The controlling purpose of unit-trade day schools shall be to prepare
boys and girls for entrance into a definite trade or industry.

b. Age of Pupils.

Enrollment shall be limited to persons 14 years of age and over, except
that persons 13 years of age may be admitted if they are capable of
doing the work regularly given to 14-year old students.

c. Plant and Equipment.

The plant and equipment shall be adequate to carry out with efficiency
the courses oflfered.

Annual Report of the State Board op Education 7?

1. Any space for school shop purposes shall conform to the factory
laws of the State as to heat, light, ventilation, and safety appliances.

2. The plant and equipment proposed for use shall not be considered
satisfactory until it has been inspected and approved by the State
Superintendent of Schools or his authorized agent.

d. Minivium for Maintenance.

The amount expended for maintenance shall be sufficient to insure
satisfactory standards of work.

e. Course of Study.

1. Courses of study shall be not less than one or more than four years
in length.

2. All courses shall include English and citizenship; and it is recom-
mended that general trade science and physical education be also
included. Approximately 15% of the student's time should be given
to subjects of this character.

3. All courses shall provide for trade science and trade mathematics,
and also for trade drawing in all trades where this is necessary.
Approximately 35% of the student's time should be given to these
subjects.

4. In the selection of courses to be offered, consideration shall be given
to local industrial needs, and courses arranged, if possible, in accord-
ance with those needs.

5. A limited amount of practical experimental laboratory work shall be
provided for such courses as electrical construction and baking, which

require such laboratory work to thoroughly teach the trade.

TYPE COURSE
Electrical Construction

First Year
Shop IVork: 15 hours per week.

Wiring of bells and annunciators; open wiring; conduit work; small motor

installation; etc.
Trade Science: 4 hours per week.

Theory of electric circuit; electrical machinery, code rules; etc.
Mathematics: 3 hours per week.

Arithmetic.
Laboratory Work: 2 hours per week.

Testing circuits and equipment.
Drawing: i hours per week.

Electrical installation.
English and Ci'ics : i hours per week.

Second Year

Shop U ork : IS hours per week.

Installation of motors, D. C. and A. C. ; switchboards; power wiring- etc Re-
pairing of batteries, machinery, etc.

Trade Science: 4 hours per week.

Theory of electrical machines, particularly A. C. ; measurements of power- etc

Mathematics: Z hours per week.

Arithmetic; equations and formulae of algebra; and the trigonometric functions.

Laboratory Work: 3 hours per week.
Advanced tests.

Drazving: 2 hours per week.
Switchboards, etc.

Industrial History: 2 hours per week.

Trade Hygiene: 1 hour per week.

f. Methods of Instruction.

1. Shop classes shall be so conducted that the student will do his work
in an atmosphere as nearly like that of a high grade commercial shop
as is practicable under school conditions.

78 Annual Report of the State Board oi-' Education

2. In shop work and drawing, particular attention shall be given to the
needs of the individual pupils, and the instruction shall be suited as
nearly as possible to those needs.

3. Instruction shall include enough of the business side of the trade
taught to familiarize the student with approximate costs of material
and labor for the work he does in the shop.

4. Provision shall be made for inspection trips to commercial shops or
to construction jobs which will give the student first hand knowledge
of the trade or industry he is studying.

g. Amount of Time for Shop Work.

At least fifty per cent, of the student's time in school shall be devoted
to practical work on a useful or productive basis. In all shops where
a commercial product can be produced, this should largely be the work
to which the student's shop time is given. In those lines of work in
which it is impossible to produce a commercial product, the work given
the students shall approach commercial standards as nearly as possible.

h. Length of Term.

The school year shall be at least nine months in length.

i. Hours per Week.

The school week shall consist of at least thirty hours.

j. Qualifications of Teachers.

1. The minimum qualifications of shop teachers are a good elementary
school education, and high grade ability in the trade to be taught,
obtained either through an apprenticeship or by a course in an
approved trade school, either of these having been supplemented by
at least two years' work as a journeyman in the trade.

2. The minimum qualifications for teachers of related subjects shall be
graduation from a standard high school and two years' experience in
a trade; or two years of technical training in an institution doing
work of college grade, and sufficient contact with trades to under-
stand their problems ; or four years of general teaching experience,
six months' trade experience, and a real interest in industrial
education.

3. The minimum qualifications for teachers of non-vocational subjects
shall be the ability represented by the equivalent of a Maryland
second-grade certificate, which is a standard high school educatioTi
with at least six weeks of professional training, and a general knowl-
edge of the trades taught in the school.

4. No person shall be qualified as a vocational teacher until licensed
for such teaching by the State Superintendent of Schools, and no
certificate shall be issued until the State Superintendent has evidence
that the applicant meets the requirements.

5. Certificates shall be issued for one year, subject to renewal on evi-
dence of successful experience and professional spirit. Certificates
shall show the period for which they are valid and the lines of work
the holder is permitted to teach.

Annual Report of the State Board oe Education 79

k. Qualifications of Supervisor.

Federal funds shall be used for part payment of the salary of a super-
visor of trade and industrial education, who shall have the follow-
ing qualifications:

1. Must have had two years of trade experience.

2. Must have a technical education of college grade.

3. Must have had at least one year's experience in teaching or super-
vising industrial classes.

f. Duties of Supervisor.

The duties of the State Supervisor of Trade and Industrial Education

shall be as follows :

1. To promote the establishing of evening, part-time, and all-day indus-
trial schools and classes which will meet the requirements of the Smith-
Hughes law.

2. To supervise all industrial classes receiving Federal aid under this law.

3. To assist teachers of industrial subjects tow^ard better methods and
greater results.

3. Home Economics Education.

A. Kinds of Schools.

The Federal funds shall be used for home economics instruction in the
following kinds of schools:

a. Evening home economics schools or classes.

b. Part-time home economics schools or classes.

c. Day schools or classes.

B. Evening Home Economics Schools and Classes.

a. Age Requirements.

All girls and women over 16 years of age who are engaged in the per-
formance of household duties or who are able to profit by the work
offered, shall be admitted to the course.

b. Plant and Equipment.

The plant and equipment may be that used in day schools, provided its
double use in no way interferes with the efficiency of the evening schools
or classes.

c. Minimum for Maintenance.

The minimum expenditure for the maintenance of such schools shall be
sufficient for the employment of efficient teachers and to insure provision
for adequate equipment and supplies.

d. Courses of Study.

The courses shall be organized on a short-unit basis, each complete in
itself, arranged in such sequence as to give long, general courses when
needed.

general course in home economics

General Type Course

1. Marketing.

2. Preparing and serving meals.

3. Simple entertaining.

4. Selection and buying furniture and house furnishings.

5. Proper division of income.

6. Clothing and household textiles.

7. Dressmaking.

8. Millinery.

9. Child rearing and training.

80 Annual Report of the State Board oi- Education

Type-Unit Course

A. CkilJ Nutrition.

1. Artiticml fettling.

2. l'"ood for (Jiflercnt aRcs.

a. A two-year old child.

b. Children from 3 to 4 years.

c. Chihlrcn from 5 to 7 years.

d. Children from 8 to 12 years.

B. Hygiene of Childhood.

1. liathinK.

2. Clothing.

3. Amount of sleep exercise, pure air.

4. Regularity of habit.

5. Absolute cleanliness of the individual.

6. Sex problems.

7. Environment.

C. Infant Diseases and Emergencies.

1. Croup.

2. Colic.

3. Infectious diseases.

D. Selection, Making, and Care of Clothing.

E. Child Psychology.

F. Child Literature.

1. Different classes of children's books,
a. Interests and value of each class.

2. The art of story-telling.

3. The art of leading the child from a certain interest in reading to related
reading.

4. The tests of a wholesome book for children of varying ages.

e. Character of the Work.

The needs and capacities of the students and the needs and character of
the community shall govern the selection of subject-matter and the
method of presentation.

f. Methods of Instruction.

The instruction given shall be such that the skill attained or knowledge
acquired helps the worker in her present or future home-making.

g. Qualifications of Teachers.
Qualifications of teachers shall be as follows :

1. Having had at least a high school education.

2. Having had training of college grade in the subjects taught.

3. Having well-established skill in handling household problems.

C. Part-Time Home Economics Classes.

a. Age Requirements.

All women and girls over 14 years of age shall be eligible for admission
to these courses.

b. Plant and Equipment.
Same as for evening schools.

c. Minimum for Maintenance.
Same as for evening schools.

d. Course of Study.

The courses shall be organized on the short-unit basis.

General Type Course

1. Theory of marketing and fireless cooking.

2. Marketing for practical cooking.

3. Dietetics for practical menus.

4. Salads and deserts.

5. Bread and rolls.

6. Household routine.

7. Health lessons for women.

8. Care of the child.

9. Appropriate dress for children.
10. The domestic servant problem.

Annual Report of the State Board of Education

Type-Unit Course

The Domestic Servant Problem

A. Necessity of discussion.

1. Providing efficient help in the house.

2. Social and economic questions involved.

B. Dislike of domestic service.

1. Greater opportunities for women outside the home.

2. The social stigma attached to position of "servant."

3. Long and irregular hours.

4. Lack of sympatlietic consideration.

C. Making household service attractive.

1. Fair and just agreements.

2. Standards of work and wages.

3. Time for rest, recreation, and culture.

4. Definite hours fixed.

5. Lessening of drudgery. (Labor-saving devices.)

6. Work done outside the home.

a. Laundry.

b. Cooking.

D. Co-operative housekeeping.
\. Community laundry.

2. Community kitchens.

e. Methods of Instruction.

The instruction shall be supplementary to their day employment. Part
of the day employment of every woman will, however, be assumed to
be the work of the home. The method of instruction shall be to take
the workers in the stage of preparation in which they are found, and
instruct them in matters supplementary to their experience in their
callings.

f. Length of Term.

The length of term shall be two periods of two hours each week for
thirty-six weeks.

g. Qualifications of teachers.
Same as for evening schools.

D. Day Schools in Cities of More Than 25,000.

a. Age Requirement.

All girls over 14 years of age shall be eligible for admission to these
courses.

b. Plant and Equipment.

The minimum for plant and equipment for home economics instruction
shall consist of a cooking laboratory and other rooms, depending on the
size of the school. The minimum value for the equipment of these
rooms shall vary in cost from $150 up.

c. Minimum for Maintenance.

The minimum for expenditure for the maintenance of such schools
shall be sufficient for the employment of efficient teachers and to insure
provision for adequate equipment and supplies.

d. Course of Study.

The home economics courses, whenever possible, shall be four years in
length. The following tentative organization of courses is suggested.
The content of the courses and arrangement of topics shall be subject
to approval in advance by the supervisor of home economics.

82 Annual Retokt of the Statk IVjard ov Kducation

type course

First Year
First Semester.

Foods and Cookery Time per Week

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutei

Applied (iencral Science

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

English

Classroom 5 periods 225 minutes

Mathematics

Classroom 5 periods 225 minutes

Physical Training
Second Semester.

Garment Making and Elementary Dressmaking

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

Applied Drawing, Design, and Color

Laboratory 2 double periods 180 minutes

Civics

Classroom 3 periods 135 minutes

English

Classroom 5 periods 225 minutes

Mathematics

Classroom 5 periods 225 minutes

Physical Training

Second Year
First Semester.

Marketing, planning and serving of meals, housekeeping

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

Physiology and Hygiene

Classroom 5 periods 225 minutes

English

Classroom 5 periods 225 minutes

General European History

Classroom 5 periods 225 minutes

Physical Trainini;
Second Semester.

Costume design and dressmaking

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

Home nursing and care of infants

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

English

Classroom 5 periods 225 minutes

General European History

Classroom 5 periods 225 minutes

Physical Training

Third Year
First Semester.

House planning, home sanitation and house furnishing

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

Household Chemistry

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

English

Classroom 5 periods 225 minutes

Elementary Economics and Sociology

Classroom 5 periods 225 minutes

Second Semester.

Textiles

Classroom 1 period 45 minutes

Laboratory 1 double period 90 minutes

Cookery

Classroom 2 periods 90 minutes

Laboratory 1 double period 90 minutes

Household Chemistry

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

English

Classroom 5 periods 225 minutes

Household Mathematics

Classroom S periods 225 minutes

Annual Report of the State Board of Education 83

Fourth Yeah
First Semester

Elementary dietetics and invalid cookery

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

Home Management

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

Household Physics

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

United States History

Classroom 5 periods 225 minutes

Second Semester.

ilillinery and advanced dressmaking

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

Household Physics

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

Home Management

Classroom 3 periods 135 minutes

Laboratory 2 double periods 180 minutes

United States History

Classroom 5 periods 225 minutes

Note: The time given to laboratory work in Home Management should be the
equivalent to the time specified in the above outline.

e. Methods of Instruction.

Home economics instruction shall consist of recitations, laboratory, and
practical work, given with methods tending to promote the use of these
methods in the home.

f. Length of Term.

The term shall be at least nine months.

g. Hours of Instruction per Week.

The school week shall consist of at least thirty hours,
h. Qualifications of Teachers.

The Federal funds shall be used in part payment of the salaries of
home economics teachers who have completed, in addition to the
equivalent of a high school education, a course in home economics in
a state training school or an approved college or school which gives at
least a two-year course in home economics, and who present satisfactory
evidence of at least two years' practical experience including a con-
siderable period of actual management of a home, and who have had
successful practice teaching as a part of their preparation, or have had
successful teaching experience.

E. Day Schools in Cities and Toivns of Less Than 25,000.

a. Age Requirement.

All girls over 14 years of age shall be eligible for admission to these
courses.

b. Plant and Equipment.

c. Minimum for Maintenance.

The amount expended for maintenance shall be not less than $5 per
pupil per school year.

84 Annual Report of the .Statk Board oi- l*"of cation

d. Course of Study.

If a two-year course be offered, the following tentative organizations
is suggested :

First Year

Time per Day
in Minutes.

Cieneral principles of cookery 90

AjipMcd general science 90

(larment making, elementary dressmaking, textiles 90

Applied drawing, design and color 90

English 90

Civics 90

Physical Training 90

Second Year

Dressmaking, house planning and furnishing 90

Home management and household accounting 90

Sanitation and hygiene 90

English 90

Industrial History and Physical Training 90

e. Methods of Instruction.

Home economics instruction shall consist of recitations, laboratory and
practical work, given with methods tending to promote the use of these
methods in the home.

f. Length of School Year.

The length of time for instruction in these departments shall be not
less than two years of nine months each. At least one half of the
pupil's school day shall be given to practical work on a useful and
productive basis.

g. Hours of Instruction per Week.

The number of hours of instruction in these schools shall be thirty
hours per week.

h. Qualifications of Teachers.

The teachers of these courses shall have had a four-years' high school
course, or the equivalent, and have had two years of additional work
of college grade, approximately one third of which was in general
academic subjects and approximately two thirds in home economics;
and as a part of their preparation not less than two hundred recitation
hours in the theory of education and in the art of teaching home
economics.

j. Qualifications of Supervisor.

Federal funds shall be used in part payment of the salary of a
supervisor of home economics, who shall have the following qualifica-
tions :

1. Must have had experience in managing a home.

2. Must have completed the equivalent of a four-year course in a
standard college of home economics.

3. Must have had the equivalent of a year's graduate work in pro-
fessional education.

4. Must have had the equivalent of at least one year's experience as a
teacher of home economics.

k. Plan of Supervision.

The duties of the state supervisor of home economics shall be as follows :
1. The supervision of all schools receiving Federal money for the
salaries of teachers of home economics.

Annual Report of the State Board of Education 85

2. The supervision of all other schools or departments of home eco-
nomics in the State meeting the standards set up by the State Board
and approved by the Federal Board, even though such schools are
not to receive Federal aid.

3. Studying the conditions of the State and the school facilities of
particular communities which seem best suited to the establishment
of vocational departments or schools of home economics.

4. The preparation, from time to time, of bulletins of information con-
cerning the teaching of home economics in schools or departments
in a state, and the setting forth of the possibilities of such instruction.

5. The preparation of reports for the Slate Board concerning home
economics instruction in the State.

6. Holding conferences of teachers engaged in the teaching of home
economics subjects.

7. Promoting in other ways vocational home economics education in the
State.

8. Assisting teachers of hom.e economics to improve their methods of
instruction by personal consultation, by correspondence, and by
publications.

'. TEACHER-TRAINING.

1. Budget.

Tentative budget of teacher-training funds is as follows:

A. Agricultural subjects 25%

B. Trade and Industrial subjects 25%

C. Home economics subj ects 25%

D. Supervision of agricultural, home economics, trade and industrial
subjects 25%

(Not more than 15% of the total teacher-training fund shall be used for
supervision in any one line.)

2. Agriculture.

A. Kinds of Schools.

Vocational teachers of agriculture shall be trained in the Maryland State
College of Agriculture, College Park. Special day and summer school
classes shall be arranged under the direction of the Department of Agri-
cultural Education in the division of Vocational Education. These
special classes shall be formed for the benefit of those who are preparing
themselves for teaching positions in departments of vocational agriculture.

B. Length of Te'rm.

The day course shall be four years in length, embracing a total of 204
term hours exclusive of military drill. Summer courses shall be arranged
to meet the needs of teachers in service and others preparing to teach in
vocational departments of agriculture.

C. Entrance Requirements.

Entrance requirements shall be graduation from a standard four-year
high school, or its equivalent, and adequate farm experience acquired
after reaching the age of 14.

D. Course of Study.

The course of study shall be so arranged that students may spend at

86 Annual Report of thi-: STy\'rK Board op Education

least 40% of their time on technical agricultural subjects; approximately

25% on related agricultural science; approximately 20% on subjects of
a general educational character; and approximately 15% on subjects in

professional education. (See Agricultural Education Curriculum of the
Maryland State College of Agriculture, submitted herewith.)

AGRICULTURAL KDUCATION CURRICULUM OF THE MARYLAND
STATE COLLEGE OF AGRICULTURE

Fbeshman Year
Subject Term

English 3 3 3

Public Speaking 1 1 1

Cieneral Chemistry 4 4 —

The Metals and Qualitative Analysis — — 4

General Zoology 3 3 —

(General Botany — — 3

X^Qcational Guidance 2 2 2

Indu.strial History, or |

Mathematics, or /- 4 4 4

Language )

Military Instruction — Basic Course 2 2 2

Sophomore Year

Cereal Crops 4 — —

Soils — 4 —

Geology — — 4

Principles of Pomology 4 — —

Plant Physiology — 4 4

Animal Husbandry 4 3 —

Principles of Vegetable Gardening — — 4

Elective 5 6 S

Military Instruction — Basic Course 2 2 2

Junior Year

English 2 2 2

Principles of Economics 3 3 —

Soils 3 — —

Poultry — 3 —

Forage Crops — — 3

Principles of Teaching and Educational Psychology 3 3 —

Observation and Methods 2 2 —

Methods in Vocational Agriculture — — 3

Observation and Methods — — 2

Elective 4 4 6

Military Instruction — Advanced Course R R R

Senior Year

Farm Accounting 4 — —

Farm Management — 4 4

Community -Study 2 2 2

Methods in \'ocational Agriculture 2 2 —

Supervised Teaching and Observation 5 2 2

Problems in Secondary Education — — 2

Elective 4 7 7

Military Instruction — Advanced Course R R R

E. Observation and Practice Teaching.

Provisions for observation and practice teaching shall be arranged with
high schools near the Maryland State College of Agriculture. When-
ever possible, this observation work shall be done in an approved Federal
department of vocational agriculture.

F. Graduation Requirements.

Graduation shall require the successful completion of the agricultural

education curriculum, as laid down, or its equivalent, and two years of
farm experience acquired after reaching the age of 14.

G. Certification.

Graduates from the above-mentioned teacher-training classes shall be
entitled to certification for vocational work without examination.

Annual Report of the State Board of Education 87

H. Special Courses.

It is planned that summer schools shall be conducted, when experience
shows the need of such work.
3. Trades and Industries.

A. Kinds of Schools and Classes.

The trade and industrial schools to be established in Maryland within
the next two or three years will be able to absorb only a limited number
of teachers. In line with a policy which aims to produce no more teachers
than can be utilized, the teacher-training plan for the year 1918-1919 is
not an extensive one. It is planned rather to start with a few necessary
forms of training and later expand these as the needs of the State become
greater. It is recognized that, for the present, at least, shop teachers
must come from the trades and industries, if they are to have adequate
trade or industrial experience. The teacher-training proposition thus
resolves itself into giving more of the professional side of the work than
of the technical content. Shop teachers will be recruited from industry
and given the required professional training in evening classes. Some
teachers of related subjects will be obtained from the graduates of
technical schools. In order to provide the professional training necessary,
a limited amount of this work will be offered to students in the Mechanical
Engineering Department of the Maryland State College of Agriculture;
so that the graduates in mechanical engineering may qualify as teachers
of related subjects as soon as they have obtained the necessary trade
experience. In addition, a summer session is planned, which will offer
both technical and professional work to present and prospective teachers
of industrial subjects. The teacher-training classes in Maryland, or-
ganized under the Smith-Hughes Law, will be under the direction of the
Maryland State College of Agriculture, College Park. The evening classes
for shop teachers will be held in Baltimore and in other centers where it
seems advisable.

B. Work of Institutions.

Details of the work to be given in these classes are as follows:
a. Shop Teachers.

Shop teachers will be recruited from the trade and trained in evening
classes. The number of persons provided for in the class will be
limited to the number that may be utilized in trade arid industrial classes
in Maryland during the next two or three years.

1. Entrance Requirements.

Enrollment in evening classes for the training of shop teachers shall
be limited to persons who have completed the elementary school and
who have had at least one year of shop experience beyond the appren-
ticeship stage.

2. Length of Course.

a. Courses shall be one or two years in length.

b. The hours of instruction shall be at least 100 hours per j'ear.

3. Course of Study.

The course of study will include trade mathematics and trade draw-
ing, as well as the principles and methods of teaching. Instruction
will be largely by discussion, and will include such subjects as analysi.s

88 Annual Report of the State Board of Education

of tlie trade for teaching purposes, preparation and discussion of
lesson plans, a study of general and special methods for industrial
classes, and a limited amount of industrial history.

4. Obsen'ation and Practice Teaching.

Provision shall be made for observation and practice teaching in the
regular evening industrial classes, with a specially recruited class, if
necessary.

5. Graduation Requirements.

Graduation shall require successful completion of the work outlined,
including an adequate amount of practice teaching. No person shall
be graduated from this course who has had less than two years of
shop or trade experience beyond the apprenticeship stage, and who is
not able to perform all the mechanical processes commonly required
of journeymen in the trade or branch of industry to be taught.

6. Certification.

Upon fulfilling the requirements for graduation from this course, a
certificate shall be granted for the particular subject or subjects for
which the applicant has qualified. This certificate shall be valid for
one year, and renewable on evidence of successful experience and
professional spirit.
b. Teachers of Related Subjects.

Teachers of related subjects will be trained in technical courses in the
Maryland State College of Agriculture, and in evening classes in Balti-
more and other centers. The following tentative course is proposed :
FOUR-YEAR COURSE, MARYLAND STATE COLLEGE

1. Entrance Requirements.

Requirements for admission to this course shall be the same as those
for the engineering courses of the College.

2. Length of Term.

The length of course shall be four years.

3. Course of Study.

The course of study proposed is substantially the mechanical engi-
neering course with addition of the follow-ing work in industrial
education :

Subject Term Hours

Industrial Shop Mathematics 3

Industrial History 3

Principles of Industrial Education 3

Methods of teaching related industrial .subjects 3

Practice Teaching 6

The course contains:

Mathematics 36

English and related subjects 27

Chemistry 20

Physics 21

Drawing 55

Shop work (woodwork, machine shop practice, forge and foundry) . . 42

Mechanical Engineering subjects 68

Electrical Engineering subjects 10

Military instruction 18

Economics 6

Contracts 3

4. Observation and Practice Teaching.

Provision will be made for observation and practice teaching in the
industrial classes of the College and in nearby schools.

Annual Report of the State; Board of Education 89

5. Graduation.

Graduation shall require the completion of the full course outlined
above.

6. Certification.

On satisfactory completion of graduation requirements and evidence
of satisfactory trade contact, a certificate shall be issued permitting
the holder to teach related subjects for one year, renewable on evi-
dence of successful experience and professional spirit.

c. General Continuation Teachers.

No special classes will be started for training teachers of this type, as
they will be supplied through the regular normal and other teacher-
training agencies of the State.

d. Training of Teachers in Service.

As it may be impossible to secure sufficient teachers for the year 1918-
1919 who satisfy the professional as well as the trade requirements, a
considerable amount of training in service must be done. This will be
done largely by the state supervisor, who shall devote such time to this
work as conditions require.

Home Economics.

A. Kinds of Schools.

The courses for the training of teachers in home economics shall be given
in the Maryland State College of Agriculture.

B. Entrance Requirements.

Admission to such courses will be restricted to persons who have been
graduated from a recognized four-year high school course or its equiva-
lent.

C. Length of Course.

The course of study shall cover a period of four years, embracing a total
of 204 term hours.

D. Course of Study.

HOME ECONOMICS EDUCATION

Freshman Year

Subject

English 3

Public Speaking 1

Chemistry 3

Biology 2

Freshman Lectures 1

Drawing and Design 4

Textiles and Sewing —

Physical Training 1

Sophomore Year

Organic Chemistry 4 —

Physiology 4

Bacteriology and Public Health — 4 4

Elements of Community Study 2 2 2

Food Study and Cookery 4 4

Dressmaking — 4

Dietetics 4

Physical Training 1 i j

Elective 3 3 7

Term

—

90 Annual Report of the Statr Board op Education

Ji'NiOR Year

English 2 2 2

Advanced Design 2 2 —

Home Care of the Sick 2 — —

Nutrition — 5 5

Principles of Teaching 3 — —

Educational Psychology — 3 —

Observation and Methods in Schools of Nearby Cities and Towns 1 1 —

General Methods in Home Economics — — 3

Elective 6 3 5

Senior Year

Economics 3 3 —

Clothing — 3 3

Home Equipment 3 3 —

Home Management — — 5

Methods in Home Economics Education 6 — 6

Supervised Teaching and Observation 5 1 1

Problems in Secondary Education — — 2

Elective 4 4 5

E. Observation and Practice Teaching.

Provision for observation and supervised teaching shall be made with
any convenient high school.
One credit hour to be given for two hours practice teaching.

F. Graduation.

Graduation from four-year teacher-training courses will involve the

completion of the prescribed course; supervised practice teaching; and

practical experience derived in a home, whether before admission to such
courses or during the teacher-training period; and supervised home man-
agement for two or three weeks during the course.

G. Certification.

Those graduating from four-year teacher-training courses will be en-
titled to a State teacher's certificate.
H. Special Courses.

A summer school may be conducted in 1919 offering such courses as may
be shown by the experience of the year to be needed.

Annual Report of the State Board of Education 91

SUPERVISION OF HIGH SCHOOLS

By Samuel M. North, Supervisor of High Schools

Progress 1917-1918

Three objectives for the supervision of high schools during 1917-1918
were set forth in my report to the State Superintendent on June 4,
1917; viz., (1) More apparatus, text-books, materials of instruction,
and library equipment; (3) Rearrangement and better readjustment
of the programs of the high schools to the State Course of Study;
and (3) More and better teachers. Satisfactory progress has been
made during the year towards better equipment, and an increasing
sensitiveness on this head would seem to guarantee still further im-
provement. All our schools are now living strictly up to the require-
ments of the State Course of Study, the irregularities antedating 1916-
1917 having been adjusted. As regards the need for more and better
prepared teachers, however, progress has not been so marked, the in-
ducements offered by positions in governmental and in commercial
employ having caused a large turn-over in our teaching force by Feb-
ruary, 1918, a turn-over which constantly increased until the end of
the year and which constitutes the most difficult high school problem
that we are facing for 191S-1919. From present indications it seems
probable that we shall be able to provide staffs for all our approved
schools, though this will, in a considerable number of cases, be possible
only through the employment of provisionally certificated teachers.

Status of Schools, 1918-1919

The following is a tabulation showing some facts regarding the
operation of the approved high schools during 1917-1918. and certain
of these facts will be useful in determining the status of these schools
for 1918-1919:

1. Approved high schools, by groups.

2. State aid extended each school.

3. Number of teachers of regular subjects, including principals, in each
school.

4. Number of teachers of special subjects in each school.

5. Enrollment of each school.

6. Average daily attendance of each school.

7. First Group schools entitled to apply for more state aid than in
1917-1918.

98 Annual Report of the State Board of Education

8. I-'irst Group schools entitled to less state aid than in 1917-1918.

9. I-irst Group schools falling into the Second Group.

10. Second Group schools entitled to apply for admission into the First
Group.

11. Second Group schools which have fallen below the requirements for
a place in the Second Group.

Attention is invited to tiie following comparisons. During^ the year
1917-1918, the total enrolhncnt of the approved high schools increased
over the 1916-1917 enrollment by 369 pupils; but the Second Group
schools fell off by 147, whereas the First Group schools increased
by 516. Last year the Second Group schools showed a gain of only
5 pupils; this year these schools show a loss of 147. Only 8 of the
31 First Group schools enrolled fewer pupils than last year; but lo
of the 39 Second Group schools fell below last year's enrollment.
Twenty-two schools of the First Group and 26 of the Second Group
had gains in enrollment ; but the net gain, 369, was made possible by
the First Group schools, which as a group, enrolled an increase of 516
pupils, whereas the Second Group schools, as a group, show a loss of
147 pupils.*

Teaching Force, 1916-1917 and 1917-1918

The composition of our high school teaching force is interesting,
as showing the first changes brought about by the war — more women,
fewer men in the schools :

1916-1917 1917-1918
Total number of regular teachers, including principals.. 275 289

I'otal number of special teachers 143 145

Total men, regular teachers 108 99

Total: women, regular teachers 167 198

Total men, special teachers 47

Total women, special teachers 88 90

Totals 83S 868

It is but reasonable to expect that next year will show a much
greater number and proportion of women teachers in the high schools.

Third Group High Schools

In the course of my work in the First and Second Group schools this
spring, at the suggestion of the State Superintendent I inspected a
number of schools for which application had been made for admission

♦Number of graduates, all schools, 1916-1917 1,032

Number of graduates, all schools, 1917-1918 974

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Annual Report of the State Board of Education 95

to the Third Group created by the Legislature of 1918. My findings
and suggestions regarding the schools seen have been laid before him.

Supervisor's Work^ 1917-1918

The general plan of work followed was the same as tliat of last
year. Owing to the dislocation of travel incident to the War, it was
much more difficult to reach the schools ; and, shortly after the Christ-
mas holiday, teachers began to leave the service in large numbers.
Every one of the seventy approved schools was visited once ; half of
them were seen twice; and some, three times. In every case, actual
classroom work was seen by the Supervisor; in most cases, individual
conferences with teachers were held ; principals were consulted with
and advised regarding questions of organization, administration, and
actual teaching; and, in many cases, faculty meetings were held, at
which questions of local and of general import in secondary education
were discussed. It is a matter of regret to have to report that our
program for regional high school meetings could not be carried out,
owing to the shortage of teachers in some schools and the large number
of substitutes in others.

Plans for 1918-1919

The work for 1918-1919, however, will again include these regional
meetings as one of its two principal features, the other being the devel-
opment of professional opinion regarding the revision of the State
Course of Study through discussions at teachers' meetings, through
correspondence, and through committee work. Tentatively, it is planned
to hold several of these meetings next year, the forenoon on each occa-
sion to be devoted to a demonstration lesson and a critique, the after-
noon to the course of study.

Changes in Secondary Education

It happens that our high schools were not formally organized or
reorganized as secondary schools by the State until 1910. They simply
grew out of the elementary school, and therefore carried up into the
secondary grade the organization, administration, and, in most cases,
the methods of teaching appropriate to the elementary school. Hence
we have, in our first (present) Course of Study, the promotion by class
(the so-called "lockstep") ; the graduation by years; and the prescrip-
tion by the State of the subjects to be studied in each year, with little
or no flexibility as regards the individual diflferences of pupils, schools,
or teachers, or the needs of individual communities. Our high school

y6 Annual Ri:i'(H<t ok tiii-: Statk Ii(Mi<i> oi- ICiji:cation

pupils in Worcester and Garrett counties must needs take the same
subjects as those in lialtimore and Allegany; and the urban child in
Frederick City must largely pursue tlie same studies as the village
child in A/Tarlboro, Sharptovvn, or Stevensville. This would certainly
f.eem to call for reflection as regards the wisdom of prescribing a
uniform — almost identical — curriculum or program of studies for every
<tne of our seventy-odd schools; and such a curriculum aiJi)ears hard
i.o justify unless we have definitively decided to turn all our high school
graduates, of what aptitudes or from what communities soever, out
of the same mold, and that mold one that fits best for college entrance.
But only one-third of the children who enter the first year of the
elementary school ever reach the high school, and only one ninth of
these children graduate. Even of those who enter the seventh school
year, but a few more than one half reach the first year of the four-
year high school. Moreover, of those who do enter the four-year
high school one third drop out before entering the second year, one
half have gone before the beginning of the third year, and fewer than
one third are graduated.

Further, the outstanding fact in the history of American public
education is the phenomenal growth in secondary education and the
change in the character of the secondary school population. The
number of high school pupils has increased from one for everv 210
of total population in 1890 to one for every 75 of estimated population
in 1915 — nearly 300% in 25 years, an increase much greater than that

of the population of the country during the same period, the latter
increase being only 60% ; more significant than the increase in numbers,
however, is the change of character of the high school population.
Up to 1890, the public high schools, the academies, etc., educated in
the main those who intended to enter, by way of college, one of the
professions ; but the high school now enrolls large numbers of pupils
of widely varying hereditary, social, economic, and cultural levels, and
of the greatest range and divergence in individual capacities, apti-
tudes, tastes, abilities, and destinies in life. Moreover, many of the
pupils who enter high school do not expect to complete the full course ;
and others, on account of economic stress, can not.

On the side of educational theory, too, certain considerations involv-
ing both the course of study and actual teaching practice are no longer
negligible. Chief among these is recognition of the indisputable indi-
vidual dififerences in capacities and aptitudes among secondary school
pupils, which, though they were ignored when the high school was a
relatively small factor in our educational scheme and trained a selected

Annual Report of the State Board oe Education 97

group of people through a fixed traditional curriculum for well-recog-
nized and conspicuous positions in life, can no longer be safely neg-
lected, if the huge mass of children of every origin and level applying
in increasing numbers at our high schools every year are to be best
served and are thus to be helped to their best citizenship.

Another and scarcely less important point for those whose duties
include the making of courses of study, is the lessened dependence,
resulting from scientific studies, placed upon the belief in "formal
discipline," "general discipline," or "general transfer." No longer
can either mathematics or Latin hold its place in the high school because
of a belief — traditional and unfounded — that proficiency in it guaran-
tees "education," "culture," "intelligence," or success in life. There
is no proof that a subject is educative solely because it has nothing to
recommend it but difficulty of learning it, or its remoteness from the
common pursuits of daily life.

Revision of High School Course of Study

Our State Course of Study has now been in use for five years, a
period during which we have had ample time to discover its strong
points and its weak ones. In the main, it has served us well, but only
as a unifying factor. In view of the considerations touched upon
above, which are accentuated by our duty to bestir ourselves in the
attempt to meet more adequately for our boys and girls the inevitable
changes in American civilization incident to and resulting from the
World War, the lack of flexibility of our State Course of Study has
become more irksome. Fortunately, its list of subjects for study is
ample ; it can be readily adapted to the several forms of vocational
work (Smith-Hughes) that the State has recently undertaken. Its
only need, flexibility can be attained by administrative changes.

Objectives of the Revision

The following objectives are proposed for a revision of the Course
of Study:

1. Straight promotion by subject, not by class, as at present.

2. Graduation by units, not by years, as at present.

3. Sixteen units for graduation, not seventeen, as at present.

4. Fixed constants obligatory only for graduation, not for all pupils, as
at present.

5. All other subjects (except fixed constants) open in content sequence.

6. Graduation by the present "courses" — academic or commercial, not
obligatory, but elective.

98 Annual Rki'okt ok Tiiii Statk Hoakd ov Kdccation

Explanatory Commknt on Thkse Objectives

1. Straight promotion by subject: At present, we practice promotion
by classes, or rather, l)y groups of subjects ; that is, if a pupil fails in
one of the four or five subjects he is carrying, say, in the first year,
our course of study offers no means by which he may go on to the
second year in the subjects in which he has passed, but assumes that he
will take the whole first year over, satisfactory as well as unsatisfactory
subjects. This is, of course, straight elementary school administration,
and comment on the necessity of change is superfluous. It is true
that resort is had to reexaminations ; to vacation study ; to private
tuition — the latter occasionally conducted in our public high school
buildings by our high school teachers as a private venture; to "trial"
in the advanced class until Thanksgiving of the next year ; and to other
more or less devious and unsatisfactory devices lacking the frankness
and fairness that should characterize the administration of a public
school. Promotion by subject, on the contrary, permits the student
who has failed in first-year algebra to go on with, say, his second-year
Latin, mathematics, and English, while taking again, with a beginning
class, the algebra in which he failed, or, perhaps, postponing it until
his third year, when he will certainly be more mature and probably
more serious.

2. Graduation by units, not by years: So far as is known, ours are
the only high schools in the United States demanding seventeen units
of work for graduation. No college — or but very few — asks more tlian
fifteen units for admission. The adjustment of our high school work
to the Smith-Hughes courses adopted by the State Board for our
schools has been found to be practically impossible if we demand
more than four units of work each year, or sixteen for graduation.

But more important than these considerations is the fact, with us,
graduation is, substantially measured by time rather than by achieve-
ment, and that we thus make no provision for the strong pupil who
could normally do the work of a standard high school course in three
and one half, or even in three years, if our organization were suffi-
ciently flexible. It is one of the strange things in all American educa-
tion that, while we have gone to the utmost lengths to provide for the
normal and subnormal child, we have just begun to see that the super-
normal child has as strong a demand upon us as his less able brothers.
In other words, we are, again, face to face with the question of indi-
vidual differences, which will not down, and which is so vastly more

Annual Report of the State Board of Education 99

significant in a democracy like ours than in any other form of govern-
ment.

3. Sixteen units for graduation: Reasons for this change are set
forth in the preceding paragraph; it remains only to add that the
requirement of sixteen units would permit a pupil who found that he
had pursued for a year a subject for which he had no taste or aptitude,
or for which he was too immature, or in which the quality of teaching
had not been up to standard, to let the year's work go, and take some
other subject in the next year to make up the deficiency. This is
particularly true of pupils who carry, for one year, a foreign language
— ancient or modern — in which subject no unit credit can be given
for less than two consecutive years' work, and who, when they find
they have failed at the end of the first year, simply leave school and
thus constitute part of the appalling "June drop" occurring at the
close of the first high-school year — one third of the total enrollment.

4. Fixed constants obligatory only for graduation: It frequently
happens that a pupil enters high school with the knowledge that he
can spend only one, or at most two years ; to meet his needs, why should
he not be permitted, say, to take a year or two of commercial work?
Why should he be obliged to take two years of mathematics (algebra
and geometry) ? Why should he, in his second year, if he is fond of
science, have to study biology, for which very few of our schools have
either adequate equipment or properly prepared teachers, when he
could be getting a good year's work in chemistry or physics? In short,
if we must strive to provide the greatest good for the greatest number
of our pupils, and to keep them in school to the latest possible minute,
and thus to make them better able to succeed when they leave the
school, why should we say to a pupil that this or that subject is
accessible to him only after he has spent such and such a length of
time in the school? Here we meet again the traditional view that
the sole purpose of high school education is to graduate the pupil
by putting him through a rigid course ; he can take it or leave it ; it's
that or nothing. Can we justify this procedure on the prime basis
of the public good? On the contrary, is it not more reasonable to
believe that interest in his school work, growing out of his aptitudes,
tastes, and abilities in the subjects he is pursuing, will prove the
strongest factor in constraining him to remain until he graduates?
VVe know only too well that compulsion fails to keep the American boy
and girl in high school ; is it not the part of wisdom, then, to try interest ?
All the weight of experience in every line of activity answers in the
affirmative.

100 Annual Report of the State Board ok Education

For graduation, however, tlie fixed constants should be taken ; but
even for graduation there seems to be no good reason why they should
be taken by years, as must now be done. In case of a pupil who has
not taken, in his first and second years, say, Mathematics I and Math-
ematics II, but who has done eight units of work in those two years,
why should he not do Mathematics I and Mathematics II in his thirr!
and fourth years?

5. All other subjects (than the fixed constants) open in content
sequence: The discussion of the preceding topic covers the reasons
for adopting this plan.

6. Graduation by the present "courses" (academic and commercial)
need not be changed: That is to say, pupils who enter high school with
the intention of staying until graduation in either course will want to
pursue the curriculums as now laid down, for these currlculums, as
was indicated above, were designed for graduation. On the other
hand, there will be pupils to graduate in neither of these courses —
pupils who will have made sixteen units, including the fixed constants,
but who may have taken no foreign language and only a year of com-
mercial work — a course somewhat analogous to the old "general"
course of former years.

Conclusions

In brief, then, our subject-matter is almost adequate to present de-
mands, and will be quite adequate, for the present, when we add the
Smith-Hughes vocational courses in agriculture, household economics,
and industrial activities ; our teachers will find no change in the scope
of their courses, though the content may, in some cases, have to be
re-selected and re-organized ; our problem is solely one of administra-
tion, which wall be handled by the principals as it is elsewhere, easily
and as a matter of mere routine. As an extreme case, every pupil in a
school might be carrying a dififerent program ; but as a matter of fact,
the most difficult problem will be the making of a program for the
pupil who has failed in one or more subjects. This is universally
true ; and it is equally true that the smaller the school, the greater the
difficulty of affording a pupil an opportunity to repeat. Even in this
case, however, the pupil can, as was pointed out above, drop the un-
satisfactory subject, proceed with the next year's work and still grad-
uate; he need not lose a whole year by reason of failure in a single
subject.

Annual Report of the State Board of Education 101

Suggested Revision of Course of Study

The following is offered for discussion as a tentative form for the
Revised Course of Study:

HIGH SCHOOL COURSE OF STUDY— REVISED

A. Fixed Constants (to be taken by ez'ery high school pupil in this sequence) :

1. English I

2. English II

3. English III

4. Enghsh IV

5. Science I

6. History IV

7. Manual Training or Household Economics I and 2

B. Required for Graduation, Academic Course

1. English I, II, III, and IV

2. Mathematics I and II

3. Science I, and Science II, or HI, or IV

4. History IV, and History I, or II, or HI

5. Manual Training or Household Economics I and II

6. Foreign Language, Latin or French or German I and II

7. And at least any other three tinits chosen from the Program of Studies
(see below, F)

C. Required for Graduation, Commercial Course

1. English I, II, III, and IV

2. Mathematics I and II

3. Science I

4. History IV

5. Commercial III and IV (these count, together, as 4 units)

6. Manual Training or Household Economics I and II

7. And at least any other three units chosen from the Program of Studies
(see below, F)

D. Required for Graduation, Course Unclassified

1. English I, II, HI, and IV

2. History IV, and History I, or II, or HI

3. Science I, and Science II, or III, or IV

4. Mathematics I and II

5. Manual Training or Household Economics I and II

6. And at least any other five units chosen from the Program of Studies
(see below, F)

E. Required for Graduation, Vocational (Smith-Hughes) Courses

1. English I, II, HI, and IV

2. Science I

3. History IV

4. Four (4) units of vocational work.

5. And at least any other six units chosen from the Program of Studies
(see below, F)

F. Program of Studies. (Note: This is a minimum, but not a fixed program;

102 Annual Kki'okt of the Statk Boaku of Education

if any school considers itself able to give, as Science II, for instance, a belter
course in geology or physiography than in biology, it should give geology, first
procuring the consent of the State Superintendent of Schools. This will
frequently happen, owing to variation in the preparation of teachers.)

English I

English II

English III See latest Report, Committee on College Entrance Require-

English IV ments

History I — The Ancient World

History II — Modern Western Europe; the Great War

History III — England

History IV — American, with Civics

Science I — General

Science II — Biology, geology, physiography
Science III — Chemistry or physics
Science IV — Physics or chemistry

Mathematics I — Arithmetic, 1/2 ; algebra, ><, or algebra alone
Mathematics II — Plane geometry, ^; algebra (completed), H
Mathematics III— Algebra, ^; plane geomtry, ^

Mathematics IV — Solid geometry, 1/3; plane trigonometry, 2/3; or solid
geometry, Yz ; review mathematics, l/z

Latin I — Grammar and exercises
Latin II — Caesar
Latin III — Virgil or Cicero
Latin IV — Cicero or Virgil

French, or German, or Spanish I — Grammar and exercises
French, or German, or Spanish II —Reading and conversation
French, or German, or Spanish III — Reading and conversation
French, or German, or Spanish IV — Reading and conversation

Commercial I — Penmanship; commercial arithmetic
Commercial II — Commercial geography, Yz ; typewriting, ^
Commercial III — Bookkeeping; shorthand; typewriting
Commercial IV— Bookkeeping; shorthand; typewriting

Manual Arts I

Manual Arts II Manual training or domestic science. Two double

Manual Arts III periods a week for two years or one double period

Manual Arts IV a week for four years

G. Physical training— To be organized under Law of 1918
H. Music— See Teachers' Year Book, 1918-1919
L Fine Arts — To be organized

Annual Report of the State Board of Education 103

Regulations for the Administration of the Revised Course

OF Study

See Year Book, 1917-1918

Change 17 to sixteen units in Regulation 1.

"The Roman numbers after the subjects indicate not the year of the
pupil's attendance in the high school, but the order in which the sub-
jects, fixed constants or electives, are normally to be pursued."

Example of High School Schedule,

Shozi'ing Arrangement for Promoting by Subjeet and Graduating by
Number of Units

Conditions to be met in making this schedule :

1. This is a typical second-group school, having two full-time academic
teachers in addition to the principal.

2. The program of studies comprises 19 units exclusive of the manual
arts, which count 1 unit; total, 20 units.

3. The subjects open to pupils by years are :

English
Mathematics
History •
Science
Latin
Manual Arts

4. It is understood that this is not an ideal program ; either mathematics
or Latin could better be omitted from the first year.

5. In such second group schools as still retain commercial departments,
the difficulties are obviously fewer than in the example given below,
for the teacher of commercial subjects is always in the scliool, whereas
the manual arts teachers come to the school only two da3'S in the week.

6. The principal teaches Mathematics 1, 2, 3, 4; and Science 3, 4.
Teacher A teaches English 1, 2, 3, 4; and Latin 1, 2.
Teacher B teaches History 1, 2, 3, 4; Latin 3, 4; and Science 1.

Note : Latin 3, 4 may be French 1, 2 ; this latter assignment is not
an unusual distribution of work in a second-group school.

7. There are seven periods a day in the school.

8. Each subject gets four (4) fifty-minute periods a week.

9. The manual arts teachers come only on Thursdays and Fridays ; but the
conditions hold good for their coming to this school any two days of
the week.

10. In many cases, the third-year and fourth-year classes can be combined
in science. Latin, and history.

III

English

Afathematics

Matiiematics

Mathematics

History

Latin

Science

Manual Arts

Latin

Manual Arts

104 Annual Report of the State Board of Education

11. Tliis schedule provides: (1) for advancing with the second year a
number of first-year pupils who have failed in first-year Latin and
matliematics; (2) for a number of second-year pupils who have failed
in mathematics, who are advancing in the other subjects with the third
year; and (3) for a number of third-year pupils who have failed in
Latin, but who are advancing with the fourth-year in the other sub-
jects. In each case, the pupil is repeating, with his former class, the
work in which he failed.

12. As the first-group schools are larger than those of the second group,
and, consequently, employ more teachers, there is no need to show
how a first-group school can manage these adjustments.

13. It will be seen, after a little study of the structure of this schedule,
that the "diagonal" assignment is the controlling factor; that is, a given
subject is assigned, as far as possible, to a different period on the con-
secutive days of the week. Note, for example, the first-year mathe-
matics (IM) and third-year history (3H) fall on Monday, at the first
period ; on Tuesday, at tlie second period ; on Wednesday, at the third
period ; and on Thursday, at tlie fourth period.

14. Key :

The letters M, H, S, E, and L indicate, respectively, mathematics, his-
tory, science, English, and Latin (or French or Spanish) ; and the
numbers 1, 2, 3, and 4 indicate the sequence of the courses in those
subjects.

15. It is strongly urged that daily opening services be very simple and
extremely brief, and that the time thus saved be devoted to a weekly
assembly of fifty minutes or an hour. .

Annual Report of the State Board of Education

105

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106 Annual Report of the Statu Board of Education

THE SUPERVISION OF RURAL SCHOOLS

By Wm. J. Holf.oway,
Supervisor of Rural Schools.

I entered upon the duties of this position on August 1, 1917. During
the year I have tried in every way possible to make effective the pro-
visions of the statute which specifies that the supervisors of rural
schools "shall devote his energies to helping teachers, superintendents,
and interested citizens to formulate a program of rural education
adapted to the specific and general needs of the State, and who shall
perform such other duties as may be assigned to him by the State
Superintendent of Schools." It is a pleasure to state that I have had
a cordial welcome from the county superintendents, supervisors, and
teachers, a fact which speaks loudly in praise of a generous spirit of
professional loyalty and interest in the plans of the Department.

In the very beginning of our work it was necessary to assist the
various counties to determine the field of operations of county super-
visors,— what kind of schools and what grades should be supervised,
and what should be the supervisory function of the county superin-
tendents. It was found that there was no unanimity of practice in
regard to this throughout the State. The present school law had been
in force a year before the State Department undertook the direct super-
vision of the rural schools, and seventeen of the counties had already
employed elementary school supervisors, as required in the law, and
had assigned to them such duties as seemed best to meet each local
situation. The character of work undertaken by the supervisor varied
from the attempted supervision of 140 teachers in all types of schools
to the supervision of the 40 teachers of a particular county in its one-
room schools. Supervision being a new feature in the State, the county
school authorities in too many instances seemed to feel that all the
teachers of a county should have the benefit of this expert help, with
the result that the supervisor was asked to undertake more work than
it was physically possible to accomplish. It was the task of the State
Supervisor to counsel with the superintendent and try to secure for
the super^asor such an assignment of work as would enable her to give
her help where the need was greatest.

Annual Report of the State; Board of Education 107

The supervisors of the majority of the counties are now devoting
the major part of their time to the strictly rural schools. The superin-
tendent is himself assuming the duties of the supervision of the larger
graded schools and the high schools. This plan is feasible, because the
superintendents are vi^isely required by \^i^^v to possess high professional
qualifications. There is still a lagging tendency, in some sections of
the State, to regard the office of county superintendent as a political
plum, to be awarded without regard to the professional needs of the
public school system ; but such instances are rare. Through the wise
administration of the provisions of the school law requiring the certifi-
cation of county superintendents, there has been a marked change in
public sentiment in regard to these appointments. Most people think
the time is now past when the superintendency can be adequately ad-
ministered as a "side line" by the newspaper editor, the farmer, or the
lawyer, or should be given as a reward for political service.

It is recognized more and more that a teaching force can not be
improved unless the supervising officer is constantly working with his
teachers, living "in his saddle in the field and on the march." It is
vital that a superintendent possess the qualifications of the trained
supervisor. Even though the work of supervision be delegated largely
to one or more specialists, trained supervisors who devote their whole
time to the work, much supervision has to be done also by the superin-
tendent himself. "Success in any occupation depends upon the native
ability, the initial equipment, and the intensity of the desire for improve-
ment, existing in the worker." (P. 11, Seventh Year Book.) Again,
"The work of making good teachers must be carried forward steadily,
because of the immaturity of teachers on entering the profession, the
unevenness of their preparation, the singular lack of external stimulus
connected with the practice of the profession, the complex nature of the
work that must be entrusted to even the poorest teacher, the profound
injury that results when the work is badly done, the constant changes
in methods and curriculum." Superintendent Chancellor says, "In the
good superintendent skill in supervision is more important than ability
in administration."

It might not be amiss to refer to some of the necessary qualifications
of the successful superintendent. The position of county superin-
tendent is coming to be recognized as the most important office in the
scheme of American education. Some years ago, at the meeting of the
country's educational convention, the Department of Superintendence
of the N. E. A., it was interesting to note that in the discussion of the
numerous sections and departments of that body, the term county

108 Annual Report of the State Board oi- Eijucation

superintendent, as such, was practically ignored. The city superin-
tendent was in his glory. The makers of the programs for that great
meeting seemed not to have sensed the fact that the rural uplift move-
ment is a great problem today, pressing very hard for solution. The
most important factor in the problem is the county superintendent.

The community has a right to expect that its county superintendent
shall be everything that makes for the social, moral, and economic
improvement of that community. Progress can come only through
educating the people, and the county superintendent must be the first to
see the vision of the Promised Land. He must have those qualifica-
tions that the Apostle Paul prescribes for bishops : he must be blameless,
vigilant, sober, of good behavior, apt to teach, not greedy of filthy lucre,
not covetous, having a good report of them that are without. Unless
he is morally proficient in these apostolic requirements, there will be no
conspicuous benefit conferred upon the community through his adminis-
tration of the public school. The modern school system is dynamic to
the core, and the superintendent not fully alive to the necessity of care-
fully and continuously revising and enlarging his point of view is
doomed to failure.

Among the many business and professional duties that appertain
to the office of superintendent, not the least important is his function as
a supervisor. From the standpoint of growth and efficiency on the
part of the teaching force, this duty is paramount. He must be one
who can discern and appreciate the higher elements of teaching power.
Not only must he be a man of general intelligence, but he must have
studied the profession of teaching. He must determine whether or
not the candidate for teaching possesses qualities which, though not
nominated in the certificate, are essential to his success. The superin-
tendent must sustain and encourage his teachers. The isolation of the
teacher places her in peculiar need of such encouragement. Working
alone as she does, seldom meeting her fellow teachers, she often sinks
under a weight of sheer loneliness, and fails to do her best simply
because there is no one to appreciate the best when it is done. The
weakest teacher, strengthened by assurances of fellowship, goes to her
work sustained by the strength of all her co-workers. The superin-
tendent, therefore, must be the link which connects these isolated
teachers with the electric current of the entire county.

It is an aphorism that, "As is the teacher, so is the school." It is
coming more and more to be recognized that as is the superintendent,
so is the teaching force. Witness the increasing number of superin-
tendents who have advanced professional training, or are availing

Annual Report of the State Board of Education 109

themselves of every means of acquiring this training. "As the super-
intendent is, the professional strength of his teaching force will be.
Their efficiency is largely the product of his scholarly criticism and
professional training in the association, institute, and classroom. The
progressive superintendent, like the Normal School, the "child of the
reformers," must "make new paths, defend new truths, and, in doing
this, face the opposition of conservatives."

The greatest obstacle the superintendent meets in his attempts at
progress is offered by those parents and citizens who are satisfied with
the old, and do not want him, as Dr. Gilbert says, "to be continually
bringing new things into the schools." (The School and Its Life, p.
186.) But, if the superintendent recognizes that "Education is the
whole of life," and if he regards "all education as his field," he will, in
the exercise of his social functions, bring to his aid all the forces in the
community that make for progress.

Community Apathy

In my visits, many instances were found of a woeful apathy on the
part of the community in regard to its schools. In one county the as-
sistant teacher in a certain graded school is the daughter of a school
official. He had gone to the city, leaving his sister-in-law to run his
store, and had directed that his own daughter remain away from school
in order to assist in the store. She was absent from school for two
days. When the people responsible for the administration of the public
school system of the county feel their own private affairs are more
important than the welfare of 40 children, what can be expected of the
average father, who may feel that the gathering of his crop, or the
planting of a new one, depends upon the services of his own boys and
girls? Surely there is much wisdom in the provisions of the statute
that State and county officials "shall attempt in every way to awaken
public interest and to improve educational conditions."

At the time of one of my visits, the public schools of a county had
been in session three months, and none of the schools seen by me that
day had, up to that time, been "officially" visited by the county superin-
tendent. Nor did the superintendent know that several of his schools
were using slates, stating as his belief that there remained not a slate
in the county.

In another county the superintendent explained that in rural sections
the people will do nothing free for the schools and tend to charge
exorbitant prices for fuel and for work, if the material or work is
known to be for the county. A man who wanted $8.00 for the hire of

1 10 Annual Rkvoht of the Statk lioAKD of Education

a team and consented to accept $6.00, said, when the bill was paid, "I
would have charged you fellows $12.00 if I had known it was for the
schools." Again, to report one of several similar instances: A certain
community was apparently satisfied with the work of a teacher who
was in her first year of service, though she was found to be a .slave to
the textbook, yet did not know the contents of the books she was trying
to teach. She was unskillful and lazy, permitted continual disorder in
her school, making no provision for seat work, and was altogether
incompetent. It ought to need no argument to show that a cheap
teacher is dear, because of the time she loses.

In one of the richest counties of the State two overflow classes of
a large graded school at the county seat are taken care of in an aban-
doned storeroom, which is made into two classrooms by means of a
single thickness of wood, extending only two-thirds of the way to the
ceiling. The lighting is entirely inadequate, there is no provision for
ventilation, and the heating is insufficient. Such are a few of many
deplorable conditions observed, physical and professional, needing only
an aroused public consciousness for their eradication.

Supervision of Country Schools

The greatest of all duties that are the county superintendent's, the
one duty to which all others are secondary, is the supervision of the
country schools, — either directly, as a few superintendents are trying
to do now, or through the supervisor, which is the better way. The
city and village schools often have as principals of the graded schools
men and women who, under the superintendent's direction, are capable
of doing good work in the way of supervision in their own schools. It
it a wise provision of a by-law of the State Board of Education that
"where only one supervisor of the elementary schools is employed in
any county, such supervisor should be assigned to the one-teacher rural
schools." It has been the effort of the State Supervisor to bring about
such a division of duties between the superintendent and the supervisor
as will allow the supervisor to devote her entire attention to the one
and two-teacher school. The supervisory officials must keep their
hearts alive to the interests of the country schools. For the good of
these schools the supenasors must utilize all the educational forces of
the county. The little red schoolhouse must be the center of the con-
flict. Every effort must be made to enlist the people on the farms in
the work of the schools, to interest the patrons in giving their children
a better education, and to get the community thoroughly in harmony
with the aims of the schools. Every opportunity to attend meetings in

Annual Report of the State Board of Education 111

the country should be accepted by the supervisors, since there they will
have a chance to give encouragement to educational work by their
presence and by their words. By commencement exercises in the
country, box and tie socials, basket suppers, and school entertainments,
more enthusiasm can be aroused and more people can be made heartily
interested in the work of the schools than by anything else. Through-
cut the State such activities have been carried on more generally during
the past year than ever before. The State Supervisor himself has
accepted numerous engagements to attend afternoon and evening meet-
ings of school patrons, as well as granges and clubs where discussions
of the needs of the rural schools were given a prominent place on the
program.

The rural school is the school of the people. From it, in the future,
as in the past, must come a majority of those who will pursue a scholas-
tic career in our colleges and institutions of higher learning; and from
it will come also most of those who are destined by native force of
character to create the great fortunes, and to wield the potential in-
fluence of the next generation. If this be not true, then history does
not repeat itself. Some one has said, "The history of the world has
been made by men reared in the country and schooled in country
schools."

The improvement of the rural school is a question of the greatest
importance. "No more pressing problem confronts American educa-
tion than to provide some effective means of supervising the rural
schools." (Bagley, Classroom Management.)

It is conceded by all students of education that the conditions in the
country schools are not today what they should be for the proper prepa-
ration of country boys and girls for American citizenship. We are
confronted in Maryland, as elsewhere, by the task of developing more
efficient schools for country boys and girls, adequate to meet the needs
of the country people, and better adapted to their life and environment ;
schools that shall be more closely related to country life, and shall pro-
vide for country boys and girls such instruction and training as will
prepare them to make the most out of country things — soil, plant, and
animal — and to get out of country environment the most of efficiency,
and health, and strength of character, and beauty, and joy, and comfort,
and contentment. I am pleased to report that most of our supervisors
are keenly alive to the needs of the country schools, and are laboring to
make them intellectual, social, literary, moral, agricultural, and indus-
trial institutions — in a word, cultural and vocational centers for country
communities.

112 Annual Report of the Static Board of Education

Character of Supervision

The supervisors generally and the more professionally qualified of
the county superintendents are no longer content to limit their work
to mere inspection. It has been held by some authorities that the
character of the inspection will go far to determine the character of
the school, and that a rigid inspection of the country schools is an
indispensable condition to any great improvement. The trouble with
this view is that it stops short of the true function of the supervisor.
The whole purpose of supervision work is so to deal with the situation
which the supervisor finds as to get the maximum results in the way of
improvement. To criticise, to inspect, is not the aim. Inspection is
not only not supervision, but may interfere with it. The main purpose
is to get the teacher beyond where she is ; not primarily to get rid of
her, but to find out where her strength is and to build it up. While
doing the true work of the supervisor, the superintendent and the
supervisor can do their inspecting incidentally, but it should not be
made prominent.

The prime objects the superintendent should consider in visiting are,
first, to observe the "management and instruction, and give suggestions
for the improvement of the same" (Maryland School Law) ; and
second, to advise, counsel, and assist. But there are also some other
important things to observe. The first of these is to find out what the
pupils know. This is a test of the past work of the teacher or teachers,
and is shown by the general manner of the pupils in their recitations,
the promptness with which the pupils reply, the amount of information
they have, the degree of skill they manifest, or the power of original
thinking they have developed. This is found out by observation of the
recitation work, sometimes by the superintendent himself taking a class,
or by looking over examination papers which are kept on file.

A second important duty is the inspection of the physical condition
of the grounds and building. He should note the conditions and, if
any of them are unsanitary, take steps to bring about a change at once.
He should note the lighting, seating, ventilation, and temperature of
the room, and, if any of these essentials to the physical comfort are
poor, do all within his power to correct them. The school environment
is a factor that conditions the teaching process, and must be considered
in connection with the work that the teacher is trying to do.

The State Supervisor gave careful study during the past year to
the conditions under which teachers work. It was felt that country
children are entitled to the right kind of country school, taught by a

Annual Report of the State: Board of Education 113

teacher who is in sympathy with all that is richest and best in country
life, and that only in this way will these children acquire the finer ideals
and form, eventually, a race of people who will choose to remain in the
country, and who will find pleasure and profit in doing- so. The diffi-
culty was in arriving at the definition of the right kind of school.

The box-car, or the shoe-box type of one-room school prevails ia
Maryland, as in other parts of the country. Most of these schools were
built before definite standards for schoolhouse construction were
deemed necessary. The buildings were designed generally by a local
carpenter and patterned after the country church, in close proximity to
which it is often located. The controlling motive in the design seems
to have been economy of cost, and very little attention was paid to pro-
viding proper facilities for carrying on approved school work. It is
encouraging to note that there is a growth of public sentiment in this
legard. This growth is hastened by a provision of the school law re-
quiring the approval of schoolhouse plans by the State Superintendent
of Schools. One county iti particular, where some of the poorest
country schools in the State may be found, has recently adopted plans
for the most modern and improved type of rural school building. Com-
modious and sightly schoolhouses are community assets. Their scien-
tific construction, convenient arrangement, and sanitary appointment
make for good health and greater efficiency. Their artistic adornment
teaches silent but powerful daily lessons in right living, while spacious
and beautiful grounds add to the joys and multiply the opportunities
of childhood. Money spent for these things is, therefore, not an
expense, but an investment. Hitherto the motto seems to have been:
Spend as little as possible for the country school ; whereas the slogan
might well be : The best is none too good for the country child.

I would recommend that steps be taken toward standardizing rural
schools, and that to this end a pamphlet be issued by the State Board
of Education setting forth the minimum requirements for a standard
school. The Department should also issue a booklet on schoolhouse
architecture, giving plans and specifications for the various types of
school buildings that will be approved. When these standards are set
up, it is believed there will be little difficulty in securing the cooperation
of county boards of education in meeting the requirements.

Materials of Instruction

Another index of a good school is the materials of instruction with
which it is provided. I regret to report that "no maps, no globe, no
musical instrument, no pictures" occur with discouraging frequency in

114 Annual Report of the State Board op Education

my records of visits. It was my constant eflfort to stimulate and en-
courage the feelinj:^, on the part of school officials and teachers, that
efificient school instruction is impossible without a certain modicum of
equipment with which the teacher may work. On the other hand, I
am pleased to say that many schools were found to have all the facili-
ties for good work. In a single schoolroom, which itself exhibits most
of the earmarks of the best type of building, were found adjustable
single desks, green slate-boards, a bookcase, an oil stove for domestic
science instruction, a globe, a Maryland map, and a victrola. It is to
be regretted that some unfavorable conditions at the same school must
be named : an unjacketed stove, no pictures on the wall, and no books
for the bookcase. This instance is typical of the equipment in many
schools, which exhibit some of the best facilities for instruction along
with an entire lack of some that would seem to be indispensable. On
the whole, however, the various supervisors are laboring constantly to
correct, in the schools under their supervision, any deficiencies in
equipment.

Need for Supervision

It would seem that no argument would be needed to show the
necessity for expert supervision of the rural school ; yet, in many sec-
tions, there prevails a feeling that the teachers do not need such help,
or that, if they do, the county superintendent alone is entirely competent
to give it. I should like to take these conscientious objectors with me
on a trip to the rural schools of any county in the State, and have my
companions study with me the conditions under which country boys
and girls are obliged to work, and the kind of teaching with which
hundreds of them are inflicted. Such a study would undoubtedly make
a convert of the ultra-conservative and of the most consistent tight-
wad tax-payer. A few instances, chosen from one or two fields of
instruction, noticed in schools in widely separated sections of the State,
will suffice. One schoolroom visited is entirely surrounded by a grove
of trees. It has five windows on two sides, and is very dark even when
the sun shines. It was raining; the teacher had the class read with the
curtain all the way down, the class standing six feet from the window.
She was untrained and inexperienced, but was amenable to suggestions
and anxious to learn. To deny her the opportunity for growth that
comes from expert supervision is unfair, both to her and to the entire
community. This county is blessed with one of the best supervisors
in the State, who is keenly sensitive to such conditions as above de-
scribed, and is taking the proper steps to remedy them.

Annual Report of the State Board of Education 115

In another room, eleven children were found in the "primer class.'"
The teacher conducted during our visit eleven different recitations in
reading in this class. Beginning reading is taught by the teacher's
pointing to one letter and calling it and having the child repeat the
letter after her. Primers are put into the hands of the children the
first day of school, and each child is allov^ed to go on as fast as he can.
The teacher claims good results with this system and sees no reason
for changing it. She has been ten years in the same room, and during
this time not a picture has been provided for the school. Slates arc
used by the children. In number work beginners are taught first to
count to 100, then to make figures and learn all the multiplication tables
up to 12. The beginners are taught number from 9 :15 to 10 o'clock,
and arithmetic work occupies all the morning.

In another school of the same county, the assignment in spelling
was twenty words from the prescribed spelling book. No attempt was
made to teach the lesson. Every word was pronounced by one of the
children, many mistakes being made. The class was called on to cor-
rect mistakes in pronunciation. The concluding direction of the teacher
was, "Write ten sentences of words you don't understand ; look them up
in the dictionary." The county board of education declines to employ
a supervisor in this county.

In another county, also without a supervisor, a school was visited
where the teacher's program called for spelling first in the morning;
because, as the teacher says, it was "too cold in the room to work arith-
metic first." If a child misses three words in spelling he "stays in"
and writes each misspelled word ten times. In the assignment some
little attempt was made to call attention to the points of difficulty as to
silent letters and pronunciation.

In a county where there is a good supervisor, with, however, entirely
too many schools under her charge, a teacher visited was conducting a
second grade spelling lesson. A lesson had been assigned in a text-
book, and the children were reciting orally; they made so many mis-
takes that they were told to study the lesson over again. In the after-
noon they wrote the words and exchanged papers while the teacher
spelled the words correctly, the children making many errors. The
pupils making more than two mistakes were required to see the teacher
after recess. The assignment was "eleven words on page 21" of the
spelling book. The teacher pronounced the words and used the sen-
tences in the book to illustrate the meaning of the words. There was
no teaching of the spelling. That was left for the child to get as best
he could.

116 Annual Report of the State Board oi- Education

In another county, the superintendent of which was the only super-
visor, two spelling- lessons were noted — one oral, the other written.
The assignment in one case was, "Take the next lesson," nothing more.
In the written recitation the children wrote the words from the teacher's
dictation, then stood in line while the teacher spelled the words, then
"cut up" on the basis of the percentage made by each child.

In still another county, where a good supervisor had recently been
employed, the spelling lesson consisted of definitions given by the
teacher, in which, be it said, she made many errors. Sixteen words
were assigned for the next day ; no effort was made to teach them, and
the children were told to find the definitions. The only available ref-
erence was found to be two small dictionaries.

Many instances were discovered where penmanship was not really
taught, practically no attention being paid to the child's position, the
form of letters, movement exercises, and the following of a good copy.
Another teacher scheduled her writing lessons the first thing in the
afternoon and used the copy books only. She holds a diploma in
Palmer penmanship, but she says she has only five minutes for writing
and cannot use the Palmer method.

In this county no attempt has been made anywhere to group the
classes of the one-teacher school. Supervision depends entirely upon
the superintendent.

Instances might be multiplied of inexpert teaching by untrained,
inexperienced teachers in all of the common school branches ; and yet
these teachers are earnest, honest, and conscientious. Many of them
recognize their ineflficiency and welcome all the help the supervisor can
give them. When they ask for bread, shall we give them a stone ?

Principles of Supervision

Another objective which I set up on assuming the duties of this
position was to visit as many schools as possible in company with super-
visors or superintendents, note conditions of school property, observe
the teacher at work in the classroom and the supervisor's manner of
working with the teacher, and advise with the supervisor about ways
and means of improving classroom instruction. Efforts were made, in
conferences with supervisors, to agree on principles of supervision and
on proper modes of procedure to meet the conditions found. Whether
the visiting supervisor took charge of the class depended on circum-
stances. As a general rule, if the supervisor does this, she has no
opportunity to observe the work of the teacher; and some teachers are
wise enough to get the supervisor to take the class, in order that their

Annual Report of the State Board of Education 11?

own inefficiency may not be displayed. This objection, however, does
not always hold. Often, by taking the class, the supervisor can best
show the teacher how a certain work should be done. It is here that
one important means of supervision may be exercised. For most
teachers teaching is an art. They gain control mostly by imitation, and
for this reason imitation is justified. It will not be possible to get the
teacher to apprehend the significance of the theory one wishes to pro-
pound, except through its exemplification in practice. There is needed
more than a belief in its reasonableness. Teaching is not wholly an
intellectual process, an intellectual response, or assent to the method
you propose, nor simply an appreciation of the value of the method.
Teaching is a matter of personality, habituation, on the basis of imita-
tion, to a certain thing. Hence, on occasion, the necessity of a demon-
stration lesson. It should, however, be used sparingly during the school
visits. The function of the demonstration lesson as part of teachers'
meetings will be discussed later.

No teacher should be criticised in the presence of her class. Should
unsatisfactory work be noted, the defects should be pointed out at a
private conference. The attitude of the supervisor should not be that
of a critic, but of a friend who is seeking to extend a helping hand.
Kindly, but plainly and firmly, the wrong method, the weak discipline,
the lack of equipment, the failure to grasp the essentials of a subject, the
want of sympathy, the defect, whatever it is, should be pointed out.
And the criticisms should be constructive rather than destructive. If
one tears down he should be sure to erect something upon the ruins,
suggest a remedy, and assist the teacher in applying it.

The supervisor visiting the schoolroom should share responsibilities
yet develop sympathies, measure successes, check failures, and always
eulogize the best things found, criticising as seldom as possible. One
matter continually misunderstood is that the rural school with its seven
grades is at least seven times as complex and hard to classify as a room
in the city schools, and the classification must be made by the inex-
perienced, poorly paid, and over-worked teacher. What must be the
result, unless a broad-minded, sympathetic supervisor is ever near with
a workable plan and kindly suggestion?

In addition to destructive-constructive criticisms, two other types
that always should be employed whenever possible are appreciative and
suggestive criticisms. Every teacher has some good points. There is
an element of success in her work somewhere, unless she be of a hope-
less type for whom the best thing would be kindly, gently, and lovingly
to lay her on the shelf. It is the business of the supervisor to discover

118 Annual Report of the Statk Board of Education

this element of strength, and exercise it as the point of departure in
new excursions in the search of the Promised Land. He should find
the respect in which she is succeeding, and show how to apply this
method to the line in which she is failing. Genuinely appreciative
criticism will always get at foundation principles. It will tell why
work is good, why it is good in a certain field, and how such work may
be applied in another field.

There is a group of teachers in every system on whom the super-
visor can always rely to help others. She can always find some teachers
who are strong in a certain line, who can be used in group meetings,
and to whose schools weak teachers can be sent to see good teaching in
progress. These teachers have a strong professional spirit. They are
progressive, and readily and cheerfully respond to all suggestions of the
supervisor designed to improve the quality of classroom work. There
is another group w^ho believe in the thing as it was, who hark back to
the golden age of the "good old times." Such teachers should not have
their methods condemned by wholesale. They are apt to say that the
supervisor does not know what she is asking them to do. The old
ways were not wholly bad. Having found the good in them and having
gained the respect and confidence of the teacher, the supervisor may
show the weaknesses therein with some promise of success.

Suggestive criticism is like appreciative criticism, but goes beyond
it. The thing most worth while is to get hold of our men or women
and persuade them that they have not done all of which they are capable.
We take too little account not only of a good type of work, but also of
the possibility of improving the process, or even of performing the work
in a way which the experience of others indicates may prove more
satisfactory. Don't stop at the point where everything is felt to be all
right.

The visits of the supervisor should not be dreaded. He must win
the respect and love of the pupils by his interest in the whole body and
in individuals ; in their lessons and their sports ; in their school and
home life ; in their troubles and their triumphs ; in their aspirations and
their life purposes ; in their moral and spiritual, as well as their physical
and intellectual development; and by his honesty, his fairness, his jus-
tice, his sympathy, he will win the admiration of the young and inspire
them to emulate his example. A supervisory officer who possesses
these characteristics and this spirit can do untold good in the com-
munity, and his influence, like that of Arnold of Rugby, will be an
inspiration to noble living and to righteousness. His hold on the
teachers through their ever-increasing respect for him and their abound-
ing confidence in him is thus immeasurably strengthened.

Annual Report of the State: Board of Education 119

Professional Improvement

How to improve the efficiency of the teaching force is one of the
greatest problems that superintendents have to meet. It can not be
done by cynical criticism. It must be done by stimulating the highest
powers. There must be developed a professional comradeship, and
this comradeship will grow eventually into a feeling of perfect confi-
dence and sympathy until, when superintendent and teacher meet to
talk over the experiences of the school days, there will be absolute
freedom. There must be all the time developing in the mind of each
teacher a growing ideal as to what efficiency consists in, and all else
must be subordinate to a desire for growth. The fundamental truth in
school administration is that growth of the pupil can not go on apart
from the growth of the teacher. Fortunate is the teacher when she
feels a sense of growth, and experiences one of the greatest rewards that
a teacher can have, namely, a realization that all the agencies are work-
ing in harm.ony toward increasing the efficiency of all.

The whole theory of improving the teacher is based on our ability to
get spiritual stimulus and professional help out of the ordinary occur-
rences of everyday life. If there is to be improvement, it is the busi-
r^ess of the superintendent to project and assist in executing the theory
of the improvement.

The very first thing that the superintendent must do in this connec-
tion is to lead the teacher himself or herself to desire to be a better
teacher. All those external or outside inducements, such as the ofifer
of promotion, an increase of salary, a choice of positions, are each
and all legitimate in their places. But none of them can take the place
of the desire to increase one's efficiency. It is just as necessary to
teach the teacher to idealize her work as it is to ask her to realize the
ideals of teaching. A normal school principal says, "The greatest
power that culture gives to a human being is the power to look an
imperfect thing in the face, and see with the mind's eye the perfect
thing that should be in its place. Soon the interests of the teacher will
center in the possibly perfect thing."

Not only must the teacher's initial preparation be the best that the
State can provide, but there must be continual growth in efficiency, in
professional zeal, and in student-like habits. The normal and the col-
lege graduates are too often content to rest upon the laurels already
won. No such teacher should receive a first-class rating, or be recom-
mended for promotion, until she has given some evidence of ability by
at least one year's work in the Reading Circle, by attendance upon

120 Annual Rki'okt of riiii vStatk Hoaki> ov Education

summer scliools, or by conspicuous skill in leadersliip in the group in
which she is working,

'J'he public exacts equipment and character and devotion on the part
of the teacher. And the public should rememl)er that one can give his
best service only when free from worry. A teacher can not live on
faith alone, nor can ideals supply the necessaries of life. If education
demands that men and women of the world make a life-work of teach-
ing, more consideration must be given to proper remuneration for
service ; otherwise, the best minds will not seek for such employment,
and education will realize tremendous loss.

I am very glad to report that superintendents and supervisors of
this State quite generally realize the necessity for tlie professional
growth of teachers in the ways indicated, through teachers' institutes,
county association meetings, Reading Circle clubs, university extension
courses, and approved summer schools. Splendid growth has been
made by the teaching corps of the State along professional lines.
During the past year university extension courses for elementary and
high school teachers were conducted at Salisbury, and such work was
done by the thirty teachers in attendance as to win for them renewal of
their certificates. Similar courses are planned for the coming year for
the teachers of Cecil and Frederick counties.

Duririg the past summer nearly a thousand teachers of Maryland
were in attendance upon summer schools, the majority being enrolled
at the three schools conducted by the State Board of Education at
Towson, Frostburg, and Ocean City. This has resulted in practically
the abandonment of the county institute, a fact which, in itself, means
a direct step forward in the professional uplifting of the teachers.
Many of the supervisors are to be commended for having the teachers
who have attended summer schools make reports at group conferences
of the good things they gained at the summer schools and thus stimulate
the rest of the teachers.

The work of the Maryland State Reading Circle has languislied
somewhat during the past year, largely because of the many war activi-
ties undertaken by the public schools, and of the disastrously large
number of changes in the teaching corps throughout the entire State;
but I am pleased to note a recurring interest on the part of supervisors
and teachers in this phase of professional improvement, and I bespealc
for the Reading Circle courses increased interest during the coming
year.

Annual Report op the State Board op Education 121

Circular Letters

In order that the work of supervision may be done thoroughly, it
will be necessary for the superintendent to keep in constant touch with
his teachers by teachers' meetings and by circulars. These printed
circulars will cost the county but little, and will bring valuable returns.
The teacher who is out in some obscure country school, with no one to
encourage her, and with surroundings not calculated to fill her with
inspiration, may be very much delighted to receive these kindly letters
of instruction from the county superintendent. She Vv^ill read them
over again and again, and the thought will come unconsciously to her
mind that she is, after all, a part of the school system, and that the
county superintendent cares for her. These circulars have almost the
effect of a personal interview, and should not be neglected. Also.
copies should be sent to the State Superintendent, so that he and visit-
ing superintendents may know how each superintendent is letting his
light shine in his own county.

Publicity

Many of the county superintendents recognize the necessity of in-
forming the people about the various phases of elementary education,
and from time to time furnish for the press articles on public school
activities. Local newspapers should be kept informed as to the doings
of the schools. The country newspaper will always be glad to give
space, especially if the copy is prepared ready for use, and the public
interests in school work can be thus kept alive.

Other effective means of publicity are the school rally or public
parade, athletic and intellectual contests of school children, of which
quite general use was made three or four years ago, but which, with the
exception of a public athletic meet, were held in but few counties during
the past year. An interesting illustration of how the activities of the
public schools may be employed to develop public sentiment is shown
in the literary, historical, and geographical pageant held in Easton last
spring, of which photographs appear in this volume.

Teachers' Meetings

Some of the most effective supervisory work may be done through
teachers' meetings. "All superintendents may make use of another
agency for the improvement of teachers, — that of associations, or
teachers' meetings. . . . Teachers will profit by discussion of
matters which come into every-day work. Seed-thoughts are sown ;

122 Annual Rki-ort or the Statk Board or Education

in some soil they will germinate ; fruit will be abundant or scarce,
according to the quality of the soil; but some fruit everywhere, or hi
least a little effort at fruit, though only green stalks and leaves appear.
These associations, properly conducted, will not make over inefficient
teachers at once; but they will make all who attend them less inefficient,
as the quickening of a new thought gives them courage to modify their
old methods, or to break up the habit of mechanically following the
methods of others. They may be made to inspire the copyist with the
determination to put more of himself into his work. They will acquaint
all with the successes or failures of each, and through known failure
show the way to success. To all who take part in these meetings there
comes an earnest purpose to prove their theories of practical application."
It is in meetings like these that most effective use can be made of
the demonstration. The function of the demonstration in individual
cases has already been discussed. It is in the general or group meet-
ings that the supervisor may best exemplify a new theory or method of
teaching some subject. It is not enough to state the psychology of the
subject, point out the principles involved, and then expect teachers to
go and teach the subject. It will be necessary, if correct results are to
be economically achieved, to give a model lesson and then discuss the
underlying principles. As long as there is a doubting Thomas, who
may recognize the validity of the theory propounded but in his inward
soul feels that the supervisor himself could not put the theory into
practice, so long will it be incumbent upon the supervisor to show him.
The superintendent has got to be the theorist, the middle man, and the
practitioner, all in one.

Here again is an opportunity to contrast types of work used by
supervisors and very strong teachers ; for example, in geography there
are many types. These should be demonstrated, so that the place of
the different types in the course may be shown. One teacher may tend
to drill all the time; another, to develop all the time. Both types of
v/ork should be presented, and then general discussion invited.

Finally, an opportunity is afforded to pick out the strongest mem-
bers of the teaching corps and have them give lessons before weaker or
less experienced teachers. The stronger ones will thus be enabled to
search their own experience, to gain confidence, and to help others. If
the defects of those who give the lessons are slurred over and their
self-confidence developed, they may be brought to realize that they
themselves, right out of the group, can demonstrate the theory; and
thus the idea that someone from the outside has to come in to do it ia
the right way dissipated. There are teachers of exceptional strength
found in every group.

Annual Report of the State Board oe Education 123

There is afforded also, in teachers' meetings, the best opportunity
for the study of the principles of teaching, especially by younger mem-
bers of the corps, by means of questions raised and answers given by
older teachers. Principles are given vitality if they are exemplified in
practice. For young teachers they thus become psychologized ; there
is a craving, a need, a demand for a change of practice, a growth to
higher stages, and the possibility of better things is recognized. This
supplies a motive for the learning of pi'inciples.

Practically every supervisor in the State is making more or less
successful use of teachers' conferences as a means of supervision. I
advised with the superintendents and the supervisors about the proper
grouping of teachers for these meetings, and the proper method of
conducting observation lessons and critiques. I attended in person
several meetings in various parts of the State, and in some instances
participated in the discussions.

Course of Study

Another effective means of supervision is the course of study itself.
Being a prescription "for the child's needs of our most learned doctors
of pedagogy, it represents the accumulated experience of the best
teachers of all ages, and it comes to us as a sort of abridged edition
of the history and philosophy of education. But that history lias no
life, nor its philosophy any meaning, if we can not hold it up to the
mind's eye, see it in all its parts, and understand the reasons which led
to its adoption. Rural school teaching will make distinct gains when
all teachers know what the course of study is, and v/hat it is meant to
accomplish."

It is on this account that the superintendent must encourage the
•study of educational theory ; and yet, for young teachers, reading upon
the general history and theory of education is not profitable. Better
let it bear directly upon their daily work. They are now face to face
with the problem of learning the art of education, and their reading
■should bear reference to the acquisition of that art. Standard books on
methods and the practice of teaching, good educational magazines, well
edited and not given to the over-elaboration of trivial things or to the
careful development of the obvious, supply good material. But the
time comes when all this must be interpreted in the light of sound
theory, and it is the business of the superintendent to see that such
reading is undertaken and systematically pursued. The purpose of that
"^thing we call the curriculum" will then be manifest, and the teacher's
-work will then begin to attain to the psychological as well as the logical

124 Annual RiiPoirr of the Statf, Board of Education

which should be the goal of her efforts. As to the teacher's genera)
reading, this is for the teacher to determine, remembering that
thoroughness and discrimination in reading are essential to good results.

The course of study should be definite as well as elastic. It should
not be so narrow as to fit only a few of the pupils, and it should be
concise enough for the teacher to know just '.vhat is wanted. The
making of the course should involve every person in the system who is
willing to make a contribution. Teachers cannot teach well if they do
not believe heartily in what they are doing, and do not understand the
underlying principles and purpose of it all. This they will not do,
unless the superintendent enters into agreeable relations with the
teachers and creates in their minds personal faith in himself. Then
they will be more sympathetic and responsive when he begins his
"instruction in the educational principles underlying the course of
study and in the course itself as exemplifying these principles, and the
methods of carrying it out so as to produce the best results." "Here
the superintendent has his finest opportunity. To develop unity of
plan and to impart the spirit, at least, of his desires and aspirations to
the whole teaching force without curtailing their freedom or crushing
out individual initiative, requires the skilled tactician."

The organization of a tentative course of study to meet the needs of
rural schools was one of the first problems that I attacked, and one to
which I have given constant attention for the past year. I have secured
agreement of all our supervisors to give special attention for the next
vear to the preparation of a rural school course of study for each
county in the State. We shall make a special effort to secure contribu-
tion to this course of study by as many teachers as possible who are
actually in service. The course of study rests largely with the teacher,
whatever it is on paper, and an enrichment of the course must come
principally through enrichment of the teacher. We recognize that we
have in this State many poorly trained teachers, attempting to teach
the knowledge contained in the textbooks prescribed for the various
counties ; and yet, through participation in the preparation of courses
of study, we expect to bring about a rich knowledge of the principles of
teaching and a keener desire on the part of teachers for their own pro-
fessional growth. The course of study and its proper organization is
the most effective means of rural school improvement. The great task
is to get rural school children to assimilate, as it were, the environment
in which they live and the greater environment beyond them.

The rural school presents a problem which makes all other phases of
elementarv education sink into a comparative insignificance. The

Annual Report of the State Board of Education 125

course of study should not be an attenuated city school course, but
should be made up of such subjects as agriculture, principles of hygiene
and sanitation, domestic economy, and work in manual training, which
bear upon rural life. A course of study that continually fixes the mind
of the student on things far away in some other country, or in some
other hemisphere, or in some other age, to the neglect of affairs nearer
home, has a tendency to blind him to the opportunity at his door and
make him dissatisfied with country life. We believe that the only way
thoroughly to fit a boy for the country is to begin by teaching him the
facts of his own environment.

Rural needs are best met by closely relating the country schools to
the life of the people served by them, and by educating the children for
country life instead of away from it. People do not flock to the cities
altogether from economic conditions. A false educational system does
much towards encouraging the custom. Teachers of the rural schools
should be required to master fundamental knowledge in the subjects
that ought to be taught in the rural school, and in some way or other
bring them into the course of daily instruction. The introduction of
these subjects into the rural schools with any chance whatever of suc-
cess waits upon the proper preparation of teachers for this work by
the normal schools.

Schedules of Recitations

On visiting the rural schools in various sections of the State, I found
almost immediately that there existed in very few counties any guides
which the rural school teacher could use in making her daily program.
The result is that in too many cases there is not the proper consolida-
tion of groups of children ; there are too many recitations ; these recita-
tions are too brief to be of value ; and many important phases of elemen-
tary work, such as oral composition, industrial art activities, music,
etc., as well as the real work of teaching, are crowded out. I thus set
out to secure a workable schedule of time limits for the daily recitation
in the rural one-teacher school having seven grades.

Training of Teachers

Although there is still much to be desired in the training of teachers,
some progress was made during the past year in fitting them to work
in the country. A large part of the teaching body of the State is
entirely without professional training. The State has theoretically
adopted the policy of training teachers of the public schools. It has

126 Annual Rki'okt ok the Static P>(j-\i<i) ov Education

never, however, adequately carried out this pohcy in practice. If the
schools are to be anythinj^ but places where the mechanics of education
are to be maintained, if they are to become really educational schools
in the proper meaning of that term, teachers must be trained. The
traditional tools of learning, which have in them so much of race
heritage, are no longer adequate to meet the pressing demands of today.
We know that school activities must grow out of life as the child is
living it, and must eventuate in a training that has prepared the child
to live his life more happily and more successfully. The teacher must
have a sort of pedagogy which will enable her to make her pupils good,
intelligent, and happy; able to utilize the heritage of the race to this
end, and yet capable of fitting into life now and here with specific work
in the direction of highest natural endowment.

It is hard to describe a successful teacher. We need not comfort
ourselves with the statement that good teachers are born and not made,
and excuse our shortcomings on the ground that nature failed to do
her duty in endowing us with those qualities that make for success.
For most people successful work in the schoolroom is a matter of
theory exemplified in practice. Happily for the children, the day is
past when this practice can be had at their expense.

The State is wise in requiring that teachers must hereafter posses:
some professional knowledge of tl eir work before going into the school-
room. They must be introduced to that body of scientific knowledge
concerning the teaching of children which has been collected and which
is adequate and easy of access and comprehension. Young and inex-
perienced teachers guided by this knowledge may proceed definitely and
accurately. They must have the scientific spirit. "Seek the truth and
the truth shall make you free." Teaching school calls for no small or
obscure powers, and those will reveal themselves to him who is bent
on discovery.

In our training of teachers, whether in normal school, in county
training class, or through supervision while in service, we can not lose
sight of the tremendous importance and obligation of fitting them for
the best possible rural school work. A great majority of the people
live in rural districts, and the welfare of the whole country is involved
in the welfare of the agricultural people, who are the wealtli pro-
ducers of the country and constitute a large proportion of the whole
population. The people of the rural districts, if they are to be pros-
perous and influential in the nation and among the peoples of the earth,
must be educated. They are dependent upon the rural school for
education. Hence the sacred duty that rests upon the normal schools,

Annual Report of the State Board oe Education 127

first of all, to prepare teachers especially for rural schools. It will not
do to argue that education is education, no matter who is getting" it;
that if girls are given a general training for teaching, they can apply
this to whatever school they may happen to get. It is not the kind of
discipline that exists in the school, or the methods, devices, or practices
employed by the teacher, nor even the subjects taught, that are most
important. The vital thing is the content of all the subjects taught.
Instead of teaching subjects, the rural schools should teach pupils.

Until the normal schools make adequate preparation to train teachers
for rural school work and make a definite, persistent eflFort to create an
attitude of rural-mindedness, it seems desirable for each county to avail
itself of the privilege existing under the law of establishing, in connec-
tion with one approved first-group high school, a teacher-training class.
Such schools were maintained during the past year in Wicomico and
Montgomery counties.

War Work in Rural Schools

The country schools have been rendering admirable war-time
service. In practically all the counties rural schools have had enthusi-
astic and successful membership drives for the Red Cross, many
counties reporting a hundred per cent enrollment in the Junior Red
Cross for individual schools ; the country schools have aided materially
in the sale of Liberty bonds and war savings stamps, and these schools
have begun to see their possibilities in leading campaigns for food
conservation.

In my visits I found in several instances a large percentage of the
pupils of a rural school owning one or more Liberty bonds, and, with
very few exceptions, rural school pupils have made commendably large
per capita purchases of war savings stamps, and have earned the money
to do so.

The supervisors have entered whole-heartedly into such campaigns
and have given unstintedly of their time and talents in assisting rural
school children to help win the war. All such work is of permanent
value. The children learn lessons of cooperation and real patriotism.
They learn the much-needed lessons in thrift, which they will never
forget. Their Red Cross and food conservation work make them feel
that they were really helping to win the war. Many teachers have
organized their whole school into a current events class, which will do
much to broaden the minds of the future citizens of the State and thus
make better citizens of them.

138 Annual Report of the State Board of Education

conferencl's of supervisors

During the past year I conducted four conferences of the super-
visors of the State. On November 26, in Baltimore, the following
program provoked interesting and profitable discussions:

Supervisors' Meeting, McCoy Hall

Miss Alice E. Miller, Presiding

Monday, Novcmljcr 26, 2 to 3.30 P. M.

Roll-Call, wth Naming of Specific Problems

"The Supervisors Part in the Professional Growth of Teachers" — Miss Effie

M. Williamson, Dorchester County

Discussion led by Miss Annie Grace, Baltimore County
"Use of Standard Tests as a Means of Supervision" — Miss Hannah A.
KiefTer, Queen Anne's County

Discussion led by Miss Kate Kelly, Anne Arundel County

Tuesday, November 27, 2 to 3.30 P. M.
"The Supervisor's Part in the Making of a Course of Study" — Miss Marion
S. Hanckel, Allegany County

Discussion led by Mr. Louis C. Robinson, Kent County
"Are Better Results Obtained in Supervision by Directing Energies Mainly
Toward the Improvement of One Subject Rather Than of Many?" —
Miss Wil Lou Gray, Montgomery County

Discussion led by Miss Wilsie M. Smith, Caroline County

On January 14 a conference of the supervisors of the Western
Shore vi^as held at Hagerstown. A round-table discussion was con-
ducted based on these topics :

1. What is the best procedure in formulating a course of study?

2. How may group meetings of teachers be used as aids in supervision?

3. Are better results obtained in supervision by directing energies mainly
toward the improvement of one subject rather than of many?

4. What the Supervisors should do in the schoolroom.

5. What help can Maryland get from the National Council of Primary
Education?

6. The advisability of holding another meeting later, and the time, place,
and program for such conference.

A meeting of the supervisors of the Eastern Shore was held at
Elkton on February 18. The following topics were discussed:

I. Name and describe the desirable qualities in what you have found to be

the best texts in geography, arithmetic, and history.
IL Discuss the most constructive piece of work that has been accomplished
through your group meetings.
HL How to proceed in formulating a course of study.

IV. The value to the school and to the community of a closer co-operation
between the Supervisors and the County Agent.

SUPERVISED PLAY IN Rl'KAL SCHOOLS

A SUPERVISOR TRAVELING UNDER DIFFICULTIES

ANOTHER UNDER MORE FAVORABLE CONDITIONS
A POOR WOOD-SHED FOR A COUNTRY SCHOOL

ONE REASON WHY EGGS ARE HIGH IN WINTER
A GOOD BLACK-BOARD NOT USED BY PUPILS

A POOR BLACK-BOARD USED UNDER DIFFICULTIES

Annual Report of the State Board of Education 139

v. What help can Maryland get from the National Council of Primary
Education?

On May 3 and 4, at the Maryland State Normal School, another
conference was held, the program of which is given elsewhere in this
volume.

Community Organizations

I have found that urgent need exists throughout the State for the
formation in each school district of some kind of organization which
will give systematic attention to the problem of rural life betterment.
Through the efforts of the Federation of Women's Clubs and the
National Congress of Mothers and Parents-Teacher Associations, such
organizations have been formed in many sections of the State to the
consequent good of their respective communities. It has been my con-
stant endeavor to encourage the organization and conduct of these
bodies, and I have had, for the most part, the cordial cooperation of
the county school authorities. Yet much remains to be done.

Pictures of Rural Life

Having been furnished with a high speed camera, I have made
several hundred photographs of school buildings, school interiors, school
activities of various kinds, private houses, lawns, landscapes, etc., illus-
trative of rural life. These, with other pictorial and graphic illustra-
tions, will be made available to county superintendents, normal schools,
granges, community organizations, etc.

Shortagk of Teachers

Almost immediately upon undertaking the duties of this position,
I found that a serious danger confronted the public schools on account
of shortage of properly qualified teachers. The many new departments
created by the National Government in the conduct of the war, as well
as the hundreds of vacancies in Baltimore and the larger towns caused
by the absence of men in military service, have created an unceasing
demand for office and other help ; and the liberal salaries offered have
induced hundreds of Maryland's best teachers to forsake educational
work. The situation has been particularly acute in counties adjoining
the larger industrial centers and Washington.

While living expenses were relatively low, and not so many other
avenues of employment were open, it was comparatively easy to find
teachers for all the schools. Today, girls with less than a high school
education have little difficulty in securing positions in business offices
and government bureaus at twice the salary their teacher receives. As

130 Annual Report of the State Board op Education

a result teachers have left the schools to go into other lines of work, and
since fewer young men and women are now in colleges and other schools
preparing for teaching, it is a serious question with school authorities
how the schools may be kept open and up to the standard.

The great need of the public schools of Maryland for years has
been properly qualified teachers, — teachers trained specially for service
in the one and two-teacher schools, with a desire to live in the country
To render the best service in country schools, teachers need to be
specially fitted to meet rural life problems. They must be rural-
minded, with an interest in the country community and its institutions,
and must have a good capacity for initiative and leadership ; and while
this need has never been adequately met, a good beginning has been
made under the progressive school legislation passed by the last three
sessions of the General Assembly. Following the report of the Mary-
land Educational Survey Commission, the Legislature of 1916 passed
laws providing for many improvements in the State school system,
which have given Maryland the credit for having the best school legisla-
tion of any State in the Union. Just as this law is getting into opera-
tion, there is extreme danger that its high standards, set up in the
interest of the school children of Maryland, may be nullified through
the lack of teachers who measure up to former standards.

In this critical situation it has been a Godsend to the various counties
that the employment of elementary supervisors had furnished an in-
valuable means of meeting the emergency. With so many untrained
teachers entering the service, the schools in many counties would have
suffered a much higher degree of demoralization than has been the case,
if there had not been constantly available this expert helping teacher,
ready at all times to come to the rescue by assisting a beginner in
organizing her school and by helping her acquire in as brief a time as
possible an approved method of teaching. This has been the acid test
of supervision in this State, and I am extremely gratified to report that
through the untiring aid of these supervisors elementary schools have
not been allowed to retrograde.

Additional relief has been afforded through the action of the last
Legislature in passing the higher minimum salary law.

The underlying cause for the lack of adequately trained teachers is
a general apathy towards the needs of the schools and a mistaken
notion of economy in public school support. Over three thousand
teachers in the counties of Maryland are paid the minimum salaries
permitted by law. With the increasing cost of living and the opening to
teachers of other avenues of employment, more money must be avail-

Annual Report of the State Board of Education 131

able for teachers' salaries if the schools are to be kept up to former
standards. In no other way will teachers be able to continue making
the necessary preparation for their work, and meet the expenses for
further improvement while teaching.

Teachers' Institutes

At the direction of the State Superintendent I attended teachers'
institutes in Frederick, Harford, Baltimore, Talbot, Wicomico, Somer-
set, and Worcester counties, and assisted in the work of several of
them. At his request I counselled with the superintendents as to
ways and means of making institute instruction function more ef-
fectually in schoolroom practice by arranging that the institute shall
partake of the nature of real schools of instruction in subject-matter
and method.

Professional Libraries

I have found that no definite policy exists throughout the State in
regard to placing professional literature at the disposal of the teachers.
There should be in the office of each county board of education a library
of at least 200 volumes of professional books, arranged and classified
as a circulating library for the use of the teaching body, and definite
plans should be made by the superintendent and the supervisor to see
that teachers make use of these means of professional growth. Some-
thing has been done in this direction by several counties of the State.
I found all the supervisors keenly alive to the necessity for providing
such aids to their teachers, and the prospect seems to be good for much
improvement in this direction.

Agricultural Instruction

At the suggestion of the State Superintendent I have endeavored to
work out a plan of cooperation between the extension department of
the State College of Agriculture and the State Department of Educa-
tion, looking to a larger recognition in public school instruction of the
dominant industry of Maryland, by bringing into closer union the work
of agricultural extension, under the direction of the College, and of
vocational training, under the supervision of the State Department of
Education. There is much unrest among the school people of the
State because of the manner in which the county agents and home
demonstrators carry on their work.

The policy of the extension department of the State College of
Agriculture, through the field agents, seems to be to organize the

132 Annual Report of the State Board of Education

various aj^ricullural and home economics clubs without full considera-
tion of their educational possibilities. In many instances, it is true,
the schoolhouse is used as the meeting place for these clubs, and the
county supervisors are requisitioned as guides and advisers ; but no
concerted effort seems to have been made to relate the clubs' activities
to the work of the public schools. I feel that the county agent and
the home economics demonstrator should cease trying to organise clubs
of boys and girls directly, and that such activities should be undertaken
by the school teacher, under the direction of the county superintendent.
The agents of the State College of Agriculture should devote their
energies to assisting these teachers in planning and carrying out the
club activities, and should bear a relation to the teachers comparable
to that of the school supervisor. Until some such arrangement is
entered into, the various agricultural and home economics clubs will
fall far short of their full possibilities as agencies in education.

The Supervisor as an Attendance Officer

There is a tendency in several quarters to burden the supervisor
with duties that bear no direct relation to her real function as a helping
teacher. Not only does the superintendent, in many instances, delegate
to the supervisor inspectorial and administrative duties which properly
belong to him alone, but there is a disposition also to require the super-
visor to assume the duties of an attendance officer. Under provisions
of the Acts of 1918, providing that "the State Board of Education, in
its discretion, may excuse a county from employing an attendance
officer and may designate the county superintendent of schools, the
primary supervisor, or the statistical clerk to perform the duties of the
attendance officer," the counties of Caroline, Cecil, Charles, Dorchester,
Talbot, and Worcester, have been so excused.

I should consider myself recreant to the interest of the boys and
girls, if I did not voice a protest against a practice, already instituted
in some of these counties, of requiring the rural supervisor to assist
the county superintendent in acting as attendance officer. It is argued
that, since the supervisor has to go to the school anyway, it would be
little additional trouble to her to study the attendance record and follow
up delinquent cases. This sounds all right in theory ; but I have found
that in actual practice a good deal of the supervisor's time is thereby
consumed, not only in examining records, but in visiting houses to
discuss with parents the absences of the children.

It is assumed that this step is taken to save expense ; but it should
never be forgotten that for all such services rendered somebody has to

Annual Report of the State Board oe Education 133

pay. Nothing really worth while can be had free of cost; and the
extremely unfortunate feature of the present situation is that the ones
who will be made to pay for the cost of enforcing the compulsory
attendance law under this arrangement are the little children themselves.
The supervisor is trained for teaching ; and her duty, first, last, and all
the time, is to improve the quality of classroom instruction. The best
teaching is none too good for the country child, and the supervisor
should be left free to devote her entire energies to assisting the teacher
to measure up to the responsibilities of her office.

134 Annual Report of the State Board of Education

SUPERVISION OF COLORED SCHOOLS

By J. WALTER HUFFINGTON,
Supervisor of Colored Schools

Visits

During the year I visited approximately 500 schoolrooms of colored
teachers. I was accompanied by the colored county supervisor in the
counties where there are such officials. In the other counties, the
county superintendent or his representative was always courteous in
taking- me to the schools. In a few of the counties I was in every
colored school ; in the others, a majority of the schools were visited.

As this was the first year of the work, my visits were, from necessity,
almost of an inspectorial character. I did, however, note the following :

1. Condition of the building and grounds (including toilets).

2. The interior of the building.

3. General sanitary conditions.

4. Personality of the teacher.

5. Her apparent preparation for the work.

6. Her manner of conducting a class exercise.

7. General management of the school.

8. The school's atmosphere.

Buildings

In every county there are some good buildings ; also every county
has some structures inadequate for school purposes. In many of the
counties, churches and lodge halls are used for school purposes ;
although such buildings are, of course, unsuited for the activities of
the school. From my observation, at least 94 buildings are urgently
needed in the State, that the work of the colored schools may be done
even moderately well.

A modest beginning is being made to improve the building situa-
tion by the aid extended from Mr. Julius Rosenwald. This fund,
donated by him, is administered by the Tuskegee Institute. The amount
assigned to Maryland for the current school year was $5,100, with the
following conditions for its use :

"The money given by Mr. Rosenwald is to be used in providing school-
houses in rural districts, preferably for one- and two-teacher schools, on
condition that the people shall secure from the public school funds and raise

X ■::

.5 ^

^ S IK

z f

Annual Report of the State Board of Education 135

among themselves an amount equivalent to, or larger than, that given by
Mr. RosenwaJd.

"It is understood that in no case will the sum exceed $400 for a one-
teacher school, and $500 for a two-teacher school. By the term 'one-teacher
school' is meant not necessarily a one-room school building, as these school
buildings in every instance should be provided with room to do industrial
work, which means kitchen, library, manual training work, etc. By furnish-
ing is meant providing the school with the sanitary toilets and equipping the
building with desks, blackboards, heaters, etc.

"In no case will the Rosenvvald aid be given until the amount raised by
the community and that given by Mr. Rosenwald are sufficient to complete
and furnish the schoolhouse to be built.

"The kind of building to be erected is to be approved by the Extension
Department of the Tuskegee Institute and, where required, by the State
Department of Education."

The county officials were asked to make an appropriation so as to
secure the aid extended by Mr. Rosenwald, and an appeal was made to
the colored people to supplement the appropriation by the officials. The
response was gratifying.

On account of labor conditions and shortage of building materials,
the work in some counties has been delayed, but not permanently so ;
for in these same counties the appropriations were duly made by the
County Commissioners, and the colored people raised their assignment.
To date, checks have passed through my hands and have been for-
warded for building purposes to the superintendents of Caroline, Fred-
erick, Somerset, Carroll, and Prince George's counties. These counties
are constructing their buildings.

I am expecting another appropriation from the Rosenwald Fund
for next school year. With the permission of the State Superinten-
dent, I shall use it as a stimulus both to the county boards of educa-
tion and to the colored people themselves to continue building opera-
tions. I believe that within four years, with this as a leverage, we
should have all over the State comfortable and adequate buildings
for the colored children.

Taking the State as a whole, there seems to be a woeful lack of
community pride or even interest by the colored people in the material
side of the school. The trustees, in the main, are indifferent. They
take no special interest in the school. This is true in every county. In
not more than ten instances in the whole State had any effort been made
to improve the grounds in any way. In a few cases there was but one
toilet for the use of both sexes. In nearly all cases the toilets were
unsanitary and uncomfortable. But little attention had been given to
the improvement of the interior of the building.

136 Annual Rki-okt ok the Static Bcjard ov Education

Equipment

The equipment, including blackboard, maps, globes, illustrative
material, library, and the like, is fair in some counties ; extremely poor
in others. In general, the blackboard space is too limited. A few
schools have no board at all. A few counties (among them, St. Mary's)
have provided all their colored schools with a case of maps. A limited
number of the schools have globes. In the entire State there are
but 25 colored schoolrooms with a library. Most of the counties fur-
nish text-books in sufficient numbers and in good condition. Others
provide texts only of a dilapidated character.

Teachers

I am glad to report that I found some very good teaching. In
several counties a fair percentage of the teachers have been specially
trained for their work and seem to appreciate rural conditions. This
i; notably true in Caroline county.

In the counties there are quite a number of teachers whose pro-
fessional preparation is good, who seem to be indifferent to rural con-
ditions, and try to do the school work as it is supposed to be done in a
town or city system.

My conclusion is that we are in great need not only of trained
teachers, but teachers trained for the rural work, — teachers who are
rural-minded, who are willing to go into the negro communities and
endure the privations, yet gradually lead their people to a higher plane
of living. The Normal School at Bowie should train this type of
teachers. The products of the city normal schools are not what we
need in the rural districts.

Institutes

During the year I participated in the following teachers' insti-
tutes : The Tri-County Institute of Somerset, Worcester, Wicomico,
held at Pocomoke City; and in the institutes of Dorchester, Caroline,
Talbot, Kent, Harford, Carroll, Frederick, Howard, St. Mary's and
Charles counties. The session in Caroline and Kent counties was a
week in length. All the others were of three-day length, save Carroll,
where the meeting w^as in the nature of a two-day conference.

Several counties held no institute for the colored teachers; because
either one-fourth of the teachers attended a summer school or the
teachers assembled in monthly meetings, in which the equivalent of
institute work was done. The program included work in primary
reading and number work, history, geography, and handwork. The

Annual Report of the State Board of Education 137

institutes were productive of some good. They did very much good
in the counties where the colored supervisors followed up the work with
the teachers in the schoolrooms.

In practically all the counties, the superintendents were present to
direct the work of the institute. The institute at Frederick was hon-
ored by a visit from Mr. Jackson Davis, Field Agent of the General
Education Board. His recital of what the negroes in the South are
doing to further their own progress was encouraging and stimulating
to the colored people of Frederick County,

The Reading Circle Work

The colored teachers have taken little interest in the work of the
State Reading Circle. An effort was made this year to get many of
them to do the studying and to write themes as an evidence of com-
pletion of the work.

The studying was regularly done in Caroline, Cecil, Wicomico, Kent,
Frederick and Dorchester counties. Several other counties attempted
the work after a spasmodic fashion that will result in little good. The
teachers in some of the counties did not undertake it at all.

Interest in the provision for teacher improvement, I found, de-
pended almost entirely upon the attitude of the county supervisor
toward it. One supervisor, to excuse himself at the end of the year
for not urging his teachers to avail themselves of this method of self
improvement, pretended to believe the work was only for white
teachers ; although he was present at our November conference when
the Reading Circle topic was discussed.

Summer Schools

I am glad to report that 185 of our 723 colored teachers attended
summer schools during the summer of 1918. By far the largest group
was in attendance at Hampton Institute in Virginia. There were 47 in
the State Normal and Industrial School at Bowie ; about 40 at Cheyney
Institute in Pennsylvania. The others were at Dover College, Man-
assas Institute, Princess Anne Academy, and Temple University.

With 723 colored teachers in Maryland, outside of the city of Balti-
more, it seems to me that 185 at summer schools represents a fair per-
centage of the teaching body.

S^^PERVISORr

Sixteen counties take advantage of the State appropriation for a
colored supervisor of county schools and the industrial work in their

138 Annual Report of the State Board of Education

several school?. These counties are: Worcester, Somerset, Wicomico,
Dorchester, Talbot, Caroline, Queen Anne, Kent, Cecil, Baltimore,
Carroll, Frederick, Montgomery, Prince George, Anne Arundel, and
Charles.

The counties of Calvert and St. Mary's have colored supervisors,
but their salaries are paid from the Jeanes Fund, vt'hich is administered
by Dr. James H. Dillard, of Charlottesville, Va.

The counties of Allegany and Washington (the former has 7, the
latter 12 colored teachers) draw but $750 from the State's funds and
maintain in return a Central Industrial School at Cumberland and
Hagerstown, respectively.

Two counties, Howard and St. Mary's, will ask for the year 1918-
1919 the full amount of $l,oOO. Each of these counties will employ
a colored supervisor and establish a central industrial school.

Colored Supervisors

The importance of good colored supervisors can hardly be over-
estimated. They know and understand their own race and are able to
bring about certain results that the white person can hardly eflfecl.
However, they themselves are in need of direction. Some of them are
poorly prepared for their specific work. Their visits to the schools
are often too much of an inspectorial character.

I am glad that the State Board of Education has fixed a definite
standard of preparation for them, as well as having made confirmation
by the State Superintendent of Schools a requirement for the validity
of their selection.

Circular Letters

Several of our colored supervisors are making effective use of
circular letters to their teachers as a means of supervision. While
such communications can not wholly take the place of personal visits
to the classroom, yet they afford an opportunity, of which all the
county superintendents and colored supervisors might well take advan-
tage, to keep in closer touch with the teaching staff.

Typical letters follow :

PUBLIC SCHOOLS (COLORED),
Montgomery County, Maryland.

RocKviLLE, Maryland, September 30, 1918.
Dear Teacher :

By this time I presume that you have your school well organized, and that
your work is tending towards the definite aim of good citizenship.

Annual Report of the State Board of Education 139

I suggest that you use every possible means to get in closer touch with the
people of the community, conducting such meetings, entertainments or socials
that will enlighten them along the lines of National Cooperation, Race Pride,
Patriotism, Thrift, Conservation and Sanitation.

Make some part of your daily program of a Patriotic nature. Take time
and explain sensibly the present-day activities, for as county officials, it is part of
your duty. Show the people of the community the value of a good record,
(Future demands require this.)

Don't be dogmatic in your presentations, neither encourage racial antagonism,
but encourage the true principles of manhood. Lay aside petty prejudices and
make the Teachers' Reading Club a worth-while organization.

Keep schoolrooms, grounds, and records in the very best possible o'-der.

Let the supervisor know how he can best help you in your work, yet remember
that there are thirty or more teachers to be helped.

I sincerely trust for you a successful year, and I v/ill be to see you as soon
as possible.

Best wishes.

Very truly yours,

ANDREW D. OWENS,
Supervisor of Colored Schools

PUBLIC SCHOOLS (COLORED),
Montgomery County, Maryland.

Office of Supervisor of Colored Schools,

RocKviLLE, Maryland, September 30, 1918.
Dear Teacher :

Your school is allotted out of the County Industrial Fund the amount of

dollars with which to carry on some useful form

of industrial work in your school.

Relative to sewing, I would suggest that you make some of such articles
as would be of use to the soldiers in hospitals and camps. This calls for absolute
cleanliness, accuracy and attention. This is only a request, and you and your
school will get due credit for the work or offering made.

Purchase all materials to the best advantage, and send all duplicate store
order bills or account slips to me for approval. In this way bills will be paid or
you will be reimbursed for expenditures made. Keep record of the same.

If there be any assistance I can render you I will be only to pleased to do it.
Best wishes.

Very truly yours,

ANDREW D. OWENS,
Supervisor of Colored Schools.

Conferences of Supervisors

During the year two conferences were held with the supervisors, —
one in November, the other in February.

The following topics were discussed at the November conference:

HO Annual Report of the State Board of Education

1. How tlic supervisors can assist in the development of the Maryland
Normal and Industrial School.

2. The quality of teachers the supervisors have a right to expect from
the Maryland Normal and Industrial School.

3. What a supervisor should look for on visiting a school-room.

4. The use of native materials in industrial work.

5. How the colored people can be directed to improve their school
equipment.

6. How to encourage the teachers to do the Reading Circle work.

7. Domestic art and science in the rural school.

8. How to plan for a county association.

9. A good schedule for a rural scliool.

The topics considered at the February conference were :

1. The schools and a clean-up week in the community.

2. Buying pigs and chickens and raising them.

3. Gardening, marketing and preserving foodstuffs.

4. War Saving Stamps and cooperation in the Red Cross work.

5. Minimum requirements for colored supervisors.

6. Suggestions for a program of studies for the colored rural schools.

By way of assistance to the supervisors, suggestions to improve
their methods of supervision were made, and the following outline to
assist them in judging a teacher was placed in their hands :

/. Physical and Hygienic Surroundings:

1. The building.

2. The toilet.

3. The grounds.

4. Interior of building.

5. Ventilation.

6. Light.

7. Disposition of waste water.

8. Individual drinking cups used.

//. Schedule:

1. Course of study, including industrial work, provided for.

2. Distribution of time.

3. Arrangement of subjects.

4. Frequent or infrequent class exercises of primary grades.

///. Discipline and Management:

1. Spirit of the room.

2. School dead or at work.

3. ^Movement of classes.

4. What the pupils are doing at the desks.

5. Pupils often or rarely leaving the room.

6. How interruptions are handled.

7. What the teacher does at recesses.

Annual Report of the State Board of Education 141

IV. The Class Exercise:

1. The aim.

2. Is it being realized?

3. Questions.

4. Type of lesson.

5. Procedure in accordance with the type.

6. Assignment.

7. Teacher talking too much or too little.

8. Class participation.

VI. The Teacher in the Community:

1. Her standing in the community.

2. Interest in community life.

3. Improvement in the homes in the community under the teacher's
leadership.

4. Giving work which in character and in method function in the
community.

VII. Business Phase of the Teacher's Work:

1. Ready cooperation with the county superintendent and the county
supervisor.

2. Exactness and promptness with reports and other data needed by the
officials.

3. On time at school.

4. Judgment in grading pupils.

5. Organization and progress of a community league.

VIII. Professional:

1. Active interest in institutes and associations.

2. Doing the Reading Circle work.

3. Attending a summer school.

4. Individual effort at improvement ; e. g., home study, reading teachers'
magazines.

In addition to the above, the appended outline, prepared by one of
the county supervisors of colored schools, was given to the supervisors.
We felt that it would assist them to check up the teachers on some
phases of the work.

(Fill Out Conscientiously and Mail to the County Supervisor)

School Teacher

1. Write on the other side of this sheet a copy of your schedule.

2. How many teachers' meetings attended during term?

3. What have you done to improve the appearance of your building and
grounds ?

4. How many community league meetings have you held?

5. What was the value of these meetings to the school?

143 Annual Report of the State Board of Education

6. What definite piece of work has your league undertaken?

7. How can the supervisor help you most ?

8. What professional reading are you doing?

9. Have you made a survey of your community?

(a) Pupils of scliool age not in school.

(b) Pupils of school age in school.

(d) Sanitary conditions of the homes.

10. What have you done to get children in school?

11. What have you done to improve the sanitary conditions of your com-
munity?

12. What industrial work are you doing?

13. Do your pupils attend regularly and punctually?

14. Do you get to school every morning at 8:45 as the law requires?

15. Do you expect to attend a summer school next summer?

16. Do you feel that teaching is your calling?

Summer Work for the County Supervisors

The General Education Board generously agreed to donate $1000
to assist in payment of county supervisors to direct work in canning,
drying, chicken and pig raising, sanitation, and the like, during the
summer months. This money was paid out only on condition that the
county provided in each case an equal amount.

The following counties met the condition for parts of the fund :
Somerset, Caroline, Talbot, Kent, Carroll, Frederick, Montgomery,
Anne Arundel, St. Mary's, Charles, Washington.

The following instructions were given to the supervisors of these
counties early in the spring:

Suggestions to Counties that Receive Some Financial Aid for the
Employment of Colored Supervisors During the Summer.

1. The supervisor shall organize garden, pig, and chicken clubs among the
pupils in the several colored schools of the county. He shall assist these
pupils in the selection of seed; cultivation, marketing, and preservation of
their products. He shall aid the pupils as far as possible to secure pigs.
and advise about their attention; also direct the students in the hatching
of eggs and care of chickens.

2 He shall organize in every community a food club to stimulate the
seeding, cultivation and preservation of food stuffs. It shall be his duty
to visit these clubs often and give direction in the growing and preser-
vation of the food.

3. He shall disseminate literature (which can be secured from the Depart-
ment of Agriculture, Washington ; Maryland State College of Agri-
culture, College Park; Hampton Institute, Hampton, Va.) that will
furnish direct help in gardening, drying, canning, pig and poultry raising.

4. His work must have, in addition, a sanitary aspect; that is, he shall

Annual Report of the State Board of Education 143

stimulate the several communities to keep clean homes and premises,
prevent the accumulation of waste material, keep down the flies by not
permitting their usual breeding places, give care to the well screening of
the home, keep the toilet sanitary, use whitewash and dry lime — all to the
end that the people will be healthier and more comfortable.

5. He shall encourage industry and thrift among the communities by urging
through his organization the necessity for every man, woman and child
to be at some work six days of the w-eek ; to respond to the call for labor
on the farms, but not to work three days and lay off three. (Every boy
can easily earn enough to raise a pig and have money to spare). Encour-
age thrift by having the folks buy War Saving Stamps or deposit money
in savings banks. He shall impress his people with the idea that there is
no excuse for poverty among them now.

6. Let the slogan be all over the county, "We must seed, cultivate, preserve
foodstuffs, grow hogs and chickens, keep sanitary homes, be industrious,
and save our earnings."

7. A record for report shall be kept of work done under the supervisor's
direction, which will include :

(a) Foodstuffs (named) raised.

(b) Foodstuffs (named) marketed.

(d) Pigs and chickens raised, with value.

(e) Number of individual homes improved.

(f) Number of communities improved.

(g) Industry or lack of it among people.

(h) Attitude of people toward assistance offered.

It was my privilege to visit during the summer some of the counties
where this work was being carried on, and to assist, as far as practi-
cable, the supervisors. The supervisors have reported their activities
according to the following form :

September 11, 1918.
To the Summer Supervisor:

I advised you in the spring a report of work done under your direction would
be called for. Before we can secure the appropriation for this work, a report on
the following will be necessary :

1. Number of clubs organized.

2. Enrollment — Girls, Mothers, Boys.

3. Number of canning demonstrations held.

4. Number of homes visited.

5. Fruits (quarts) canned for home use.

6. Vegetables (quarts) canned for home use.

7. Fruits (quarts) canned and sold.

8. Vegetables (quarts) canned and sold.

9. Estimated value of fruit and vegetables canned.

10. Fruit (gallons) dried.

11. Vegetables (gallons) dried.

12. Estimated value of fruit and vegetables dried.

144 Annual Report of the Statk Board of Education

13. Estimated value of chickens raised.

14. Estimated value of pigs raised.

15. Number of individual homes and communities improved.

16. Estimated cost of the home-improvement.

17. Number of gardens with average size.

18. Approximate value of foodstuffs grown, whether marketed or used in
the home.

19. Did the people show a spirit of co-operation or indifference to the work?

20. How many days did you give to the work during the vacation season?
A supplementary report will be asked for later.

Very truly yours,

J. WALTER HUFFINGTON,

Superz'isor of Colored Schools.

A summary of the leading items reported is appended :

SUMMARIZED STATEMENT OF SUMMER WORK FOR 1918 IN THE
STATE OF MARYLAND

Names of
Counties

Names of
Supervisors

Enrollment

*0 tn

Anne Arundel.

Caroline

Carroll

Charles

Frederick . . . .

Kent

Montgomery .

St. Mary's

Somerset

Talbot

Washington . .

E. Snowden

Janie Jackson. . .

Ada Fulton

Mary Smith

J. W. Bruner. . . .

E. L. Miller

A. D. Owens

Carrie Anderson.
H. S. Wilson....
Nellie Turner. . .
N. L. Williams..

Total.

100

125

216

282

180

195

228

1333

50
56
22
10

112
60

151

384
22

106
91

1064

120
52

216
80
60

184
231
93
58
448
179
649
644
277
106
203

100

226

130

376

175

109

675 3072

237 1392

Annual Report of the State Board of Education

145

Ceunties

XI o

D O u
■^ 3

> rt

=« C 1;;
4- C 2

Estimated Value of
Fruit and Veget-
ables Canned — isc
Per Quart

3 „

o o
to—*

•a 13

C V

u 0
>

aj P) rt

Additional Amount
Raised for School
and Home Im-
provement

Anne Arundel

Caroline

800

1,000

5,361

1,330

11,176

1,500

4,810

14,807

800

500

6,605

•••••'•

$120.00
150.00

804.15

199.50
1,676.40

225.00
■ 721.50
2,221.05

120.00
75.00

990.75

100
75

105
50

568
50

818

6,320

120

$60.00
45.00
63.00
30.00

340.80
30.00

490.80

3,792.00

21.60

42.00

72.00

$1,625.00

300.00

49.00

174.00

2,200.00

3,384.00

5,488.00

2,534.00

767.00

75.00

3,894.00

$200.00
75.00

Carroll

5.00

Charles

15.00

Frederick

1,275.00

Kent

1,740.00

Montgomery

St. Mary's

500.00
785.00

Somerset

300.00

Talbot

Washington

250.00

Total

48,689

$7,303.35

8,312

$4,987.20

$20,490.00

$5,145.00

From the preceding report it would seem that, considering the
small sum of approximately $150 per county, or $1,650 for the eleven
counties participating, this v/ork is indeed worth while. Aside from
the value of foodstuffs conserved under the direction of our educa-
tional authorities, the supervisors have had an opportunity to help the
sanitary conditions in their several communities ; to keep the community
leagues alive during the summer months, to learn the people through
their homes, and from this knowledge to direct a type of school work
that will function in the experience of the pupils

Punctuality and Regular Attendance

In every county there is lacking punctual and regular attendance by
the pupils. The colored people do not seem to have as yet appreciated
this social demand. When I have remonstrated with the teachers about
this condition, there has been a tendency to excuse on the basis of a race
inheritance, and to condemn the attendance officer for lax enforcement
of the compulsory attendance law.

My feeling is that the teachers must be made to realize that society
demands punctuality, and that their classroom work is far from being
well done unless they have instilled into the minds of the pupils the
realization that their being negroes is- no excuse for habitual tardiness
and continual irregularity. Such platitudes as, "You know our people
haven't learned to be. on time," should cease to be used, so far as the

146 Annual Report of the State Board of Education

experiences of the colored people are concerned. This practice is at
least partially resjxmsible for much of the retardation prevalent in the
colored schools of the State. If this be true, it is expensive from a
financial point of view.

Clean-up Week

As noted elsewhere in this report, plans were discussed for the
observation of a community "clean-up" week under the direction of
the school. The supervisors were urged to enlist the cooperation of
ministers and all the leading colored people in their several counties
in this movement. This was undertaken only in those counties where
there is a colored supervisor.

As the hygienic condition of a community is a social as well as an
individual matter, we felt that by making even a beginning toward the
improvement of the colored sections of the several communities in
Maryland, the State would be improved to that extent.

The supervisors' reports have been most encouraging concerning
the result of this eflfort. We have approximately 500 colored com-
munities in Maryland outside the city of Baltimore. In the several
counties having colored supervisors, 225 communities observed the
period for hygienic improvement of their home surroundings. Rubbish
and trash were removed ; white-washing was done ; yards were im-
proved; provision was made to pen the pigs and thus keep them out of
the yards ; windows were washed ; floors were scrubbed, etc.

The fine spirit of a community in St. Mary's county was reported to
me. The Community League bought a barrel of lime and dealt it out,
for white-washing purposes, to every home in the section. That com-
munity is a real model, in this respect, for the whole State.

Mass-Meetings

During the year we held mass-meetings of the colored folks in the
following counties : Worcester, Somerset, Wicomico, Dorchester, Caro-
line, Queen Anne, Kent, Cecil, Frederick, Montgomery, Anne Arundel,
Charles, St. Mary's. Attendance at all these gatherings was large ; in
most cases the building Avhere the meeting was held was crowded. We
made an effort to get out trustees, patrons, and all other colored citizens
of the counties.

I tried to show the trustees that they had some duties to discharge
in the State's system, that the patrons had much responsibility. In
order to clinch the effect of the meeting, we organized a county league,
officered by the representative colored men and women of the respective

Annual Report of the State Board of Education 14v

counties. This league, according to reports sent me, is stimulating
the further organization of communit}' leagues in the several school
districts of the county. In several of the counties named above, every
district has now an active league, — one that is actually doing something
to improve school conditions in its particular district. Many of the
county leagues have raised money (and are still at work) to assist a
weak section of the county that is trying to get a new building by aid
from the Rosenwald Fund. This is true of Frederick, Cecil, Caroline,
Kent, \Vicomico, Charles, St. Mary's, Somerset, Anne Arundel. The
League in Frederick will pay one half the cost of two students from
the county to the Bowie Normal School next session.

Community Leagues

An effort was made in the counties to effect the organization of
community leagues. Definite pieces of work were suggested for the
leagues to undertake after their organization. In a few of the counties
every colored community perfected an organization and did accomplish
something in the way of school and neighborhood improvements. In
the other counties at least a few leagues were organized and did some
work. The number of leagues in the entire State totals 300.

Associations

All the counties held one-day associations for their colored teachers.
It was my privilege to attend these in most of the counties.

The programs included some phase of teaching; direct instruction in
some subject; round table discussions; directions from the county
superintendent. The county superintendents, or their representatives,
were present at all these associations. The colored teachers seem to
appreciate the opportunity to assemble in an association and participate
in the discussions of the work relative to their own classrooms.

Prolonged School Year
While the people were encouraged to raise money to increase their
school year, this was done, I am advised, in but twelve school districts
of the State.

Since the law fixes a minimum year of seven months for the colored
schools, there does not appear the necessity to the colored people for
the sacrifice that they formerly made.

Self-Help
Much of my energy during the year was directed toward stimulating
the colored people to raise money among themselves to provide better

148 Annual Rkpokt of the Static Board ov Education

school equipment for their children. In some counties the response
was excellent. In others, the supervisor not being in sympathy with
the people's aiding themselves, little was raised. In still others, some
of the colored ministers secretly advised the people against self-help,
apparently fearing that their own support would be somewhat curtailed.

The sum total raised by colored people for school improvement,
according to the supervisors' reports, was $6,806.83.

The two counties that stand out most prominently in this respect
are Charles and St. Mary's: Charles raised $1,200 and St. Mary's $800.

Teaching Thrift

Early in the fall of 1917, before the War Saving Stamp plan had
been perfected, the teachers in the several counties were urged to
encourage their pupils to bring to school pennies, nickels, dimes, that
would otherwise be spent with no permanent returns. The teachers
were to hold these small amounts until a dollar had been accumulated ;
then these were to start a savings account for the children who had
saved the dollar. The children were to be encouraged to repeat the
accumulation until another dollar had been saved, and so on.

After the plan for the War Saving Stamps had been perfected, the
children were urged to save to the amount of 25 cents and purchase a
stamp. Much was saved by the savings bank plan. ^.lany teachers
have reported that they have deposited large sums to the credit of their
pupils. One teacher in Charles county reported that her pupils had
more than $100 to their credit. Many stamps were bought by the
pupils upon the solicitation of the teachers. The total amount saved
by the pupils from these sources is $5,367.06.

Food Conservation

During the fall of 1917, the teachers in a few of the counties, par-
ticularly Frederick, directed the pupils in canning and drj-ing fruits and
vegetables. Approximately 500 jars were canned, and 25 bushels dried,
as a means of conservation.

The drying was done, in the main, at the school. The canning, on
account of the lack of school equipment for this purpose, was carried on
at the homes of the pupils under the direction of the teachers. This
phase of school work, it seems to me, is one to be further emphasized
and encouraged.

SAMPLES OF COLORED INDUSTRL\L WORK

Corn Husks Can Be Successfully Used fur Mats, Frames, and Other OI)jtcts, as Shown in Above Illustration.

SAMPLES OF COLORED INDUSTRIAL WORK

Fiaskelry Can Le Successfully Taught from Inexpensive Native Materials. The Two at the Right Were
Made of Honeysuckle, the Two at the Left of Pine Needles.

Annual Report of the State Board of Education 149

Industrial Work

We tried to give a type of industrial work that would be effective in
the social life of the individual. In addition, we emphasized the use
of native materials, in order that the pupils might be taught to appre-
ciate uses to which these materials could be put, as well as being taught
the constructions of useful articles.

Therefore, baskets were made from splits, honeysuckle, pine needles
and willow ; mats from shucks and rags ; chair bottoms, from shucks and
cane ; soap, from waste fats.

The pupils were taught plain sewing and cooking, as far as the
school equipment would permit. They were encouraged to bring to
the school stockings to be darned and clothing to be patched. This
work constituted an industrial period, and was one means of linking
the school up with the home. It furnished, also, an opportunity to
teach the pupils to take care of their personal clothing and hence improve
their appearance in dress.

In most of the counties there are several teachers who are enthusi-
astic about this phase of work. They appreciate it as an instrument
for education. In many counties there are teachers whose knowledge
of education is very limited ; hence they feel that nothing helps to edu-
cate save the traditional subjects. This spirit is accentuated by one or
two county supervisors. These officials do not realize, though they
have been so advised, that the basis for their employment, according
to law, is that they are to see that industrial work is made a part of the
program of every school in the county.

I think, perhaps, the attitude is improving ; but much is to be done
yet to get the teachers to realize that the industrial work is not foisted
on the colored people, but is placed in the program as one effective
instrument for their training.

Courses of Study
Pursuant to your instruction, a program of studies for the elemen-
tary colored schools has been prepared. While I compiled it, the pro-
gram was made up after suggestions had been gathered from the colored
teachers and supervisors of the State. The courses were then criti-
cised, and, after slight revision, were unanimously approved by them.

Colored High Schools

I am very sure that the colored people of Maryland are deeply
grateful to the State Board of Education for having established high
schools for their children in different sections of the State. I believe

150 Annual Rei-okt or the State Board or Education

these schools will prove a wonderful stimulus to the colored people
to improve themselves further by means of public education. They
will also have a direct bearing on the improvement of the colored
teachers in the State, since many more of them will be able now to
secure near home, before becoming teachers, at least the training
offered by a high school. At present the scholarship of the greater
number of our colored teachers is far below the equivalent of high
school work.

The Maryland Normal and Industrial School

The Maryland Normal and Industrial School, for colored student-
at Bowie, is not receiving from the colored people of the State the
support which the School merits. Their patronage is limited, their
criticisms, though veiled, arc plentiful and usually destructive. They
offer few constructive suggestions, so far as I have been able to learn.
When asked if the trouble be the faculty, the character of work, tlie
equipment, most of them are silent.

The School graduated its first class in 1912. Including this class
and the graduates of 1918, there are but 51 as a sum total. This
number is a small return for the cost to the State during this period,
the colored people of Maryland, which we do not now have, I would
recommend the following:

1. An increased appropriation from the State.

2. Provision for better equipment.

3. Employm.ent of a faculty sufficiently strong to give adequate train-
ing for teaching.

4. The providing of some scheme for added self-help on the part of
the students.

5. Establishment of a trade school in connection with the Normal.

Plans for 1918-1919
I am taking the liberty of appending some plans for the year 1918-19 :
Improvement of Supervision

I shall endeavor to improve the work of the county supervisors.
In my visits with them I hope to observe what they include in super-
vision ; what they include in inspection ; how they deal with teachers ;
what steps they take to improve a situation, in order to make their visit
worth while. I shall discuss their method, as observed by me, and
point out what may seem to me to be a better way of handling similar

If we could have the assurance of patronage and cooperation from
situations.

SAMPLES OF COLORED INDUSTRL-VL WORK

Sewing Is Successfully Taught in Many Colored Schools.

SAMPLES OF COLORED INDUSTRL\L WORK

Some Teachers Succeed with Broom-making. The Picture Frame in the Center Is Made of Pine Cones,

the Beads Above of Paper.

Annual Report of the State Board of Education 151

That the supervisors may secure a more modern point of view, I
vi^ant them to study two texts during the school year. At our confer-
ences, we shall discuss the material in both of these books. The two
selected for 1918-19 are "Education for the Needs of Life," by Miller;
and "Tlie Rural Teacher and Kis Work," by Foght.

I want to have at least three conferences v/ith the supervisors
during the year — one before the scliools open, one before Christmas,
and one during February.

I hope so to direct the supervisors in the holding of Saturday con-
ferences with their teachers as to make tliese conferences efficient means
of improving supervision. Above all, I am hoping to secure a better
attitude on the part of these supervisors toward the work of educa-
tion. Many of them liave the proper attitude now, but a fev/ have not.

With the permission of the State Superintendent I shall insist that
they take summer school work often, in order to advance their scholar-
ship as v/ell as to improve themselves as supervisors. As the State
pays tlieir salaries, it should receive a genuine service in return. Hence
it seems to me we shall be justified in recommending that the confirm-
ation of their appointment be v/ithheld, if they fail to improve them-
selves and to correct an erroneous attitude that only one or two now
have.

I have enough confidence in those selected for next year to believe
that all of them will respond to every effort made in their behalf. I
should respectfully recommend that the supervisors be selected for
twelve months instead of for the time the schools are open. The sum
of money allowed by the State, plus the help so kindly extended by
the General Education Board, would permit a fair salary for the
supervisor for twelve months. At present some of the counties are
not using the full $750 appropriated by the State for the supervisor's
salary and traveling expenses. With a twelve-months' period they
v/ould be justified in paying the full amount.

llie summer work of the supervisor could well include: the direc-
tion of gardening, canning, drying; improvement of community life
from a sanitary standpoint ; keeping at v/ork the community leagues ;
etc.

Traini}ig Schools
By the assistance of Dr. James H. Dillard, the administrator of
the Jeanes and the Slater Funds, who will give us $500 for three suc-
cessive years to help pay teachers' salaries, and by the aid of the General
Education Board, which will assist us in securing equipment, we are

153 Annual Ri:roKT or the State Board of Education

hoping to establish two training schools in the State, where prospective
teachers may receive some preparation for their work. The centers
selected are Dorchester and Charles counties. Superintendent J. B.
Noble, of Dorchester, is cooperating splendidly; hence, of the success
of the School in his county I have no doubt. Sufficient intere-t has
not yet been manifested in Charles County to encourage the belief
that a good training school can be maintained this year. I am con-
vinced that, if these two schools be encouraged, the counties will,
within three years, be fully supplied with teachers more adequately
equipped for the work than are the teachers now available.

In fact, I should very much like to see a training department in
connection with the three high schools approved by the State Board of
Education. In detail, it seems to me the training school work should
include the following : study of texts on rural schools, management,
methods, observation of teaching, followed by critiques, and some
practice teaching. This work should have an academic background
of at least nine grades, and be given in conjunction with some academic
work of the tenth grade.

I have no desire to supplant the regular normal school training;
but the situation, with respect to securing prepared teachers, is so acute
that it seems to me we are justified in taking this short cut to improve,
even if slightly, the colored teaching force of the State.

Supervisors for All the Counties

I am hoping that by the summer of 1919 the counties of Harford
and Calvert will each have been able to provide suitable buildings for
a central industrial school, and that as a result, since each has more
than ten schools, they may secure the services of colored supervisors.

The counties of Howard and St. Mary's are making provision for
such buildings for 1918-19.

I believe the work among the colored schools will be greatly im-
proved by such a supervisor to direct and supervise closely the work
of the colored teachers of these counties.

Associations and Conferences
I shall endeavor to plan with the county supervisor, with the approval
of the county superintendent, associations and conferences of teachers,
to the end that these meetings may be worth while. We want to make
them real elements of helpfulness for the teachers.

My aim shall be to have real instruction given by means of a class
taught by a skilled teacher, and followed by a critique ; discussion of
the teaching of some subject; some Reading Circle work; the report-

Annual Report of the State Board of Education 153

ing by the teachers of any material improvement to their schools. This
will, perhaps, stimulate other teachers to improve the surroundings of
their schools.

Libraries

I shall, through the supervisors and the associations of teachers
and trustees, try to induce the colored communities to qualify for school
libraries ; i. e., to raise ten dollars for this purpose. The schools are
deficient in libraries. They are of real service to the whole community.
I am hoping that by May, 1919, we shall have in the State at least 150
such libraries.

The Grade of Certificate
Since the General Assembly of 1918 bases the minimum pay of a
colored teacher on the grade of certificate she holds, the grade now
becomes of financial importance to her. The grade, in theory at least,
represents a part of the qualification of a teacher. Hence it is well
that some difference be made in the salary paid to the holders of
different grades of certificates. Because I believe that the teacher who
secures a first grade certificate is capable of rendering better service
in her profession than if she qualified for a lower grade, 1 shall urge
all teachers who hold the two lower grades to make an effort to advance
to a higher grade. The increased salary will prove a potent influence
in causing the teachers to make the effort to raise the grade of their
certificates.

Increasing the Efficiency of Teachers

I believe the Reading Circle work to be one of the most important
factors in improving the teachers' usefulness. Therefore, I shall use
every means I have to get the teachers to do this work. I shall discuss
it with them in the associations ; try to imbue the county supervisors
v/ith the idea of its importance ; hold it up as an aid in raising the grade
of certificate. This work alone should serve to make of the colored
teachers a more professional and a more scholarly body of individuals.

That the teachers may be further improved, they will be encouraged
and urged to make the financial sacrifice of attending summer schools
frequently. A fair beginning was made during the summer of 1918.

Organisation

I shall urge again and assist in the organization of the colored com-
munities for general improvement. I hope by the end of the 1918-19
session to report an active league in every school district in the counties
where there is a colored supervisor.

That the trustees may be stimulated to some activity in their posi-

154 Annual Report of the State Board of Education

tions, an effort will be made to bring these officials together, from time
to time, into a county body. Their duties and opportunities to assist
in the cause of education will be discussed with them at these meetings.
The needs of the colored schools, it seems to me, may be sum-
marized as follows :

1. Better buildings and equipment.

2. Improvement of the teaching body.

3. Improvement of the supervisors.

All of the efforts put forth by your supervisor will focalize in the
above. Of course, with the limited school year of seven months, the
work can not be as comprehensive as if the period were longer.
Riglits vs. Obligations

Tl:ere seems to be a deep-rooted conviction among certain colored
people th.at they are deprived of their rights. There seems to be little
thought that colored people have some obligations as well as rights.
They lose sight of the fact that they must assume some obligations in
society before they can hope to have the rights which they claim as
their due. Throughout all ages society has demanded part payment
before it would confer the rights demanded by any of its groups.
Hence, altliough a longer school year is thought of as a right, in many
counties the colored people will not send their children to school regu-
larly and punctually even the seven months now guaranteed to them.
In the m.atter of hygiene, the colored people do not seem to realize
that tliey have some obligation to society to keep premises clean; yet
they protest against segregation as a denial of a right. In some way
or another they must be shov.-n that rights bring obligations, and that
thev must assume the obligation before they secure all the rights.

To me. the task is by no means a hopeless one, however slow may
be its fulfillment. I believe the salvation of the race and the means
for its being made of great service to the State are found in the public
schools. Hence, as \xq improve the public schools for the colored
people, I feel sure that we are improving the people themselves as
members of a race whose advantages have, until recently, been meagre,
and that we are adding to the State's assets.

Because I believe thoroughly that it is worth while to train the
colored people, I am grateful for the opportunity to participate in this
particular pie:e of educational work in the State. Ihe suggestions
and direction of the State Superintendent, as well as his encouragement
and sympathy, have been a real bulwark to me. I am hoping that in
the schools for tlie colored people some progress may be made that
-will justify tlie confidence he has so generously placed in me.

Annual Report of the State Board of Education 155

EEPCRT OF MASYLAND STATE NORMAL SCHOOL

By HENRY S. WEST, Principal

A review of the most significant occurrences in The Maryland
State Normal School during the year 1917-1918 indicates that it has
been a year of distinct progress in the face of obstacles quite unprece-
dented in the experience of the school. This progress was due chiefly
to the reorganization of the business and the instructional activities of
the school that could be efifected by the aid of the new assistants added
to the stafif at the beginning of the school year.

Changes in Personnel

After the new principal was installed in office, Miss Sarah E.
Richmond, relieved of the principalship, was made dean. In this
capacity she received comparatively light teaching assignment, and was
given certain recording and disciplinary duties that she very gladly
undertook. Her assistance in these directions has been of great service
to tb.e school.

Air. John L. Dunkle v.as appointed head of the department of
pedagogy to fill the vacancy caused by the resignation of Mr. H. H.
Murphy. Air. Dunkle's training and experience, covering a wide range
of school teaching and organization, including considerable work in
the rural field, fitted him well for the departmental duties assigned to
him.

Miss Jean D. Amberson was appointed teacher of home economics,
succeeding Miss Pearl A. Bernhardt, who resigned at the end of the
year 1916-1917. Miss Amberson came highly recommended, and she
has applied herself very conscientiously to the development of the home
economics instruction offered in the school. In addition to her work
of instruction, she v/as given the management of the school cafeteria;
and here she both directed and worked daily, with the result that the
lunches served to Normal day students and Practice School pupils were
very materially improved in comparison with the same service as ren-
dered in the preceding year independently of any supervision from the
teacher of home economics.

Aliss Katharine G. Grasty was appointed school librarian. She
entered upon her duties in a library without catalogue, without proper

156 Annual Report of the State Board of Ei>ucation

classification and arrangement of the books, and with a great deal of
dead stock lumberin^^ the shelves. All this she has transformed, so
that now the library presents a scientific and thoroughly serviceabl'j
appearance.

Mr. C. E. VVootten was appointed to the position of business manager
to the school. Besides taking full charge of the accounts, he was
assigned the work of looking after repairs, purchasing supplies and
equipment for the dormitory and other departments, and handling the
details of other business matters, after getting in every case the prin-
cipal's decision as to the action to be taken. In all these directions
Mr. Wootten's services have been exceedingly valuable. Indeed in this
abnormal war year, when everything in the direction of supplies and
help was extraordinarily difficult to secure and required unprecedented
personal attention, it is almost certain that on several occasions the
school, and in particular the dormitory dining service, would have been
reduced to a desperate condition without Mr. Wootten's assistance.

Enrollment
It is most regrettable that a distinct decrease in enrollment for
the academic year has to be reported — although, as will be shown
later in this report, the falling off in the regular academic year was
more than made up by the very good enrollment in the summer
session. This decrease in the Normal School membership has been
going on since 1914, as can be seen from the following table of
enrollment figures for the past eleven years.

Year 1918 1917 1916 1915 1914 1913 1912 1911 1910 1909 1908

Senior Class 99 110 12 79 76 73 63 73 64 64 64

Junior Class 76 93 113 l(y 87 68 70 61 76 11 12>
Second Year

Class .... 25 48 66 11 12 74 43 63 57 42 42
First Year

Class .... 20 45 69 99 108 102 136 95 &4 87 89

Normal

Total .... 220 296 320 331 343 317 312 292 281 266 268
Practice

School... 141 123 107 54 62 64 64 65 12, n 11

Grand Total 361 419 427 385 405 381 376 357 354 339 341
From 1908 to 1914 the roll of Normal students steadily increased,
but since 1914 the trend has been downward. It is interesting to
note, on the contrary, that the practice school enrollment has more
than doubled since 1914.

Annual Report of the State Board of Education 157

Some quite definite causes for the falling Normal enrollment can
be stated. It has been a declared State policy in recent years to
build up the county high schools and discourage students from going
to the Normal to complete their academic course; and the effect of
this policy is plainly seen in the big drop in first and second year
rolls as compared with the much smaller decreases in the rolls of
the tv/o professional years. Another certain cause of diminished
Normal enrollment is the popularity of the commercial course in the
high schools, combined with the tremendous attractions of the many
commercial calls that invite students into paying positions imme-
diately upon high school graduation. Again, for more than a year, the
urgent solicitation of the National Government has drawn into war
work of one sort or another both actual teachers from the schoolroom
itself and prospective Normal students, who were, at least for the time
being, turned away from preparation for the teaching profession.
Finally, the question of the teacher's salary has of late become a very
acute consideration with many young people : for the steadily rising
cost of not only luxuries and comforts, but of the bare necessities of
life has caused persons, naturally inclined to teaching, to pass by the
school, where salary advances have been deplorably slow, and enter one
of the vocations in which the pay envelope has kept pace more or
less, with the living costs.

This salary question was very emphatically mentioned by the State
Board of Education in the report of 1917 (p. 5) in the following pas-
sage: "People are educated slowly by argument but quickly by events.
New opportunities for employment in other spheres of service where
wages which are in keeping with the increased cost of living are paid,
are taking many of our best teachers out of the elementary schools, not
because they would rather identify themselves with different employ-
ment, but for the reason that they cannot afford to remain in the teach-
ing profession at the prevailing salaries. . . . Herein lies the
opportunity of our next Legislature ; and 'living salaries for elementary
teachers' should become the slogan to be used by all true friends of
public education." The Legislature did act, and has established the
new $500 minimum salary; and doubtless this was as far as actual
legislation could go at the present time. But many people, including
prospective teachers, know that in not a few school districts of any
state the legal minimum salary is likely to become in practice the most
common, if not the maximum, salary ; and to many an alert high school
senior a five-hundred-dollar teaching position at the end of a two-year
Normal course looks small and uninviting beside the higher salaries

158 Annual Rkpokt of tjii-: State Board of Education

extended immediately from other positions. With certainty, therefore,
in these trying times, connection can be tracefl between low salaries for
teach.ers and low enrollment in Normal Schools.

Rr.ORGANIZATION A\D NkVV CURRICULUM

In the new jirincipal's org'anization of the school for the year 1917-
1918, worked out in the weeks immediately preceding the opening in
September, a thorough-going reorganization of the work of the school
was begun. The Practice School was defmitely organized as a four-
room school with a critic teacher constantly in charge of each room.
This was made possible by assigning to full-time instruction in the
Elementary School one of the teachers who had previously carried an
exceptionally light assignment divided between elementary class work
and academic instruction of Normal students. Other changes of
teachers' assignments were also made with the object of distributing
the work of instruction as evenly as possible and putting, at the same
time, each subject into the hands of the instructor best qualified to
present that subject. And the standing committees of the faculty were
reorganized in a way that promised more effective committee work, and
certain desirable changes were made in the duties of these committees.

As the year proceeded, steps were taken, in faculty conferences and
in other ways, to have the instruction given in the two professional
years modified, so as to lessen the too distinctly academic character it
had in certain rooms ; and thus the work of the Normal classes proper
could become more strictly professional. Moreover, appreciable prog-
ress was made in securing better cooperation between the theory
teachers of the Normal stafif and the critic teachers of the Elementary
School, so as to bring theory and practice more intimately together.
To the new head of the department of pedagogy was specially assigned
the supervision of the seniors' practice teaching in the classes of the
Elementary School ; and he gave to this continuous and careful atten-
tion, observing daily in the practice rooms, holding regular conferences
with the critic teachers and the practicing seniors, and assisting gen-
erally in the conduct of the practice work. The seniors w^ere also led
to take special interest in the playground activities of the Elementary
pupils ; and this interest culminated, in the latter part of the year, in a
lively Elementary School Field Day, which was marked by some very
animated and instructive contests.

In addition to the foregoing steps of reorganization and develop-
ment, a thorough revision of the Normal curriculum was undertaken.
The principal made a comparative study of the curricula of a consider-

Annual Report of the State Board of Education 159

able number of state normal schools, secured from the members of
the faculty all the recommendations they had to offer, and formulated
a new curriculum, which was critically discussed in faculty conference
and finally submitted to the State Board of Education. Two of the
distinctive features of this new curriculum are : The division of the
school year into three terms of twelve weeks each and the organization
of all the instruction in twelve-week units ; and the concentration of the
senior practice teaching into a single term, the whole senior class be-
ing divided into three sections, with provision for one section after
another to have a term of practice. In contrast with the former plan
of practice, whereby the senior vv^as assigned to the Elementary School
through the whole academic year, but for only one period a day, the new
plan, by concentrating the practice of each group of seniors in one
term, will liold the senior in practice for half the day (at least three
fifty-minute periods) every day of the practice term ; so that for this
third of the year the practice constitutes decidedly the major part of
tlie senior's v/hole assignment. Under these conditions, it is believed
that both the student's study of grade procedure, especially in the rooms
of more than one grade, and also her own instruction of classes will be
more effective than this study and practice have been when the student
could ordinarily spend but one period at a time in the elementary school.
Furthermore, it is expected that making the practice work the senior's
main business throughout a term will serve to keep the Practice School
as the center of interest through all the senior year.

Departments Supplemental to Instruction

Concerning the departments supplemental to instruction — the jani-
torial, the dormitory, the farm and garden, the laundry, and the power-
house departments — there must be reported a great deal of trouble and
the utter impossibility of maintaining satisfactory conditions through
the year, and accomplishing all the material development of the insti-
tution that was intended. This was due to the prevailing unrest under
war conditions, and also to the relatively low wages allowed at the
school for certain work. The location of the school, near Baltimore
and the Government proving grounds and Camp Meade, keeps the
school help constantly in disturbing proximity to many places of em-
ployment where urgent war work is offered under conditions of maxi-
mum wages and minimum hours. Consequently, except in the persons
of the chief engineer and the first assistant engineer, changes have
occurred in almost every position on the place. During the latter part
of the year, for days at a time, the dormitory force was reduced to only

160 Annual Report of the State Board of Education

one or two helpers ; and the dining room service would have collapsed
entirely but for the aid rendered by volunteer student assistants. In
the matter of having rej)air work done, also, continual difficulty and
delay were experienced, and extravagant charges had to be met. Even
in the case of new work, definitely contracted for, as in the making of
the School tennis courts, an unreasonably long time elapsed between
the beginning and the satisfactory completion of the job; and various
excuses about the scarcity of labor and materials had to be accepted
Through all these troubles the presence on the staff of the new business
manager was of great advantage to the School ; for it was fortunate
indeed that he was available to give the time and personal attention
required to solve the recurring problems of securing help, having
necessary repairs made, and purchasing supplies at the least inflated
prices.

In one branch of the School service, the farm and garden depart-
ment, the change of employees that occurred proved to be of immediate
and marked advantage, for the new head gardener and his assistant
secured in the spring, have shown themselves to be far more competent
than their predecessors. It is quite certain also that, when the time
comes for a summing up of the value of the trucking produce of the
year, a statement can be made very creditable to the new gardeners
even in this first season of their work for the School.

Health of Dormitory Students

During the year the preceptress of Newell Hall kept an exact record
of all cases of sickness, and from this she made up a summarizing
report at the close of school. Definite medical attention of one sort or
another was rendered in 103 instances. Fully tw^o-thirds of these cases
of sickness required actual nursing, which was accomplished wnth the
assistance of fellow-students, except in contagious diseases, of which
there were 13 cases. Whenever contagion was present, the nursing
was done by the preceptress herself, assisted sometimes by the mother
or older sister of the sick student. The list of maladies specified is as
follows : grippe, 31 cases ; throat trouble, 8 cases ; tonsilitis, 2 cases ;
indigestion, 15 cases ; intestinal trouble, 2 cases ; appendicitis, 1 case ;
ear trouble, 3 cases; conjunctivitis, 1 case; retina disease, 1 case;
neuritis, 1 case ; sprains, 2 cases ; chronic disease, 2 cases ; poison ivy, 3
cases ; eruptive trouble, 4 cases ; chicken pox, 5 cases ; measles, 8 cases.
A regular physician had to be called in attendance nineteen times.

Though this statement reports more sickness than one w^ould like
to acknowledge, it is certainly gratifying to note that the measles was

Annual Report of the State Board of Education 161

prevented from spreading into the broadcast school epidemic, which this
disease became during the winter in many boarding schools. This sick-
ness report also shows the advantage the school enjoys in having in
the preceptress a person of considerable medical and nursing experi-
ence. Moreover, if the preceptress's work should become any more
burdensome, requiring as it does long hours of service for the welfare
of the boarding students and a wide variety of personal and disci-
plinary attention, a just claim can be made for an assistant in this
department.

War Work and Community Cooperation

As this was the first complete school year conducted with the
country engaged in the World War, repeated attention was devoted,
both in classroom and in school assembly, to informing the student
body concerning the War and to stimulating such participation in war
work as students in school could contribute. In the pre-Christmas Red
Cross drive one hundred and fifty new memberships from the school
were turned in ; a State Normal Circle of the Red Cross was organized ;
the Pestalozzi Literary Society devoted the proceeds of their dramatic
entertainment to the Red Cross ; and through the year groups of stu-
dents made very creditable contributions to the Red Cross — sewing
and surgical dressings. Considerable purchases of thrift stamps and
war savings stamps were accumulated ; some Liberty bonds were
bought by students or for them ; and from a good number of homes
satisfactory reports were made on bond investments. Finally, in the
great Baltimore Red Cross parade, the State Normal School was well
represented by a company, composed of students and faculty members,
who attracted very favorable comment on account of their excellent
appearance and fine spirit.

In these forms of war work, and in all other ways possible, a dispo-
sition was cultivated to have the Normal School cooperate cordially
with the local community in any worthy enterprise. The School was
freely offered for Towson or Baltimore County meetings ; and such
meetings were held from time to time for various patriotic purposes.
The Towson community observance of Christmas was held in the
Normal School auditorium, and an inspiring song program was ren-
dered. On some of these occasions Normal students participated in
the exercises ; and at every meeting of a public character the Normal
School was well represented in the audience. The purpose of all this
Normal cooperation with the community was frankly two-fold : it was
meant to be of genuine aid to the community; and, at the same time, it

162 Annual Report of the State Board of EuL'CA'noN

served to give the Normal students actual experience in some of the
forms of community work that tliey, as teachers, would afterwards in
their own communities have occasion to direct or support.

Commencement of 1918

The commencement exercises of 1918, the fifty-third annual com-
mencement of the School, were held on Thursday evening, June 13,
in the School auditorium. A large audience, made up of relatives and
friends of the graduates, friends of the school from Towson and
vicinity, and especially invited guests, and representatives of almost
the whole of the State, filled the hall. The program was so arranged,
the exercises were so directed, and the choruses of the students were
so rendered, as to maintain the tradition of the School for beautiful
and well-managed commencements. The address of the evening, a
very suggestive and stimulating talk to the graduates, was given by
Air. B. Howell Griswold, Jr., who was chairman of the Maryland
Educational Survey Commission, and who, on various occasions and iri
various ways, has worked for the improvement of public education in
Maryland. Regret was expressed that the Governor, announced on
the program to deliver the diplomas to the graduates, was unable to
attend ; but this ceremony was very happily performed by Dr. John O,
Spencer, ex-member of the State Board of Education. It was also a
matter of special regret to the new principal that, on this occasion of
his first State Normal School commencement, neither the President of
the State Board nor the State Superintendent of Schools could be
present.

The roll of graduates numbered eighty-seven ; and since the date
of commencement two additional students, by successful work in the
summer session, have completed the requirements for diploma ; so that
the Class of 1918 wn'll consist of eighty-nine graduates. This is the
largest graduating class, except the Class of 1917, since the year 1900;
as can be seen from the following memorandum : the graduates of 1901
were 86; of 1902, 85; of 1903, 81; of 1904, 73; of 1905, 63; of 1906,
50 ; of 1907, 79 ; of 1908, 76 ; of 1909, 63 ; of 1910, 64 ; of 1911, 73 ; of
1912, 57 ; of 1913, 72 ; of 1914, 75 ; of 1915, 79 ; of 1916, 72 ; of 1917, 107

In accordance with the new State School Law, each graduate re-
ceived with the Normal diploma the State teacher's certificate of the first
grade. Announcement was also made of the names of the eight grad-
uates who formed the class honor roll by having attained the highest
graduating averages ; and to Miss Olive E. Bowlus, of Frederick

Annual Report of the State Board of Education 163

County, was awarded the Baltimore County Bank prize of ten dollars,
to be offered each year to the graduate who leads the class. (See data
supplemental to this report.)

First Summer Session

The first summer session of the Maryland State Normal School, con-
stituting the chief one of the four summer schools, conducted in
1918 under the direction of the State Board of Education, was held
during the six weeks from June 24 to August 2 inclusive. This sum-
mer session was thoroughly successful, whether considered from the
point of view of enrollment, of quality of work accomplished, or of
the expressed satisfaction of the teachers who were in attendance.
Twenty-two courses were offered, covering theory and practice, psy-
chology, school management, and the principal subjects of the elemen-
tary school curriculum ; and a two-room demonstration school of six
grades was conducted. The total enrollment was 245 ; but two teachers
who were admitted late withdrew in a few days on account of not being
able to make up the work covered before their arrival, and another
teacher withdrew before the end of the six-week period on account of
sickness. Thus 242 completed the courses for which they registered;
and all but a very few of these did all the required work, took suc-
cessfully the final examinations, and received the official summer school
certificate that was issued. The main purposes of these summer school
students were to gain renewal of their teachers' certificates, to raise
the grade of their certificates, or to secure certificates, in the first
instance ; and their status in reference to the possession of certificates
is shown as follows : holding first grade certificates, 10 ; holding second
grade certificates. 94 ; holding third grade certificates, 47 ; holding pro-
visional certificates, 27 ; candidates for certificates, 58 ; Normal School
students making up deficiencies, 5 ; special student, not candidate for
credit, 1. After the summer school closed and all the instructors'
marks were received and recorded, many cases of high grades appeared ;
and an honor roll was prepared of the twenty-four students who se-
cured a grade of ninety per cent, or better in each of the three subjects
required to be taken to constitute a full summer course. (See data
supplemental to this report.)

Of the twenty-two courses offered in the summer school announce-
ment, courses 14 and 15, entitled "War-time Cookery and Food Preser-
vation," attracted too few persons to justify the giving of these courses,
and they were abandoned at the end of the first week. Course 20. en-

164 Annual Report of the State Board of Education

titled "School and Community Singing," consisted of chorus work on
patriotic and community songs, was conducted for two weeks only,
and (lid not count for credit. The interesting distribution of enroll-
ment in the remaining nineteen courses is indicated in the following
table :

Course 1 — Theory of Teaching 106

Course 22 — Practice of Teaching (Observation and Critique Dis-
cussions in the Demonstration School) 117

Course 2 — School Management and School Law 41

Course 3 — Educational Psychology 46

Course 4 — Sel f Instruction in English 25

Course 5 — Elementary School English 96

Course 6 — English A 9

Course 7 — English B 12

Course 8— Elementary School Mathematics 42

Course 9 — Elementary School Geography 49

Course 10 — Nature Study 14

Course 11— Elementary School History and Civics 24

Course 12 — United States History 26

Course 13 — Modern European History 28

Course 16 — Drawing, Color, and Design 25

Course 17 — Art in Elementary Schools 58

Course 18 — Elements of Vocal Music 28

Course 19— Music in Elementary Schools 24

Course 21 — Education and Recreation 34

Immediately after the classes were formed, it was seen that Courses
1, 22, and 5, should be conducted in two sections ; and Courses 1 and
22 were promptly so arranged ; but the effort to find any other hour
for a second section of Course 5 disclosed so many instances of conflict
with other courses which the teachers in 5 were taking, that sectioning
of Courst 5 had to be abandoned, and this over-large company continued
to meet as a single class in one of the lecture rooms of the school.

The listing of the summer session students according to the locali-
ties from which they came showed a greater or less representation from
Baltimore City and from all the counties of the State except Allegany
and Charles. The distribution was as follows : Anne Arundel, 10
Baltimore, 5; Baltimore City, 4; Calvert, 6; Caroline, 15; Carroll, 16
Cecil, 5; Dorchester, 30; Frederick, 23; Garrett, 13; Harford, 25
Howard, 7 ; Kent, 6 ; Montgomery, 13 ; Prince George's, 7 ; Queen
Anne's, 1; St. Mary's, 7; Somerset, 8; Talbot, 12; Washington, 2;
Wicomico, 19 ; Worcester, 11.

Some time before the opening of the summer session it was foreseen
that the whole number of teachers coming could by no means be

Annual Report of the State Board of Education 165

accommodated in the school dormitory, Newell Hall ; and the people of
Tovvson and vicinity were asked to open their homes to the teachers
who could not be housed at the School. The community response to
this call was very satisfactory. After 180 were lodged in Newell Hall,
65 found accommodations outside ; but in cases where the neighbors of
the School could take in summer students for rooms only, but not for
board, table board in Newell Hall was offered, and twenty-five came
daily for full table board, and two took luncheon in the dormitory.

In order to furnish some weekly social and recreative diversion for
the teachers, each week after the first week, a literary and musical
entertainment was given. The first two of these entertainments were
furnished by professional entertainers. The third was a "Win the
War" community meeting, in which the summer students and people
of the Towson community joined in presenting a program of patriotic
and folk songs under the leadership of the summer school class in
community singing; and Professor John H. Latane, of Johns Hopkins
University, delivered a most illuminating address on "America's Rela-
tion to the World War." The remaining two social evenings were con-
ducted by the Eastern Shore and the Western Shore students as an
"Eastern Shore Evening" and a ''W^estern Shore Evening." respec-
tively. On these two very enjoyable occasions, first the one and then
the other group of students acted as hostesses in presenting in the audi-
torium a highly creditable entertainment, followed by a social gathering,
with refreshments in the cafeteria dining room. A surplus of twenty-
five dollars from the contributions of the Western Shore teachers, was
donated to the ischool for the purchase of a Maryland flag; and the
presentation of this purse by Assistant State Superintendent G. H.
Reavis formed the culminating incident of the Western Shore evening.

Saturday excursions for the summer school were also arranged for,
and were much enjoyed. These included visits to Annapolis, to Wash-
ington and Mt. Vernon, and to Gettysburg, the last being an all-day
automobile trip.

Only in certain features of the dormitory life was any difficulty
whatever experienced in the management of the summer session. The
difficulty here arose from the restrictions upon individual liberty that
must necessarily be imposed when a large number of people are crowded
into the single building. Some of the teachers found it hard at times
to practice the self-restraint required to keep the rooms and halls from
being so noisy as to interfere with study. Annoyance was also caused
by those who wanted to remain out late at night and come in at hours
long after the retiring time which should be observed in a school dor-

166 Annual Rei'ort of the State Board of Educatioim

mitory. The problem of attending- properly to the door of Newell
Hall at night can be solved, not merely for the summer session, but
also for the safeguarding of }x)arding students through the academic
year, only by the appointment of a reliable person for night duty, in-
cluding answering the door-bell.

Recommendations

A survey of the year's experiences, coupled with a consideration of
some of the counties' educational needs that the State Normal School
could help to meet, suggests that this report may fittingly conclude
with certain recommendations for developments that should be under-
taken as soon as conditions in the school permit.

1. Beside the regular two-year course for the Normal diploma and
first grade certificate, there could be oflfered, at least during the present
period of educational emergency, a one-year course leading to the State
elementary second grade certificate, in accordance with the ^vlaryland
Public School Laws, Chapter 8, Section 55 (9). Such a course would
meet the popular and urgent demand for the completion in less f'me
than two years beyond high school graduation, of a certain standard of
preparation for teaching; and yet this course would, at the same time,
because conducted with all the resources of a full academic year at the
Normal School, prove far more beneficial to the second grade teacher
than hurried and superficial preparation for teaching on the legal mini-
mum conditions of a six-week professional course and examinations
in the fourteen specified subjects. Such a Normal School one-year
course could also be easily superior to the local high school training
courses advocated in certain counties, since the latter must necessarily
be given with very limited teaching force, equipment, and other facili-
ties. Moreover, if it seemed advisable, the one-year Normal course
might specialize towards teaching in rural districts.

2. Whenever the conditions to be met by the Normal graduates
appear to require specialized preparation for primary teaching versus
upper-grade teaching and vice versa, the standard two-year course can
be differentiated into two or more parallel courses, each emphasizing
particular fields of graded-school teaching. At present, however, in
Mar}dand, when the Normal graduate presents herself to her county
superintendent, he wants to feel free to assign her to any sort of
position standing vacant ; and to meet this situation a general course
is required, providing for a surv'ey of the whole elementary curriculum
and some teaching experience in all the grades.

Annual Report of the State Board of Education 167

3. The discontinuance of the "first year" class, leaving only one
class in the academic or sub-professional department, the "second year"
class, opens the way for a special development of this class instead of
abandoning it at the close of the next school year. If the dormitory
were filled with high school graduates pursuing the work of the pro-
fessional junior and senior years, the school might justifiably cease to
assume any responsibility towards students below the level of high
school graduation ; but during none of the three years of school life at
Towson, have the high school graduates in attendance occupied all the
rooms in Newell Hall, and the indications at the present writing are that
again in 1918-1919 there will be ample room in the dormitory for the
boarding students of the academic class. As long as this state of affairs
continues, the presence of the academic class would, as a business propo-
sition, help to bring the boarding student roll more nearly up to the
desirable full quota ; and the School might offer an additional profes-
sional opportunity by a special development of this class. This devel-
opment would consist of making the academic class not only a good
place for completing the equivalent of a high school course open to
students from districts without any standard high school, but also a
one-year course that should include completion of the requirements for
the elementary third grade certificate according to the School Law,
Section 55 (10). Here again it may be said, as was said above con-
cerning the proposed one-year course for the second grade certificate,
that the candidate for teaching who has less than full high school pre-
paration should be far better fitted for the classroom after a year at the
Normal than after fulfilling the legal minimum of a six-week pro-
fessional course and examinations in the specified eleven subjects.

4. Another curriculum development that might, with advantage,
be undertaken immediately, is the opening of a two-year domestic
science course leading to the teachers' special certificate in this branch,
in accordance with the requirements of the School Law, Section 55 (6).
The well-equipped domestic science department and full cafeteria ac-
commodations also in operation at the school offer an opportunity that
should not be neglected in training teachers of domestic science in the
State Normal. The faculty is well qualified to give not only the required
professional training in education and domestic science and art, but also
the additional work in general academic subjects of college grade.
Through the year just ended several junior students were permitted
to work on special schedules that gave them as much instruction and
practice as possible in the domestic science rooms and the cafeteria ;

168 Annual Report of the State Board of Education

and the experience gained with these students points out the feasibility
of introducing a standard domestic science and art curriculum.

5. The work done in the first summer session of the Maryland
State Normal School demonstrated beyond a doubt that many of the
persons in attendance, particularly those working to secure a certificate
for the first time, and those working to raise their certificates from
third to second grade, need academic instruction as well as instruction
in the principles of education and the practice of teaching. On the
other hand, many frankly acknowledged their deficiencies and ex-
pressed their desire to come to summer school again and again until
their equipment is brought up to standard. It can therefore be recom-
mended that the courses offered in successive summers be so arranged
as to make easy the accumulation of summer courses into the equiva-
lent of the standard normal course in accordance with State Board
By-law 32, and also that the annual group of summer courses shall
always include, as complete as possible, an offering of the academic
work in English, mathematics, science, and history, specified in State
Board By-law 33 as constituting the fundamentals of the standard
academic equipment of a teacher.

Respectfully submitted,

Henry S. West,

Principal.

THE MARYLAND STATE NORMAL SCHOOL DATA

SUPPLEMENTAL TO PRINCIPAL'S ANNUAL

REPORT OF 1918.

FACULTY OF 1917-1918

HENRY S. WEST, A.B., Ph.D., Principal

NORMAL STAFF

SARAH E. RICHMOND, A.M., Dean

School Management and Law

JOHN L. DUNKLE, A.M.

Pedagogy

WILLIS H. V/ILCOX, Ph.M.

English

ERNEST E. RACE, A.M., Ph.B.

Science

MARY H. SCARBOROUGH, A.B.

Mathematics and Pedagogy

LENA C. VAN BIBBER, B".S.

History and Civics

FLORENCE A. SNYDER

Art and Craftzvork

CAMILLA J. HENKLE

Mathematics and Science

LILLIAN LEE CLARK

Expression and Physical Training

Annual Report of the State Board of Education 169

ROBERT LEROY HASLUP

Music

L. MABEL NIMS, A.B.

Latin and History

ANITA S. DOWELL, A.B.

Biology and English

JEAN D. AMBERSON, B.S.

Household Economics

KATHARINE G. GRASTY

Librarian

ELEMENTARY SCHOOL STAFF

MARY THERESA WIEDEFELD, Principal

First and Second Grades

MINNIE LEE DAVIS

Sez'enth Grade

ELSIE IRENE HICHEW

Fifth and Sixth Grades

CLARA MASON

Third and Fourth Grades

MARION J. WOODFORD

Music

OFFICERS OF NEWELL HALL

HELEN ROOT LILLY

Matron

JUDITH R. PAGE

Preceptress

MATTIE E. OWENS

Assistant

OFFICE STAFF

CHARLES E. WOOTTEN

Accountant and Business Manager'

MARY H. TAYLOR

Secretary

GRADUATES OF THE CLASS OF 1918

ANNE ARUNDEL COUNTY Myrtle Sedonia Groshans

Elizabeth White Clark Mary Catherine Hanley

Carrie Bertha Gischel Caroline Drayton Henderson

Madge Lowery Eleanor Anne Matthews

Alice Helen Rice Sophia Jeannette Mays*

Edith Rachel Powell

BALTIMORE CITY Mary Katherine Stanfield

Flora Lucille Engle* f^.^^ie Pearl Stevens

Mary Louise Malone \f'\^ Melissa Whittington

Angela Addison Wilson a r >9^'^,^,'r-^''^.°''

Alice May Winand

BALTIMORE COUNTY CALVERT COUNTY

May Elizabeth Appel Helen Birckhead

Mary Martha Bing Ida Mary Bowen

Emory Bennett Bowen Grace Elizabeth Howes
Adele Leah Bryan

Frances Elizabeth Button CAROLINE COUNTY

Helen Eugenia Carr Elva Rebecca Cheezum

Ellen Marie Doyle Lillian Leonore Cox

*Miss Engle completed the requirements for graduation in the Summer
*Miss Mays completed the requirements for graduation in September.
Session.

170

Annual Report of the State Board of Education

Florence Vernon Funk MONTGOMERY COUNTY

Margaret Irene Merrikin p,^^^^^ Elizabeth Darby

M.r.am Matilda Wrightson Kli/.abeth Waters Griffith

Julia Louise Griffith

CARROLL COUNTY Margaret Eleanor Hughes

Myrl Belle Miller L'^"^" Marguerite Waters
Fannie Elizabeth Shower PRINCE GEORGE'S COUNTY

r.r^r,/-uI^c'rT^T5 «-rMTVTTv Edna Majel Connick

DORCHESTER COUNTY - . ,., ,

Edna May Luers

Alice Lillian Carter ^"^""^ Marguerite Luers

Estelle Belle Carter QUEEN ANNE'S COUNTY

Louise Telitha Denson

Jean Farquharson Ethel Lillian Carter

Evelyn Elizabeth Johnson Adelaide Crane Clough

Lillian May McBride Mary Elizabeth Goldsborough

Blanche Vincent Blanche Naomi Johnson

FREDERICK COUNTY ^ SOMERSET COUNTY

Emma Louise Lnt
Olive Elizabeth Bowlus Mildred May Hickman

Margaret Estelle Duvall MARY'S COUNTY

Nora Elizabeth Grabill

Flora Clarke Gross Mary Olivia Raley

Clara Katharine Van Pelt rr»TTVTV

Edith Olivia Wenner TALBOT COUNTY

Margaretta Stevenson Reese
HARFORD COUNTY Mary Margaret Shortall

Alice Isabel Harkins WASHINGTON COUNTY

Mary Belle Harkins j^ Eth^, pitto

Clara Cloud Hoopes

Mary Oliver Smith WICOMICO COUNTY

Agnes Mildred Wheeler Mamie Alice Campbell

Marian Amanda Gilliss

HOWARD COUNTY Gladys Laura Hearne

Tj T> 1- TvT- u 1 Elsie Marie Hughes

Ida Barbara Nichols g^^j^ ^j^y j^gl^y

Ida Sommers Jester
KENT COUNTY j^^^y Rebecca Larmore

lona Apsley WORCESTER COUNTY

Lois Ashley ,,„ . ... . . „ .

Lucy Lofft Griffith Wmme Virginia Cutler

Alinda Margaret Sheats Mabel Emily Dunlap

Jean Cyrille Stokes Hazel Rae Hall

Pauline Elizabeth Willis Bertie Ellen Jones

HONOR ROLL OF THE CLASS OF 1918

1-Olive Elizabeth Bowlus Frederick County

2— Fannie Elizabeth Shower Carroll County

3-MARy Olivia Raley St. Mary's County

4-Emma Louise Ent Somerset County

5— Miriam Matilda Wrightson Caroline County

6-Margaret Estelle Duvall Frederick County

7-LiLLiAN Marguerite Waters Montgomery County

8-Elva Rebecca Cheezum Caroline County

=^^
0 2

1918 GRADUATING CLASS

Frostburg State Normal School.

Annual Report of the State Board of Education 171

AWARDED THE BALTIMORE COUNTY BANK PRIZE
Olive Elizabeth Bowlus

Honor Roll of Summer Session of 1918.

Students who received ninety per cent, or over in each of the three
subjects required to be taken to make a full summer course :

Lillian Brosenne Howard County

Nannie Corner Dorchester County

Blanche Braddock Cramer Montgomery County

Nannie Cromwell Montgomery County

Harry Ecker Carroll County

May Forwood Harford County

Verda Graham Caroline County

Eleanor Houck Montgomery County

Nellie Kooken Garrett County

Blanche Laird Caroline County

Mary Laird Caroline County

Ella M. Lee Carroll County

Nellie M. Lee Carroll County

L. M. LooMis Prince George's County

Elizabeth McCann Harford County

Hilda Martz Frederick County

Mollie Lillian Parker Wicomico County

Pearl Phillips Wicomico County

A. May Reddish Wicomico County

A. Lida Smith Talbot County

Nancy Hooper Smith Wicomico County

Minnie Warren Worcester County

Lillie C. Whelpley Prince George's County

Helen Wolfe Frederick County

Summary of Enrollment 1917-1918.

Students in Senior Class 99

Students in Junior Class 76

Students in Second Year Class 25

Students in First Year Class 20

Total in Normal Department 220

Pupils in Elementary School 140

Total in Both Departments 360

Students in Summer Session 245

Pupils in Summer Demonstration School 55

Total in Summer School 300

Total Number Enrolled During the Year 1917-1918 660

172 Annual Report of the State Board of Education

FROSTBURG STATE NORMAL SCHOOL

By PATRICK O'ROURKE, Pkinxipal

During the year we had thirty-nine seniors and forty-five juniors,
making- a total of eight-four students for the year. Of this number
thirty-nine were graduated. These graduates are engaged in teaching
in Garrett, Allegany, Washington, Frederick, Carroll, Howard, Balti-
more, and Cecil counties. The superintendents of these counties gladly
seek our students and report very favorably on their efficiency.

For the first time in the history of the Normal School there were no
freshman and sophomore classes, the State Board having seen fit to
discontinue these courses, beginning with the session of 1917-1918.
Therefore the Model School is no longer a feeder of the Normal, a fact
which is very detrimental to the enrollment in the Normal course. The
Normal course consists now of the junior and senior classes. This fact,
it will be seen, causes the students from the eighth grade in the Model
School to continue their course in some high school. This practice, in
turn, leads them to abandon the idea of entering the Normal School, and
thus induces them to enter other fields instead of that of teaching.
The result is a great loss to the profession of teaching. At the same
time this new arrangement means no financial gain to the State except
in the dropping of one teacher from the Normal faculty, a step taken
at the beginning of the year.

On January 1 there came "a sudden change in the principalship.
Dr. C. L. Staples, principal, having accepted a position in Washington
with the Government, Patrick O'Rourke, vice-principal, was appointed
principal for the remainder of the year, and Francis E. Pray was
appointed vice-principal.

At the beginning of the year a domestic science course was intro-
duced. This consisted of cooking and of the cutting and making of
dress patterns by students who had not had such work in their high
school course. The cooking provided a lunch for the students ; but
by the middle of the year this feature was found unprofitable and
was abandoned. Also, the whole domestic science course proved to
interfere with the work of the students and was discontinued.

At the beginning of the year, also, a rural school, consisting of
sixteen pupils from the first to the seventh grade, inclusive, was estab-

Annual Report of the State Board of Education 173

lished. This school was taught for periods of two weeks, by two
seniors at the same time. This necessitated their losing two weeks
of study, however, and the fact that the students had had no previous
experience in teaching made the plan a failure. It was therefore not
continued. The sixteen weeks of observation and practice teaching
in the Model School should be sufficient for the seniors ; and any
rural school established in the Normal would be of little value, since
the real situation of a rural school can not be reproduced. If stu-
dents have a good grasp of subject matter, know method well, have
a good technique and the right attitude, they are sufficiently equipped
for teaching a rural school and for meeting its conditions.

The Legislature of 1916 made an appropriation of $26,000 for a
dormitory for the Frostburg Normal School. It is a three-story
building and is capable of accommodating thirty students. Although
it was begun in the spring of 1917, it is not yet completed, owing to
the difficulty in getting material, but will be readv for occupancy in
1919.

Once a week Dr. R. H. Riley, of the State Board of Health, lec-
tured to the seniors on school hygiene, and added much to their
equipment for practical work.

The work done at the Normal during the year just ending was very
profitable to the State and to the students. The faculty and the stu-
dents were conscientious in carrying out in full measure the intent and
spirit of the law.

Frostburg State Normal Faculty — 1917-1918

Principal — Patrick O'Rourke, B.S.
Principles of Education, Management and History of Education.

Psychology and Maihctnaiics— Francis E. Pray, M.S.C.

Music and U. S. History— Gertkvde T. Morgan (M.S.N.S. ; Columbia, and
Peabody Conservatorj' of Music).

Science and Agriculture— Eusa M. Marshall (M.S.N.S.; Md. State College

and Johns Hopkins).

English — Elizabeth G. Balderston, B.A.

Domestic Science — Helen Br.\dley.

Hygiene— Dr. R. H. Riley, State Board of Health.

Grades 1, 2— Gr.\ce H. Dando, Principal, Model School.
Grades 3, 4 — Mabel Hitchins.
Grades 5, 6 — L. Marie Smith.
Grades 7, 8 — Ina K. Spitznas.

174 Annual Report of the State Board of Education

The Graduates of 1918

Abbott, Lilias C Lonaconing

Brown. Anna E Frostbiirg

Cook, Gertrude G Frostburg

Collins, Margaret C Luke

Davis, Nannie C Barton

Drury, Eleanor Anne Annapolis

Eichhorn, Helen V Frostburg

Edwards, Christine M Lonaconing

Frenzel, Elizabeth B Barton

Fuller, Alice M F^rostburg

Finzel, Marie F Frostburg

Grant, S. Edward Midland

Footen, Kathleen V Frostburg

Haller, Mary E Cumberland

Hohing, Margaret M Lonaconing

Inskcep, Margaret M Barton

Kroll, Anna S Lonaconing

McGann, Anna M Frostburg

Manley, Anna Midland

Manley, Mary Midland

Mullan, Mary E Westernport

McGuire, Ursula Midland

Nicht, Anna M Frostburg

O'Donnell, Marguerite Cumberland

Pumell, Dorothy Frostburg

Park, John • Frostburg

Pollock, Gladys Frostburg

Piper, Olive P Spring Gap

Rankin, Aurora J Westernport

Rafferty, Regina Frostburg

Ranck, r>evona G Cumberland

Reese, Anna Frostburg

Richardson, Elizabeth P Lonaconing

Roach, Eva R Frostburg

Shavinski, Veronica C Frostburg

Stakem, Rosalene E Midland

Schramm, Wilhelmenia Barton

Smith, Josephine Midlothian

Walker, Caroline Elizabeth Kitzmiller

VITALIZING CLASSROOM IXSTRUCTIOxX

SUMMER SCHOOL AT BOWIE NORMAL

A GROUP OF PRACTICE SCHOOL PUPILS
GROUP OK FACULTY AND STUDENTS

CORNER OF THE DINING ROOM
FACULTY

Annual Report of the State Board of Education 175

MARYLAND NORMAL AND INDUSTRIAL SCHOOL

By D. S. S. GOODLOE, Principal

The enrollment for the year ending July 31, 1918, was as follows:
first year, Normal Department, 17 ; second year, Normal Department,
12 ; third year, Normal Department, 9 ; Model School, 15 ; total, 53.

The course of study for the year 1917-1918 was changed somewhat
by the introduction of household chemistry, farm physics, practice
school work ; and very much more stress was placed upon the teaching
of methods to the senior class. These changes were designed to meet
the special needs of the rural school teachers, whom it is the function
of this school to train.

Considerable laboratory equipment was supplied and will be used
more and more effectively as our conveniences increase.

We were able to begin our industrial work with encouraging re-
sults in the domestic science and arts. We expect to begin raising-
broom corn this spring and to add the making of brooms to our other
industrial features. Mr. Noble, of our faculty, is beginning to intro-
duce wood-working and farm repairing.

A summer school was held here during the past summer with an
enrollment of 4-7. The work done by the rural teachers appeared to
be good and to have more than justified this extension of the School's
activities.

I have to report a sharp decrease in attendance. This decrease is,
I think, due to several reasons, to which I beg permission to call
attention. We have lacked facilities, equipment, and specialists for
teaching the industries.

Our farm is in poor condition as regards the soil, practically with-
out fences, barns, and other modern farm appurtenances. Frequently
our students come from farms so equipped as to be handled in miuch
more modern fashion than we can possibly operate ours under the
circumstances.

We do not have a course which justifies the State Superintendent of
Public Instruction in issuing to our graduates a first-class certificate.

War conditions and the prevailing influenza epidemic have, of
course, played their part in keeping down the enrollment. The rise
in the cost of living since the European war began, and the fact that

176 Annual Rkpokt of tiii; State Board of Education

wages did not appreciably keep pace with this increased cost until
after our entry into the war, have made it more and more difficult for
negroes to pay their children's way in school. This statement will
become entirely clear, when it is remembered that they earn their
livings largely through the occupations which pay the least.

There is increasing dissatisfaction on the part of the negroes of
Maryland with the accommodations of the School. It is surrounded
with schools which have far superior physical conveniences and oppor-
tunities, and are far more attractive. The girls of the school must
live together in one large, unheated attic room, without pretense of
privacy. They must live in this unheated room even in zero weather.
The boys are still using a made-over barn, with few of the con-
veniences which the modern school now offers to its students, black
or white. These conditions have become widely known ; and the hope
of the first few years that successive legislatures, through a sentiment
of fair play and consideration for the negro people, would provide
fairly for this school has changed gradually to discouragement.

I have made these somewhat extended statements, that they may
interpret for me the suggestions I beg to oflfer.

I herewith recommend : that our facilities and equipment, in some
measure, at least, be kept up to the standard of modern normal schools ;
and that in the future teachers be selected who have had a thorough
and special training for the posts they are chosen to fill. I think our
science equipment sufficient for the time, but we need at least the
skeleton equipment of a wood-working and carpentry shop. A modest
laundry equipment, consisting of a few stationary- tubs, wringers and
two washing machines, ought to be added.

I suggest that some progressive and practical farmer be secured by
the State Board of Education to visit the school farm, in company with
State Board's representative, and advise with that representative and
the principal of the school as to what is possible and what is practicable
in undertaking further to develop and make the farm useful, in an
educative way, to the negro students here. I also suggest the employ-
ment of a scientific farmer as a member of the faculty. I think we
ought to be careful, however, not to employ one who is too scientific
to be practical.

I suggest, if it be in line with the policy of the Board, the establish-
ment of a standardized normal course here for the few students who
might be prepared to take it; so that upon graduation they might
receive a first-class certificate. We might add also a special teachers'
aid course for those who are deficient from the standpoint of the de-

Annual Report of the State Board of Education 177

mands of the State Superintendent, but who are teaching provisionally.

A few half scholarships would be of great benefit. They could
be established in part by the State and in part by the people themselves.
The principal of the school is now working towards the latter end in
the counties.

I recommend that a modern cottage or home for girls be erected
upon the school grounds as soon as it is possible.

Finally, I most respectfully venture to predict that until most of
the causes so obviously operating against the greater success of the
School are removed, all the criticisms, however just, all the help and
supervision, however high, all the efforts of the faculty, however
earnest, will amount to almost precisely nothing, and that when these
causes are removed, this school will become one of the most useful
of its type in the South, and to negroes, at least, a source of unfailing
pride.

Since writing the above, the State Board of Education has removed,
in a large measure, the objections to accommodations by ordering the
erection of a dormitory to be ready for use by the fall of 1919. As a
representative of the negroes of Maryland, I wish to thank the State
Board of Education, the State Superintendent, and Mr. J. W. Huffing-
ton for this splendid and encouraging news. I shall make it my glad
duty to carry and send this good news to my people throughout the
State. I believe it means for this school the beginning of the new
day for which some of us have worked and for which we have all hoped.

Graduating Class, 1918

Glascoe, Dorothy Smith, Catherine

Griffin, Victor C Stevens, Florence

Jackson, Mary E. Warren, Edna

Johnson, Gertrude Yeagher, Helen

Faculty.

Principal— D. S. S. Goodloe, A.B. (Psychology, Pedagogy and
School Management.)

Music — Mrs. D. S. S. Goodloe, A.B., Matron.
Mathematics-Vicc-Principal — J. Thomas Williams.
Science and English — Dennis Noble, A.B.
Model School — Edna Prout^ A.B,
Boarding Department — Eva Branson.

178 Annual Report of Tiiii State Boakd of Education

THE 1918 SUMMER COURSES OF THE JOHNS
HOPKINS UNIVERSITY

Dr. Edward F. Buchner, Director.

The eighth summer session of the Johns Hopkins University was
held at liomewood, IJaUimore, beginning Tuesday, July 9, and closinf^;
Friday, August 16, 1918. Owing to the disturbed social and educa-
tional conditions incident to America's participation in the great war.
and also in view of the three summer schools for white teachers main-
tained by the State Department of Education without cost to students
for tuition and material of instruction, the scope of the work offered
at the University's session was considerably modified in comparison
with the very large program that was offered in the preceding year.
It included graduate and collegiate courses designed to meet, in par-
ticular, the needs of administrative and supervisory officers of both
elementary and secondary schools, in addition to the academic needs
of teachers of various subjects. There was an entire omission of all
instruction of secondary grade, which has been offered in a few sub-
jects in former years in order to meet the particular needs of some
teachers. The program, accordingly, included instruction which was
serviceable to both matriculated and graduate students, respectively,
who were thus permitted to advance their credits by attendance on
the session.

Courses Given

The extent of the work accomplished, and particularly the various
programs of study which teachers could, by individual election, pro-
vide for themselves, are be'st indicated by this list of the courses which
were given. It included : general biology, zoology, the teaching of
botany in secondary schools ; organic chemistry, introduction to general
chemistry ; economic history of the United States, money and banking,
elements of economics ; experimental education, educational psychol-
ogy, educational administration, secondary school organization and
classroom management, the teaching of literature in secondar}^ schools,
the teaching of English composition in secondary schools, the teaching
of history in secondary schools, the teaching of Latin in secondary
schools, the teaching of algebra in secondary schools, the teaching of
geometry in secondary schools, elementary demonstration school, ele-

Annual Report of the State Board of Education 179

mentary school supervision, school management and school law, gram-
mar grade methods, primary grade methods, the teaching of English
in the elementary school, story telling, the teaching of arithmetic and
geography in the elementary school, rural school problems ; the short
story, description and narration, usage, structure and style ; recent
English literature, the Elizabethan drama, history of English literature,
1600-1775; portrait painting, landscape and still-life in oil painting,
principles of design, theory and practice of teaching art, elementary
school color work, drawing; modern French drama, practical French,
elementary French ; advanced prose composition and practical exercises,
readings in German, elementary German ; American history since 1865,
Latin-American history and diplomacy, contemporary European his-
tory, Greek history ; nutrition and war-time cookery, household econom-
ics and management, textiles and clothing; Latin literature, from
earliest beginnings to the end of the second century, A. D. ; bench
work in wood and mechanical drawing, elementary manual training,
the theory and practice of teaching manual arts; analytic geometry,
trigonometry ; the theory of ethics, philosophy of religion ; problems '"<
international law, the American electorate; psychology; recreational
leadership for girls ; elementary Hebrew, history of the Ancient East ;
Spanish literature, practical Spanish, elementary Spanish ; the teach-
ing of vocational agriculture, special problems in agriculture. The
department of vocational education was conducted through the cooper-
ation of the Maryland State College of Agriculture, which has sus-
pended its summer school to continue war training activities. The
institutional cooperation of other summers was continued in the sup-
port of several other departments.

All the facilities of the University, including laboratories, libraries,
and museums, were made available as far as necessary in the conduct
of these courses, and under the plans of intensive study and personal
conferences which have been features of all previous sessions. It was
interesting to observe that the eighth session was educationally the
best of all the sessions that the University has conducted. This was
apparent in the more extended and higher grade of previous prepara-
tion, as well as teaching experience and maturity, of those register-
ing as students. It was also evidenced in the larger amount of work
which was, comparatively speaking, completed in the majority of the
courses than in former years. Both students and faculty thus co-
operated in realizing some of the University's most cherished ideals
with reference to the importance of serious intensive concentration
in the art of studying.

180 Annual Report of the State Board of Education

The Demonstration School

In the summer sessions from 191:5 to 1917, inclusive, there was con-
ducted a special demonstration school as an educational lalxjratory for
the application of principles most fundamental in the improvement of
instruction in rural elementary schools. When this addition was first
undertaken, the University pioneered in the effort to maintain a rural
demonstration school. Owing to other provision being- made in the
State for rural teachers, the University did not continue this as a
part of its 1918 program.

A graded demonstration school, including the fourth, fifth, sixth,
seventh, and eighth grades, was conducted in Gilman Hall, in con-
junction with the work in the department of education. This school
was made possible by the generous cooperation of the Board of School
Commissioners of Baltimore, who designated and maintained this as
one of the three city vacation schools for white children. Although
it was conducted under the regulation vacation school rules during a
period of eight weeks, it was adjusted so as to facilitate the observa-
tional, demonstrational, and experimental needs of summer students,
particularly interested in these phases of educational study and pro-
cesses. The school enrolled ninety-'six boys and eighty-five girls, a
total of one hundred and eighty-one pupils. Had the capacity of the
rooms made it possible, the enrollment would have been larger, as the
popularity of vacation school work under the environs of Homewood,
literally offering a city school in the country, was very marked.

As an aid to the more thorough organization of the observational
work in connection with the demonstration school, there was con-
ducted, as in 1917, a series of special conferences, beginning July 16
and ending August 15, as follows:

Miss Williamson, arithmetic; Miss Bamberger, spelling; Miss Brochhausen,
reading; Dr. Johnson, tests; Miss Williamson, home geography; Miss Broch-
hausen, story telling; Miss Bamberger, how to study; Mr. Smith, algebra; Miss
Williamson, oral composition; Miss Brochhausen, written composition-. Miss
Simons, English; Mr. Isanogle, history; Miss Bamberger, project-problem
method; Mr. Isanogle, nature study; Miss Brochhausen, civics; Miss Bamberger,
general assembly; Miss Shaffer, domestic science; Mr. Gaither, manual training;
Mr. Pond, drawing; Miss Bamberger, geography; Miss Brochhausen, dramatiza-
tion ; Miss Williamson, class management.

Conference on Administration

As an aid in the further adoption of sound educational principles
in the administrative practices of our State schools and thus to assure

Annual Report of the State Board of Education 181

further progress, as indicated in certain features of the 1916 school
law, a special series of conferences was conducted, through the co-
operation of the State Board of Education, by Assistant Superintendent
George H. Reavis, during the week of August 5th. The topics con-
sidered in this series included : What does an administrator need to
know about scientific method in the classification, organization, and
interpretation of school facts? What can we learn of a school system
from an age-grade table of its pupils? How can we determine the
proficiency with which teachers rate their pupils ? What problems are
involved in and what principles govern the classification and promo-
tion of pupils? As these conferences were incorporated as a regular
part of the course on Educational Administration, the treatment of
these topics included special material which was collected from especial-
ly prepared bibliography, thus bringing the considerations into closest
touch with the latest development in this field of educational work.

The Faculty

The instruction of the session was conducted by a faculty of forty
instructors and assistants, sixteen of whom were women. The visit-
ing members were: Miss Anna Brochhausen, Supervising Principal,
Indianapolis Public Schools; Mr. Harold F. Cotterman, Professor of
Agricultural Education and Dean of the Division of Vocational Edu-
cation, Maryland State College of Agriculture; Dr. Daniel da Cruz,
Assistant Professor of Romance Languages, Miami University; Miss
Jessie M. Ebaugh, Instructor, Franklin High School, Reisterstown,
Maryland ; Dr. Herman L. Ebeling, Associate Professor of Greek and
Instructor in Latin, Goucher College; Miss Sarah Elkin, Assistant
Instructor in Biology, Purdue University; Dr. Howard E. Enders,
Professor of Zoology and Head of General Biology, Purdue Univer-
sity; Mr. George M. Gaither, Supervisor of Manual Training, Balti-
more Public Schools; Dr. George R. Havens, Instructor in Romance
Languages, Indiana University; Miss Katharine L. Healy, Teacher,
Baltimore City School; Mr. Alvey M. Isanogle, Instructor, Thurmont
High School, Maryland; Dr. Buford J. Johnson, Bureau of Educa-
tional Experiments, New York; Miss Helen V. McHale, Teacher,
Baltimore City School ; Mr. Theodore H. Pond, Instructor, IVIIaryland
Institute of Art; Dr. Robert L. Ramsay, Associate Professor of
English, University of Missouri ; Mr. George H. Reavis, Assistant
State Superintendent of Schools, Maryland; Mr. Henry A. Roben,
Instructor, Maryland Institute of [Art; Miss Blanche E. Shaflfer,
Instructor in Marketing, and Assistant in Household Chemistry,

HKi Annual Report of tiih; Stati-: Boakd or Imhjcation

Teachers College, Columbia University; Mr. J. Hiram Shamberger,
Principal, Baltimore City School; Miss Emma O. Sharp, Teacher,
Baltimore City School ; Miss Sarah E. Simons, Head of Department of
English, High Schools, the District of Columbia; Mr. Eugene R.
Smith, Headmaster of the Park School, Baltimore; Miss Edith H.
Stewart, Instructor, Maryland Institute of Art; Miss Lida E. Watki-ns,
Teacher, Baltimore City School ; Dr. David E. Weglein, Instructor in
Education, and Principal of Western High School, Baltimore; Mis-*
Effie M. Williamson, Primary Supervisor, Dorchester County, Mary-
land, The members of the University faculty included : Miss Florence
E. Bamberger, Dr. Edward F. Buchner, Dr. Frank R. Blake, Dr.
Theresa Cohen, Dr. J. Elliott Gilpin, Mr. Clare E. Griffin, Mr. Wil-
liam S. Hoffman, Miss Dorris S. Hough, Dr. John H. Latane, Dr.
Arthur C. Millspaugh, Dr. Robert B. Roulston, Dr. Henry Slonimsky,
Miss Winifred Sturdevant, Mr. John E. Uhler.

The Students

The enrollment of University students was three hundred and
twenty-six, a decrease of one hundred and ninety-two from the attend-
ance in 1917. One hundred and three, or over thirty-one per cent
were men, and two hundred and twenty-three, or nearly sixty-nine
per cent were women. It is interesting to note that the percentage of
men increased over that of preceding years in spite of war conditions.
Twenty-three per cent were graduate students, over eighteen per cent
were students in colleges, normal schools and other institutions, and
over sixty-seven per cent of the students included those who held ad-
ministrative, supervisory, and teaching positions in colleges, normal
schools, and public and private secondary and elementary schools.
Ten other occupations were represented by nearly seven per cent of
the students, while over seven per cent represented no occupation.
The activities of the students is indicated by a total course registra-
tion of seven hundred and forty-seven, or an average of two and three-
tenths courses taken per person, distributed as follows : One course
was taken by fifty-nine students; two courses, by one hundred and
twenty-two; three courses, by one hundred and thirty-six; and four
courses, by nine each. Eighty-three per cent of the students undertook
the completion of the courses by taking final examinations, among
whom there were nine persons failing, each failing in one course.

Incident to the war situation and the increase of summer school
facilities within the State, the geographical representations among the

Annual Report of the State Board of Education 183

student body were considerably shifted from those of former sessions.
At the same time, it is noticeable that the student body brought together
representatives of school systems of different types, scattered over a
pretty wide area. In both the intellectual and social atmosphere thus
created, the members of the student body found additional stimulus
for the pursuit of their goals during the session. Two hundred and
seventy-five, or over eighty-four per cent, were representatives of
Maryland. Of these, one hundred and thirty-two, or over forty per
cent, represented the counties, and one hundred and forty-three, or
nearly forty-four per cent were representatives of Baltimore. It is
interesting to observe that the efforts made by the University to meet
Maryland needs continues to be serviceable in other parts of the
country. Over fifteen per cent of the students represented twenty-one
other states, the District of Columbia, China and Japan. The attend-
ance from Maryland counties was distributed as follows.

Allegany 4 Harford 3

Anne Arundel 15 Howard 7

Baltimore 12 Kent 1

Calvert 4 Montgomery 1

Caroline 11 Prince George's 4

Carroll 30 Queen Anne's 5

Cecil 2 Somerset 5

Charles 2 Talbot 4

Dorchester 3 Washington 4

Frederick 4 Wicomico 3

Garrett 3 Worcester 1

Social Features

In addition to the several receptions extended to faculties and
students, and Saturday excursions to Annapolis, Washington, and
Gettysburg, the following special program of public lectures, recitals,
and art exhibits was carried out :

July 12 — Mr. J. C. Van Hulsteyn, Violinist, and Miss Vivienne Cordero,
Violinist, of the Conservatory: Recital. July 14 — Mr. Frederick R. Huber,
Organist, of the Conservatory : Organ Recital. July 17 — Exhibition of Students'
Work of the Maryland Institute. July 19— Mr. W. Carson Ryan, Jr., Collector
and Compiler of Statistics, United States Bureau of Education : "National Edu-
cation During the War." July 21 — Miss Margaret P. Ingle, Organist : Organ
Recital. July 26 — Mr. George F. Boyle, Pianist, of the Conservatory- : Recital.
July 28 — Mr. John H. Elterman, Organist : Organ Recital. July 31 — Exhibition
from the George A. Lucas Art Collection. August 2 — Mr. Harold D. Phillips,
F. R. C. O., Organist, of the Conservatory: Recital. August 4 — Miss Ethel
Davis, Organist ; Organ Recital. August 9 — Professor John H. Latane of the
University: "The War Aims of the United States." August 11 — Mr. J. Norris
Hering, Organist : Organ Recital.

184 Annual Report of the State Board of Education
THE PUBLIC ATHLETIC LEAGUE

Baltimore, November 1, 1918.
Dr. M. Bates Stephens,

State Superintendent of Public Schools,
Baltimore, Maryland.

Dear Sir: — The Public Athletic League herewith reports its activi-
ties in connection with State-wide athletics during the school year
1917-1918.

Maryland showed wisdom in furthering physical education through
her 1918 Legislature. Though tempted to change her arrangements
for developing healthy boys and girls for a system of military train-
ing, she kept to the plans started in 1914 by increasing the appropria-
tion of the Public Athletic League to $10,000 per year. Of far greater
importance was the passage of a law for compulsory physical education.
Though simple in its provisions, it recognizes that the mental progress
of the children is based upon a healthy, vigorous body. It pre-supposes
hereafter a wise mixture of play, exercise, and athletics, that will
result in happy, healthy children and, consequently, more enthusiastic
teachers. It assumes that Dewey was right when he stated : "It is
the part of wisdom in selecting the work for any group of children, to
take it from that group of things in the children's environment which
is arousing their curiosity and interest at that time." These activities
are of this nature and can be made not only the basis of growth, but
also the means of forming character. Watson even says : "Behavior
is the central problem. Thought can be safely left to take care of
itself when safe methods of regulating behavior can be obtained.
What a man thinks is only a reflection of what he does. This seems
like a rather radical statement, but you will admit with me that society's
estimate of character is based upon objective factors ; namely, upon
what deeds the individual does during the brief span of his life."

Athletics, indeed, in its history may furnish help to general educa-
tion in its new problems of supervised study, for it has experienced
the difficulties discussed by Hall-Quest. The physical educator may
even from his mistakes suggest how to avoid pitfalls ahead. Reading
the suggestions for a scheme of supervised study seems like noting the
things a teacher of athletics has been stressing, if he should substitute
the word athletics for study, such as "need of attending to technique
of training for athletics ; assignments — work for each day ; difficulties

Annual Report of the State Board of Education 185

of supervision: the social appeal," etc. The biological cause for
supervised study is suggested to be fewer older children in the families
to help teach at home. So the physical life of children has suffered
in that there are no traditional games. It is depressing to see how
few games the children throughout Maryland know. It was because
of this that colleges and schools organized the direction of exercise,
play and athletics. Small houses have lessened the opportunity for
home work, and make study halls necessary. In the same way,
crowded streets, small yards, and dangers from swift automobiles have
required the athletic field, where the group games may be taught
under supervision and in safety. As our industrial life has lessened,
the division of labor at home and elsewhere, so that the old inter-
dependence of the family is lost, so now study must be helped by the
teacher. This interdependence must be taught, and nowhere is this
so easily accomplished as in games, where each child has a responsi-
bility. Each pupil must learn as " a living organism is superior to a
mere aggregate of organs, tissues and cells, so that a community is
greater than the sum of its parts." There is complaint that the social
life of children interferes with outside lessons — that, rather, outside
recreation takes up too much time. Should not this be true? Ought
not the preparation of our boys and girls for a constructive citizen-
ship be the school's best business? Indeed, athletics are the best anti-
dote to foolish waste of time. They have proven so in college life.
They will become so in all of our schools, if considered as the places
where boys and girls can make their social mistakes. It is so much
better to be unfair in a game and therein learn from your peers that
you may not be dishonest, than to pay the heavier penalty that comes
in the more serious business of life.

Educators now know that individual diflferences reqnire help in
the preparation of lessons ; teachers of athletics have recognized this
for thirty years. They have spent so much time helping the best per-
formers in different branches of sport that they neglected the average
student. There is danger lest group life and the stimulation that
comes from it may be lost by too specialized study. In athletics, it
has become so serious a problem that the big universities are empha-
sizing intra-mural sports now rather than teams that may win victories.

The committee of county school superintendents of Maryland
(Messrs. Caldwell, Cook, Grimes, Holloway, Phillips, Unger, and the
Director) recommended the same events for the track and field cham-
pionships and badge tests for boys. It recommended a third test for
the girls who had received their bronze and silver pins. The gold pin

186 Annual Report of the State Board of Education

was given to those who had done the volley hall serve and trunk
raising at school and who threw the basket ball 15 feet.

Dodge Ball was played by both boys and girls and has proven a
happy selection, for it is a popular game all over the State. It is inter-
esting to note the appearance of uniforms, cheers, and team spirit.
Actually 980 boys played on 98 teams, and 1,380 girls played on 138
teams in our county meets.

The following were the entrants and entries from each county —
an entrant being allowed to make entry in two events, one running
and one field :

County Entrants Entries

Allegany County 555 816

Anne Arundel Comity 151 196

Baltimore City 938 1,392

Baltimore County 864 1,366

Caroline County 255 439

Carroll County 261 353

Cecil County 133 208

Charles County 39 73

Dorchester County 162 297

Frederick County 151 190

Garrett County 142 218

Harford County 248 434

Howard County 186 278

Kent County 147 200

Montgomery County 260 393

Prince George's County 219 336

Queen Anne's County 124 190

St. Mary's County 79 87

Talbot County 212 348

Washington County 234 333

Wicomico County 190 278

5,550 8.425

Maryland State Meet 721 748

6,271 9,173

The helpfulness of all the school people surpassed expectations.
Twenty counties have allowed u's to present our plans to their teachers,
and we are continually being asked to help the communities in their
problems of physical education. In spite of the dearth of teachers-
all except two married ones have gone into war activities — we have
been able to continue our work. Soccer was taught in ten counties,
and within five years we believe it will take the place of the more

Annual Report of the State Board of Education 187

dangerous and less valuable (for high school boys, at least) rugby
football. Calvert County is developing athletics rapidly and making
it a part of its social affairs.

The gold badge test for girls who had passed the silver and bronze
resulted in 93 girls being successful. Apparently the standard is not
as high as in the boys' test, for only 58 boys v^^on their gold button.
Eleven hundred and seventy-two girls won bronze pins, while 86G
boys passed their initial test. Two hundred and sixty-six girls suc-
ceeded in the second grade test, and 252 boys.

The State Meet at Homewood Athletic Field, Johns Hopkins Uni-
versity, ran very smoothly, — thanks to the athletic officials who volun-
teered so willingly. Records were made in athletics equal to the best
in the country, showing already the results of practice. The visits to
the city of the county champions is a type of education along social
lines that k bound to react in a better common understanding when
the boys mature as citizens. If war conditions allow, the League plans
to examine the high school pupils during the next school year. It
desires to establish medical inspection as the basis of the physical
education of the children. It hopes that the schools will make use of
its experience.

The Leagfue desires again to express its appreciation of being
associated in the education of the children. It hopes it may continue
to merit the help it is continually receiving from the county school
superintendents, commissioners, teachers and pupils. It is confident
that with their experience and your support, there will develop a
healthy physical life of children and such character and loyalty as
games engender, so that Maryland will be proud of the direction she
has given to the training of her children.

William Burdick, M.D.,

Director.

Baltimore^ November 1, 1918.
Dr. M. Bates Stephens,

State Superintendent of Public Schools,
Baltimore, Maryland.
Dear Sir: — All contestants competing in the athletic events held
under the direction of the Public Athletic League at State meets were
examined by our Medical Department.

This examination is primarily to detect any diseased condition of
the heart or circulatory apparatus ; secondly, to determine if a hernia
(rupture) is present; and, thirdly, to discover as many minor i defects

188 Annual Report of tiik State Board of Education

that are detrimental to the boy's health and activity as time will pennit.
If a diseased heart or rupture is found, the contestant is ruled out.
Thirty-five boys were thus affected, ten (10) with defective hearts and
twenty-five (25) with hernias.

There were three thousand and nineteen (3,019) boys examined.

A systematic examination of the schools was carried out, twenty-
three hundred and forty-one (2,341) boys and twenty-three hundred
and forty-one (2,341) girls being examined. In Baltimore city seven-
teen hundred and seventy-four (1,774) boys and three hundred and four
(304) girls received the examination.

In county and city twenty-four hundred and twelve (2,412) health
buttons (denoting no remediable defects) were given; four thousand
three hundred and fifteen (4,315) were found defective, showing seven
thousand and sixty-seven (7,067) defects. Two thousand nine hundred
and eighty-four (2,984) had notification letters sent their parents.

The Instructive Visiting Nurse Association co-operated by "follow-
ing up" our notified cases, securing treatment for two thousand five
hundred and sixty-three (2,563) defects in one thousand nineteen hun-
dred and eighty-six (1,986) children, to secure which required four
thousand one hundred and sixty-three (4,163) visits.
Respectfully submitted,

G. L. Timanus, M.D.,

Medical Supervisor.

The summary, by counties, given on the following page, is the
result of our examinations made throughout the State.

Annual Report of the State Board of Education

189

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Annual Report of the State Board of Education

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S//yer G/r/s
_ " Boys

i^o/d G/r/s
Boys

This chart shows the number of badges won by the individual
pupils in each county during 1917. A pupil must pass the bronze badge
test before he may try for the silver, just as one must pass arithmetic
before studying algebra. These tests are different for boys and girls,
and require all-around physical skill.

Annual Report of the State Board of Education

191

3ror7ze G/r/s
K 3oys

Sily&r Gir/s
Boys

GorreH County

Bronze G/r/s
' Boys

Sifi'Gr G/r/s
' 3oy^

Go/d G/r/s
" Boys

/-/orford Coun/y

3rcr}ze G/r/s
Silver

Go/c/

Hoivord Couyyty

Bro/^ze G/r/s
' 3oys

Silver Girls
" Boys

Gold G/rls
Boys

Kent County

Sronzs G/r/s
' ^oys

5//rsr G/r/^
" Boys

Go/c/ G/'r/s
" Boys

Momfgomery County

Brorjze G/r/s

* Bays

Si/yer G/r/s

" Boys

Go/d Boys

Prince George's County

Broryze G/rls

. '/ Boys

5/'/yer Girls

" Boys

Gold G/r/s

" Boys

3ronze Girls

1 Boys

S/lyer Boys

Queen Anne's County

St. fi4ory 's County

3ronze G/r/s
> Boys

S/'lrer G/rls
' Boys

Gold G/rls
" Boys

Totbot County

Bronze G/r/s
* Boys

Si/rer G/r/s
f Boys

Gold G/'r/s

lVo3h/ngton Counfy

3ronz/e G/r/s
' Boys

Silver G/r/s
" 3oyi>

Go/d G/'r/s
'< Boys

fV/corn/co Coufjfy

192 Annual Report of the State Board of Education
STATE BOARD OF EDUCATION.

FINANCIAL STATEMENTS.

STATEMENT OF CASH RECEIPTS AND DISBURSEMENTS FOR THE
YEAR ENDED JULY 31, 1918.

Receipts

Pension Fund $34,(X)0.00

Appropriation for Expenses 3,500.00

Appropriation State Normal School (Towson) 61,225.49

Appropriation State Normal School (Frostburg) 10,059.55

Appropriation State Department of Education 22,251.65

Appropriation Maryland Normal and Industrial School

(Bowie) 10,439.50

Total Receipts $141,476.19

Disbursements

Pension Fund $33,127.85

State Appropriation for Expenses 1,124.15

Maryland State Normal School (Towson) 55,854.83

Maryland State Normal School (Frostburg) 10,794.10

Maryland State Norpial School (Frostburg), Dormitory

Account 22,107.22

Appropriation State Department of Education 23,149.29

Maryland Normal and Industrial School 7,068.16

Total Disbursements $153,225.60

Excess of Disbursements over Receipts $11,749.41

Balance August 1, 1917 89,130.91

Balance July 31, 1918 $77,381.50

Made up as follows :

Cash in Hand $.41

Farmers National Bank, Annapolis 1,416.99

Denton National Bank, Denton 72,041.11

First National Bank, Frostburg 583.38

First National Bank, Cumberland 3,339.61

$77,381.50

Credited to the following Accounts :

Pension Fund $1,416.99

Appropriation for Expenses 4,752.99

Maryland State Normal School (Towson) 50,899.88

Maryland State Normal School (Frostburg) 583.38

Maryland State Normal School (Frostburg), Dormitory

Account 3,339.61

Maryland Normal and Industrial School 5,146.78

State Department of Education 11,241.87

$77,381.50

Annual Report of the State Board of Education 193

PENSION ACCOUNT.

STATEMENT OF CASH RECEIPTS AND DISBURSEMENTS FOR THE
YEAR ENDED JULY 31, 1918.
Receipts
From State Treasurer :

October 10, 1917 $8,300.00

December 20, 1917 8,500.00

March 30, 1918 8,500.00

June 28, 1918 8,500.00

Total Receipts $34,000.00

Disbursements

Quarter ended October 1, 1917 $8,444.70

Quarter ended January 1, 1918 8,179.50

Quarter ended April 1. 1918 8,375.60

Quarter ended July 1, 1918 8,128.05

Total Disbursements $33,127.85

Excess of Receipts $872.15

Balance August 1, 1917 544.84

Balance July 31, 1918 $1,416.99

APPROPRIATION FOR EXPENSES STATE ROARD

STATEMENT OF CASH RECEIPTS AND DISBURSEMENTS FOR THE
YEAR ENDED JULY 31, 1918.
Receipts

State Appropriation $3,500.00

Disbursements

Expenses — Board Meetings $465.80

Board Members — Traveling Expenses 360.20

Contribution — Maryland State Teachers' Association 25.00

Meals — Maryland State Teachers' Association 135.00

Furniture 81.00

M. B. Stephens — Expenses to Department of Superintend-
ence, National Educational Association 40.00

J. O. Spencer — Expenses to Meeting of National Soc. for

Pro. Ind. Education 17.15

Total Disbursement? $1,124.15

Excess of Receipts $2,375.85

Balance August 1, 1917 2,377.14

Balance July 31, 1918 $4,752.99

194 Annual Report of the State Board of Education
STATE DEPARTMENT OF EDUCATION.

STATEMENT OF CASH RECEIPTS AND DISBURSEMENTS FOR THE
YEAR ENDED JULY 31, 1918.
Receipts

State Appropriation $18,750.00

General Education Board :

For Negro Agents' Salary 2,500.00

For Negro Agents' Expenses 1 ,000.00

Sundry Items 1 .65

Total Receipts $22,251.65

Disbursements

Traveling Expenses $3,192.11

Salaries 15,637.22

Rent 600.00

Postage 591.00

Office Supplies and Expenses 371.05

Office Repairs 156.00

Office Furniture and Equipment 258.95

Printing and Stationery 783.65

Contingent Fund 68.22

Telephone 205.83

Printing Year Books 523.15

Examinations :

Advertising 56.99

Grading Papers 303.50

Books and Periodicals 91.20

Educational Societies 67.72

Bond of Treasurer 50.00

Clerical Labor 78.38

Express 2.82

Camera and Books 111.50

Total Disbursements $23,149.29

Excess of Disbursements $897.64

Balance August 1, 1917 12,139.51

Balance July 31, 1918 $11,241.87

MARYLAND STATE NORMAL SCHOOL, TOWSON, MD.

STATEMENT OF CASH RECEIPTS AND DISBURSEMENTS FOR THE
YEAR ENDED JULY 31, 1918.
Receipts

State Appropriation $60,000.00

Practice School Teacher's Salary 950.00

Rent— Jas. B. Richardson 200.00

Annual Report of the State Board of Education 195

Interest 75.00

Sundry — Telegram .49

Total Receipts $61,225.49

Disbursements
Administration and Instruction :

Salaries $26,431.47

Summer School:

Expenses $83.51

Salaries 3,381.00

3,464.51

Telephone 289.92

Traveling Expense 50.36

Contingent Account 483.45

Printing and Engraving 466.55

Office Supplies 478.95

Stationery and School Supplies 931.35

Laboratory Supplies 637.05

Drawing and Manual Training Supplies 97.36

Library Supplies 192.82

Books 1,360.92

Furniture 132.50

Dues, Educational Association. 5.00

Educational Association and Meetings 60.52

Commencement 39.50

Postage 36.00

Addressing Envelopes 8.88

Screens 868.05

Entertainment 26.42

Sundry Expense 68.19

Total Disbursements $36,129.77

Maintenance :

Fuel $8,430.62

Light 1,172.07

Water '. 770.85

Plant Salaries 3,704.65

Engine Room Supplies 426.54

Janitor's Supplies 380.16

Additions 2,971.38

Repairs 840.53

Farm and Garden Supplies 1,028.24

$19,725.06

$55,854.83

Excess of Receipts $5,370.66

Balance August 1, 1917 45,529.22

Balance July 31, 1918 $50,899.88

196 Annual Report ok thk Statk BfJARo of I^dixatiox

MARYLAND STATE NORMAL SCHOOL No. 2,
FROSTIUJRG, MI).

STATEMENT OF CASH RECEIPTS AND DISBURSEMENTS FOR THE
YEAR ENDED" JULY 31, 1918.

Receipts

State Appropriation $10,000.00

Sale of Chemicals 59.55

Total Receipts $10,059.55

Disbursements
Administration and Instruction :

Salaries $6,295.38

Salaries — Summer School 1,283.00

Clerical Work 27.70

Printing 110.45

Books and Periodicals 729.21

Telephone 39.50

Commencement Expenses 55.10

Contingent Account 115.07

Furniture 33.67

Rent 6.50

Office Supplies 37.16

School Supplies 5.55

Laboratory Supplies 5.22

Photo. Supplies and Photos 34.20

Kindergarten Materials 25.46

Laws 10.19

$8,813.36
Maintenance :

Plant Salaries $1,170.00

Fuel 448.75

Light 83.75

Repairs 42.86

Household Supplies 199.30

Garden Supplies 9.38

Plumbing 19.45

Labor 7.25

$1,980.74

Total Disbursements $10,794.10

Excess of Disbursements $734.55

Balance August 1, 1917 1,317.93

Balance July 31, 1918 $583.38

Annual Report of the State Board of Education 197

MARYLAND NORMAL AND INDUSTRIAL SCHOOL

(ROWIE).

STATEMENT OF CASH RECEIPTS AND DISBURSEMENTS FOR THE
YEAR ENDED JULY 31, 1918.

Receipts

State Appropriation $10,000.00

Refund — Student Subsistence 359.50

Sale of Cow 80.00

Total Receipts $10,439.50

Disbursements
Administration and Instruction :

Salaries $2,981.71

Salaries — Summer School 501.66

Telephone 53.60

Printing and Engraving 70.38

Books 160.86

Laboratory Supplies 66.53

Furniture 37.20

Oil Stoves 13.30

Contingent Fund and Advances 188.67

$4,073.91

Maintenance :

Salary— Farm Overseer $360.00

Building Repairs 135.34

Farm Machinery Repairs 29.00

Farm Supplies and Expenses 596.92

Household Supplies 319.95

Student Labor 702.00

Fuel 181.50

Freight 5.48

Light 95.00

Gasoline 29.11

Veterinary Services 8.00

Farm Labor 234.95

Salary— Cook 297.00

$2,994.25

Total Disbursements $7,068.16

Excess of Receipts $3,371.34

Balance August 1, 1917 1,775.44

Balance July 31, 1918 $5,146.78

198

Annual Rkpokt of the State Board of Education

BALTIMORE CITY SCHOOLS.

appropriations ry tiik board of estimates for the year ending

december 31, 1917.

expenses of instruction (71).

general adiministration (71).

Salaries, appropriation $9,200 00

KXI'ENDITURES.

Secretary, John H. Roche $2,400 00 .

First Assistant Secretary 1,800 00

Second Assistant Secretary 1.620 00

Clerk, David D. Kennedy 687 00

Supervisor of School Buildings 2,000 00

Janitor, James Clatchev 660 00

■ 9,167 09

Balance to Surplus, 1917 $32 91

Expenses, appropriation $4,200 00

EXPENDITURES.

Stationery and office supplies $276 01

Postage 91 50

Car fare 59 78

Fuel 317 00

Expenses of Commissioners 2,27S 00

Ice 56 90

Expenses of municipal parade 437 13

Janitors' supplies 30 55

Repairs and replacements 206 43

Subscription to newspapers 19 50

City directories 16 00

Typewriter totalizers 130 50

Cleaning and storing carpets 18 55

Printing minutes 47 45

Bonds of secretary and superintendents 70 50

Sundries 98 69

4,151 49

Balance to Surplus, 1917 $48 51

DAY SCHOOLS (71).

Salaries, appropriation $1,773,040 00

Refunds 171 00

$1,773,211 00

EXPENDITURES.

Superintendent, Charles J. Koch $5,000 00

5 Assistant Superintendents 15,899 70

Supervisor of Manual Training 2,096 50

Supervisor of Music 1,500 00

5 Assistant Supervisors of Music 4,265 21

Supervisor of Drawing 1,200 00

8 Assistant Supervisors of Drawing 6,345 56

Supervisor of Sewing 891 75

38 Teachers of Sewing 23,566 61

Supervisor of Physical Culture 1,500 00

4 Assistant Supervisors of Physical Culture 2,142 53

Physical Culture Substitutes 718 00

Statistician 1,200 00

4 Clerks in Superintendent's Office 2,675 66

Chief Attendance Office 900 00

Clerk in Attendance Department 630 66

12 Assistant Attendance Officers 9,034 15

Regular and Occasional Substitutes 67,427 60

Amounts carried forward $146,993 93 $1,773,211 00

Annual Report of the State Board of Education 199

Amounts brought forward $146,993 93 $1,773,22100

Baltimore City College:

Principal $2,995 00

Vice Principal 2.200 00

34 Teachers 55,682 35

Librarian 700 00

Clerk 720 00

Substitutes 1,950 00

$64,247 35

Baltimore Polytechnic Institute:

Principal $2,579 92

Mce Principal 2,200 00

55 Teachers 81,989 91

Clerk 720 00

Substitutes 637 50

88,127 33

Eastern High School :

Principal $2,600 00

*\'ice Principal, Katharine M. Lewis 924 70

*Vice Principal, Leonora E. Carpenter 324 99

38 Teachers 41,949 33

Librarian 452 50

Clerk 499 96

Substitutes 573 00

47,324 48

Part of a year.

Western High School:

Principal $2,582 68

Vice Principal 1,300 00

53 Teachers 57,980 62

Librarian 442 50

Clerk 500 00

Substitutes 514 50

63,320 30

Colored High School:

Principal $2,400 00

*nce Principal, Dwight O. W. Holmes 647 96

*Vice Principal, Carrington L. Davis 1,053 31

30 Teachers 27,435 50

Clerk 588 00

Substitutes 1,406 00

33,530 n

'Part of a year.

Teachers' Training School:

Principal $3,000 00

8 Teachers 9,01 7 36

Clerk 499 92

Librarian 499 92

13,017 20

Colored Training School:

Principal $2,374 00

3 Teachers 2,088 67

Clerk 415 50

4,878 17

Elementary Schools:

2035 Teachers, including principals and vice

^ principals $1,290,997 98

Normal Extension work 692 85

1,291,690 83

1,753,130 36

Balance to Surplus, 1917 $20,080 64

Stationery, appropriation $40,000 00

EXPENDITURES.

Stationery and class room supplies %n ,m 62

Manual training supplies 784 63

Postage 249 00

Sundries 977 83

39,549 08

Balance to Surplus, 1917 $450 92

200 Annual Report of the State Board of Education

free text books (71).

Appropriation (estimated to be received from the State of Maryland) $71,250 69

Credit Balance brought forward from 1916 221 82

Refund 90

$71,473 41

EXPENDITURES.

Text books and supplies 71,154 55

Credit Balance carried forward to 1918 $1,318 86

FIELD DAY (WHITE AND COLORED) (71).

Appropriation $300 00

Expenditures 29145

Balance to Surplus, 1917 $8 55

STATE HIGH SCHOOL FUND FOR LABORATORY SUPPLIES AND EQUIPMENT

(71).

Appropriation (estimated to be received from State of Maryland) $10,000 00

Expenditures 9,794 1 1

Balance to Surplus, 1917 $205 89

COMMENCEMENTS (71).

Appropriation $1,200 00

Expenditures 1,200 00

ADVERTISING (71).
Appropriation $500 00

EXPENDITURES.

Advertising in the daily papers 408 61

Balance to Surplus, 1917 $91 39

COOKING SUPPLIES (71).

Appropriation $4,000 00

EXPENDITURES.

Groceries and provisions $3,625 02

Utensils 159 01

3,784 03

Balance to Surplus, 1917 $215 97

MANUAL TRAINING SUPPLIES (71).
Appropriation $4,000 00

EXPENDITURES.

Lumber $1,631 81

Iron 79 55

Paints and oils 223 87

Tools, nails and screws 2,064 11

4,000 00

NIGHT SCHOOLS (71).
Balarlei, appropriation $24,105 00

EXPENDIWRES.

14 Principals $3,075 00

104 Teachers 15,678 00

4 Teachers in cooking classes 393 00

34 Janitors, ianitresses. firemen, etc 1,722 30

20,868 30

Balance to Surplus, 1917 $3,236 70

Annual Report of the State Board of Education 201

SUMMER schools (71).
(Vacation Classes.)

Appropriation $8 000 OC

EXPENDITURES.

Salaries $7,173 SO

Provisions 54 01

Paper 82 55

Printing supplies 52 01

7,362 07

Balance to Surplus, 1917 $637 93

parental school (71).

Appropriation $10,000 00

Expenditures 8,520 1 8

Credit Balance carried forward to 1918 $1,479 82

supply warehouse (71).

Appropriation $5,000 00

EXPENDITURES.

Salaries $3,188 10

Hauling 1,425 33

Car fare 34 56

Postage 6 00

Twine 21 80

Bond of stock clerk 5 00

Towel service 12 00

Sundries 23 99

4.716 78

Balance to Surplus, 1917 $283 22

EXPENSES OF OPERATION OF SCHOOL PLANTS (71).

WAGES OF EMPLOYEES. ENGINEERS, ETC. (71).

Appropriation $162,365 00

EXPENDITURES.

397 Engineers, janitors, firemen and janitresses 158,803 15

Balance to Surplus, 1917 $3,561 85

JANITORS' SUPPLIES, GAS. ELECTRIC LIGHT AND POWER (71).

Appropriation $19,000 00

EXPENDITURES.

Janitors' supplies $7,976 54

Light aad power 9,942 66

Flags 105 SO

Removing snow from school pavements 44 40

Telephone rental charges 369 65

Hauling 202 27

Sundries 154 34

18,795 36

Balance to Surplus, 1917 $204 64

FUEL (71).

Appropriation $71,900 DO'

Refund 2 10'

$71,902 10>

EXPENDITURES.

Coal $92,092 71

Wood _. 1,974 41

Engineers' supplies ". 409 44

94,476 56

Debit Balance to Surplus, 1917 $22,574 46

202

Annual Report of the State Board of Education

EXPENSES or maintenance of school plants (71).
repairs and replacements of EQUIITklENT (71).

Appropriation
Receipts

EXPENDITURES.

Additional equipment, commercial courses, high schools

Desks and furniture

Manual training apparatus and equipment

Millinery equipment, girls' high schools

New blackboards

Open air classes, schools Nos. 6 and 22

Plumbing and gas fitting

Heating apparatus

Lunches for crippled children

Window shades

Pianos

Repairs and replacements of clocks

Tuning and repairing pianos

Electric bells

Drinking fountains

Paints and oils

Postage

Salaries

Repairs and replacements in general

Cooking equipment

Sundry expenses of principals

Fire extinguishers

Linoleum

Hauling

Telephone

Typewriter

Car fare

Lumber

Screws

Chair seats

Hardware

Domestic science supplies

$2,567 54

6.164 89

820 30

132 92

598 75

2,456 18

2,779 93

1,914 69

709 24

1,918 72

415 00

417 54

106 50

988 86

75 11

1,264 51

336 80

10,397 00

2,089 89

144 44

632 15

72 00

299 38

248 96

173 34

50 00

57 55

111 00

336 78

690 96

190 08

478 99

$39,550 00
90 00

$39,640 00

39,640 00

MOVING PORTABLE SCHOOLS (71).
Appropriation

EXPENDITURES.

Wages of mechanics

INTESTATE ESTATES (71).

Credit Balance brought forward from 1916

Received during the year

EXPENDITURES.

State of New Jersey, inheritance tax

Credit Balance carried forward to 1918

$2,000 00

2,000 00

$7,998 43
3,978 08

$11,976 53

261 91

$11,714 62

INSPECTOR OF BUILDINGS (71).

REPAIRS, SCHOOLS (71).

Appropriation

From contingencies

Expenditures

$75,000 00
8,260 51

$83,260 51

83,260 5 J

Annual Report of the State Board of Education 203

ALTERATIONS FOR SCHOOL BOARD (71).

Appropriation $10,000 00

Expenditures 3,632 IS

Balance to Surplus, 1917 $6,367 85

CHANGING AUTOMATIC TANKS IN SCHOOLS (71).

Appropriation $20,000 00

Expenditures 12,600 62

Balance to Surplus, 1917 $7,399 38

HEATING PUBLIC SCHOOLS (71).

Appropriation $10,000 00

Expenditures 1,730 88

Balance to Surplus. 1917 $8,269 12

CONNECTING UP SCHOOL BUILDINGS WITH SANITARY SEWKUS (71).

Appropriation $10,000 00

Expenditures 709 68

Balance to Surplus, 1917 $9,290 32

IMPROVEMENTS TO CARROLL MANSION (71).
Credit Balance brought forward $14,845 82

EXPENDITURES.

Blue prints $46 04

Advertising 25 28

71 32

Credit Balance carried forward to 1918 $14,774 50

PUTTING UP ADDITIONAL ROOMS, POLYTECHNIC INSTITUTE (71)

Credit Balance brought forward from 1916 100 00

Contingencies 32 40

$132 40

EXPENDITURES.

J. P. Cushen, contract to close 132 40

GRADING AND IMPROVING GROUNDS NO. 6 SCHOOL (71).

Credit Balance brought forward from 1916 $963 74

'Contingencies 21 43

$985 17

EXPENDITURES.

Highways Engineer 985 17

BOARD OF SCHOOL COMMISSIONERS (71).

EQUIPPING SCHOOL BUILDING REAR OF SCHOOL NO. 47 (71).

Appropriation $8,000 00

Credit Balance carried forward to 1918 8,000 00

ADDITIONAL YARD SPACE SCHOOL NO. 106 (71).

-Credit Balance brought forward from 1916 $6,000 00

Balance to Surplus, 1917 6,000 00

204 Annual Report of the State Board of Education

misckllaneous kxpenses (71).

MAKVI.ANI) institute (71).

▲pppopxiatlon $12,000 00

Paid Maryland Institute 12,000 OO

FOR WIDER USE OF SCHOOL BUILDINGS (71).

Appropriation (unexpended) $500 00

Balance to Surplus, 1917 500 OO

LABOR. FUEL, LKaiTING, ETC.. CARROLL MANSION (7\).

Credit Balance brought forward from 1916 $1,000 OO

Credit Balance carried forward to 1918 1,000 00

CADET CORPS (71).

Appropriation $1,000 00

Expenditures 819 22

Credit Balance carried forward to 1918 $180 78

RENT (71).

Appropriation $12,000 00

EXPENDITURES.

Twenty buildings and lots 10,928 SO

Credit Balance carried forward to 1918 $1,071 50

OTHER EXPENSES (71).

Appropriation $6,900 00

Refund 25

$6,900 25

Expenditures 6,862 07

Balance to Surpltis, 1917 $38 18

TEACHERS' TRAINING SCHOOL (71).

Appropriation $8,700 00

Expenditures ' 8,683 73

Balance to Surplus, 1917 $16 27

EQUIPPING CARROLL MANSION (71).

Credit Balance brought forward from 1916 $3,000 00

Appropriation 5,500 00

$8,500 00

Credit Balance carried forward to 1918 8,500 00

XiIBBA&IX:S A — VZ (73).

ENOCH PRATT FREE LIBRARY, EQUIPMENT AND MAINTENANCE OF BRANCH
LIBRARIES ALREADY ESTABLISHED (73).

Appropriation $49,000 00

Paid Enoch Pratt Free Library 49,000 -00

ENOCH PRATT FREE LIBRARY DEFICIENCY OF INCOME (73).

Appropriation $2,501 41

Paid Enoch Pratt Free Library 2,501 41

Annual Report of the State Board of Education 205

ACQUISITION of LOT IN VICINITY OF BRANCH LIBRARY NO. 11 {7}).
Appropriation $10,000 00

EXPENDITURES.

Trustees of Enoch Pratt Free Library for purchase of lot 10,000 00

MTTSZC A — ^VI (72).

BALTIMORE SYMPHONY ORCHESTRA (72).

Credit Balance from 1916 $269 71

Appropriation for 1917 6,000 00

$6,269 71

RECEIPTS.

Albaugh's Ticket Office, sale of tickets $8,090 00

Frederick R. Ruber 1 73

Frederick R. Huber, check payable to Lyric for rent, superseded

by new check 225 00

Musical Union 2 00

8,318 73

Total credits $14,588 44

Expenditures 14,441 1 1

Balance carried forward to 1918 $147 33

206 Annual Report of the State Board of Education

MARYLAND DIRECTORY
SCHOOL OFFICIALS AND TEACHERS

Corrected to October 1, 1918

STATE BOARD OF EDUCATION

OFFICE, MCCOY HALL, BALTIMORE

THOMAS H. LF:WIS, President, Westminster

M. BATES STEPHENS, Secretary, Baltimore

Name Address Term expires

THOMAS H. BOCK Princess Anne 1920

Vacant Vacant 1920

CLAYTON PURNElL Frostburg 1922

WILLIAM T. WARBURTON Elkton 1923

STERLING GALT Emmitsburg 1924

JAMES ALFRED PEARCE Chestertown 1925

STATE SUPERINTENDENT'S OFFICE

MCCOY HALL, BALTIMORE

M. BATES STEPHENS State Superintendent of Schools

G. H. REAN'IS Assistant Superintendent

SAMUEL M. NORTH Supervisor High Schools

WM. J. nOLLOWAY Supervisor Rural Schools

J. W. HUFFINGTON Supervisor Colored Schools

HAROLD F. COTTERM AN Supervisor Vocational Agriculture

L. A. EMERSON Supervisor Industrial Education

AGNES SAUNDERS Supervisor Home Economics

WILLIAM BURDICK Supervisor Physical Education

MERLE S. BATEMAN Credential Clerk

MARY H. TAYLOR Bookkeeper

R. ALICE BEASLEY Clerk

GRACE E. STEELE Stenographer

PRINCIPALS OF STATE NORMAL SCHOOLS

HENRY S. WEST Maryland State Normal School Towson

JAMES WIDDOWSON State Normal School No. 2 Frostburg

D. S. S. GOODLOE Maryland Normal and Industrial School

(For Colored Students) Bowie

Annual Report of the State Board of Education 207

BOARDS OF EDUCATION

ALLEGANY COUNTY

Name Address Term expires

WILLIAM L. SPERRY Cumberland 1920

J. M. PRICE Frostburg 1922

FERMAN GILBERT PUGH Cumberland 1924

ANNE ARUNDEL COUNTY

BENJAJv-IIN WATKINS, SR Chesterfield 1920

FRANK A. MUNROE Annapolis 1922

GEORGE T. MELVIN Brooklyn 1924

BALTIMORE CITY

OFFICE, MADISON AND LAFAYETTE AVENUES

JAMES W. CHAPMAN, JR 2016 Park Ave 1922

JAMES M. DELEVETT 621 Columbia Ave 1918

Vacant 1920

SIDNEY P. THANHOUSER Coca Cola Building 1922

CLARENCE DEEMS The Plaza, Park Ave 1918

A. BARNEVELD BIBBINS 2600 Maryland Ave 1918

RICHARD J. BIGGS 12 South St 1920

ALBERT L. FANKHANEL 11 E. Baltimore St 1920

Vacant 1922

BALTIMORE COUNTY

SAMUEL M. SHOEMAKER Eccleston 1920

JOHN ARTHUR Fork 1920

EDWIN R. STRINGER Glyndon 1922

JAMES P. JORDAN White Hall 1922

ALBERT A. BLAKENEY Ilchester 1924

JOHN H. GROSS Rossville 1924

CALVERT COUNTY

A. S. LEATHERING Lusbys 1920

WILLIAM H. HELLEN Solomons 1922

JOHN W. LEITCH Huntingtown 1924

CAROLINE COUNTY

JAMES H. NICHOLS Denton 1920

H. WILSON Denton 1922

W. M. WRIGHT Preston 1924

CARROLL COUNTY

WILLIAM D. HOPKINS Mt. Airy 1920

J. HERMAN ALLENDER Hampstead 1920

ARTHUR W. FEESER Silver Run 1922

J. PEARRE WANTZ Westminster 1922

JOSHUA F. MAGEE Westminster 1924

MILTON A. KOONS Taneytown 1924

CECIL COUNTY

WILLIAM M. POGUE Rising Sun 1920

DELMAR SMITHERS Chesapeake City 1922

WILMER J. FALLS North East 1924

208 Annual Rki-okt of tiii-: State Board ok Education

charles county

Name Address Term expires

Vacant 1920

GEORGE L GARDNER Malcolm 1922

GEORGE W. GRAY Grayton 1924

DORCHESTER COUNTY

OLIVER SPEDDEN Cambridge 1918

EDGAR F. BRADLEY Hurlock 1918

JOSEPH W. BROOKS, JR Madison 1920

EDWIN DASHIELL Cambridge 1920

R. LEE MORRIS Federalsburg 1922

WILLIAM P. ANDREWS Crapo 1922

FREDERICK COUNTY

WILLIAM CRAWFORD JOHNSON Frederick 1920

OSCAR B. COBLENTZ Braddock Heights 1920

R. FRANK SAPPINGTON Liberty 1922

RALPH BROWNING Myersville 1922

WILLIAM P. MORSELL Frederick 1923

A. W. NICODEMUS Buckeystown 1924

GARRETT COUNTY

R. E. SLIGER Oakland 1920

THOMAS J. JOHNSON Frostburg 1922

JOSEPH T. GLOTFELTY Oakland 1924

HARFORD COUNTY

W. BEATTY HARLAN Churchville 1920

CHARLES H. McNAB^B Darlington 1922

(MRS.) HELENE A. B. LEE Bel Air 1924

HOWARD COUNTY

THOMAS CHRISTIAN Ellicott City 1920

JOHN W. SELBY Ivory 1922

JOSEPH L. LEISHER, JR Ellicott City 1924

KENT COUNTY

JOHN P. AHERN Millington 1920

C. ROMIE SKIRVEN Worton 1922

WILLIAM G. SMYTH Chestertown 1924

MONTGOMERY COUNTY

CHARLES T. JOHNSON Germantown 1920

JAMES E. DEETS Clarksburg 1920

WARREN PRICE Kensington 1922

ZADOK M. COOK Gaithersburg 1922

JOSEPH E. JANNEY Brookeville 1923

LEDOUX E. RIGGS Laytonsville 1924

PRINCE GEORGE'S COUNTY

GEORGE P. McCENEY Laurel 1920

BRICE BOWIE Riverdale 1922

GEORGE W. RAWLINGS Duley 1924

QUEEN ANNE'S COUNTY

JOHN R. BENTON Stevensville 1920

FOSTER SUDLER Sudlersville 1922

JAMES M. CORKRAN Centreville 1924

Annual Report of the State Board of Education 309

ST. MARY'S county

Name Address Term expires

ALEXANDER KENNEDY St. Mary's City 1920

L. J. SOTHORON Mechanicsville 1922

J. DONELAN hurry Hurry 1924

SOMERSET COUNTY

GORDON T. ATKINSON Crisfield 1920

CHARLES W. WAINWRIGHT Princess Anne 1922

ALFRED P. DENNIS Princess Anne 1924

TALBOT COUNTY

JAMES McK. WILLIS Oxford 1920

W. D. J. MORRIS St. Michaels 1922

MARTIN M. WRIGHT Easton 1924

WASHINGTON COUNTY

W. B. KING Hagerstown 1920

JOHN STIGERS Hancock 1920

CHAS. A. WEAGLEY Beaver Creek 1922

W. H. MILLER Williamsport 1922

HARRY K. BEACHLEY Hagerstown 1924

FRANK E. BUSHEY Cavetown 1924

WICOMICO COUNTY

Vacant

L. W. GUNBY Salisbury 1922

HARRY L. BREWINGTON Salisbury 1924

WORCESTER COUNTY

JAMES H. VINCENT Pocomoke City 1920

JOHN W. HUMPHREYS Berlin 1922

ZADOK POWELL Snow Hill 1924

ADMINISTRATIVE AND SUPERVISORY OFFICERS

ALLEGANY COUNTY

CUMBERLAND

EDWARD F. WEBB Superintendent

JOHN J. TIPTON Assistant Superintendent

MARIAN S. HANCKEL Supervisor

THOMAS H. MORGAN Attendance Officer

MARY B. WICKARD Clerk

LOUISE A. DAVIS : Stenographer

• ANNE ARUNDEL COUNTY

ANNAPOLIS

GEORGE FOX Superintendent

KATE KELLY Supervisor

MARGARET WARE Attendance Officer

ELIZABETH E. MUNFORD Clerk

210 Annual Rki'Okt ok thk State Board or Education

BALTIMORE CITY

OFFICE, MADISON AND LAFAYETTE AVENUES

CHARLES J. KOCII Superintendent

CIIARLKS A. A. J. MILLLR First Assistant Superintendent

ROBiCKT W. ELLIOTT Second Assistant Superintendent

JOSEPH C. HANDS Assistant Superintendent

ROWLAND WATTS Asr.istant Superintendent

ANDREW J. PIETSCH Assistant Superintendent

JOHN A. KORFF Assistant Superintendent

GEORGE M. GAITHER Supervisor Manual Training

OLIVIA F. KEACH Supervisor Drawing

LAURA V. DAVIS Supervisor Sewing

ADOLPH PICKER Supervisor Physical Training

JOHN DENUES Supervisor Music

HENRY R. DAVIS Supervisor Buildings

ROSABEL E. HALL Chief Attendance Officer

JOHN H. ROCHE Secretary

FRANK N. CLARIDGE Assistant Secretary

JOSHUA R. JOLLY Assistant Secretary

ANNA L. WALKER Clerk

EDWIN HEBDEN Statistician

LOIS C. SMITH Clerk

BERTIE W. COX Clerk

MARGARET MEYERS Clerk

MABEL SHOREY Clerk

BERTHA J. KOLLMEYER Clerk

BALTIMORE COUNTY

TOWSON

ALBERT S. COOK Superintendent

JOHN T. HERSHNER Assistant Superintendent

CLARENCE G. COOPER Assistant Superintendent in Charge of Rural Schools

M. ANNIE GRACE Assistant Supervisor

AMY C. CREWE Assistant Supervisor

EVALYN C. COOK Assistant Primary Grades

JEANNETTE BROWN Chief Clerk

ANNA MIED WIG Stenographer

MARY ELIZABETH WARD Stenographer

CALVERT COUNTY

PRINCE FREDERICK

B. C. WILLIAMS Superintendent

W. H. TALBOTT Attendance Officer

DAISY P. TURNER Clerk

CAROLINE COUNTY

DENTON

EDWARD M. NOLLE Superintendent

MRS. WILSIE GIBSON Supervisor

MRS. AGNES R. CASE Clerk

JANIE JACKSON Supervisor Colored Schools

CARROLL COUNTY

WESTMINSTER

MAURICE S. H. UNGER Superintendent

I. JEWELL SIMPSON Supervisor

G. C. TAYLOR Attendance Officer

CHARLES REED Oerk

Annual Report of the State Board of Education 211

CECIL county

ELKTON

HUGH W. CALDWELL Superintendent

ALICE E. MILLER Supervisor

LUCY G. STAPP Clerk

CHARLES COUNTY

LA PLATA

F. BERNARD GWYNN Superintendent

W. B. BILLINGSLEY Clerk

M. ESLANDA SMITH Supervisor Colored Schools

DORCHESTER COUNTY

CAMBKIDGB

JAMES B. NOBLE Superintendent

JOSEPH B. MEREDITH Assistant Superintendent

NETTIE A. MAURER Supervisor

MARY WHERRETTE Clerk

FREDERICK COUNTY

FKEDERICK

G. LLOYD PALMER Superintendent.

MRS. NAN MILDRED MOSTELLER Rural Supervisor.

F. D. HARSHMAN Attendance Officer.

FRANCES R. DOUB Clerk.

CHARLOTTE M. STOCKMAN Stenographer.

GARRETT COUNTY

OAKLAND

FRANKLIN E. RATHBUN Superintendent

PHILIP T. PEDDICORD Attendance Officer

BESS HENDRICKSON Clerk

HARFORD COUNTY

BEL AIR

C. MILTON WRIGHT Superintendent

FRANK DAVIS Attendance Officer

W. T. ANDERSON Clerk

HOWARD COUNTY

ELLICOTT CITY

WOODLAND C. PHILLIPS Superintendent

MRS. S. E. M. POISAL Attendance Officer

IRENE B. MEADE Clerk

KENT COUNTY

CHESTERTOWN

EDWARD J. CLARKE Superintendent

M. ADELE FRANCE Attendance Officer

OWEN C. BLADES Supervisor Manual Training

MERLE J. WHITE Clerk

EMMA L. MILLER Supervisor Colored Schools

212 Annual Report of the State Board of Education

montgomery county

ROCKVILLE

EDWIN W. BROOME Superintendent

SELMA BORCHARDT Acting Supervisor

MARY MAGRUDER Attendance Officer

ETHEL L. WATERS Clerk

A. D. OWENS Supervisor Colored Schools

PRINCE GEORGE'S COUNTY

UPPER MARLBORO

E. S. BURROUGHS Superintendent

BLANCHE E. OGLE Supervisor

E. S. McCENEY Attendance Officer

JOHN L. RUSSELL Clerk

MAHALATH WIGGINTON Acting Supervisor Colored Schools

QUEEN ANNE'S COUNTY

CENTREVILLE

BYRON J. GRIMES Superintendent

HANNAH A. KIEFFER Supervisoi

LEL A A. THOMAS Attendance Officer

HELEN G. GIBSON Clerk

AGNES WRIGHT Supervisor Colored Schools

ST. MARY'S COUNTY

LEONARDTOWN

GEORGE W. JOY Superintendent

ELIZABETH I. MURPHY Supervisor

MARGARET H. GREENWELL Clerk

SOMERSET COUNTY

PRINCESS ANNE

WILLIAM H. DASHIELL Superintendent

ADDIE E. BOND Attendance Officer and Clerk

HERBERT S. WILSON Supervisor Colored Schools

TALBOT COUNTY

EASTON

NICHOLAS OREM Superintendent

FRANCIS H. CLARK Supervisor

MAUDE CHAPLAIN Clerk

DANIEL J. HALL Supervisor Colored Schools.

WASHINGTON COUNTY

HAGEKSTOWN

RAYMOND E. STALEY Acting Superintendent

HULD AH BRUST Supervisor

WILLIAM B. HUTZELL Attendance Officer

E. P. EYLER Clerk

Annual Report of the State Board of Education 213

WICOMICO county,

SALISBUKY.

JAMES M. BENNETT Superintendent

C. NETTIE HOLLOWAY Supervisor

E. VAUGHAN JACOBS Attendance Officer

MARGARET J. HOLLOWAY Stenographei

P. E. GORD Y Supervisor Colored Schools

WORCESTER COUNTY

SNOW HILL

EDGAR W. McMASTER Superintendent

MARY B. PUSEY Supervisor

ANNIE M. STATON Clerk

STEPHEN H. LONG Supervisor Colored Schools

PRINCIPALS OF APPROVED HIGH SCHOOLS

ALLEGANY COUNTY

Group Principal High School School Address

1 S. R. GAY Allegany County Cumberland

1 OLIVER H. BRUCE Westernport Westernport

2 GILBERT C. COOLING Barton Barton

1 ARTHUR F. SMITH Central Lonaconing

1 S. ROSS GOULD Beall Frostburg

ANNE ARUNDEL COUNTY

1 LOUISE LINTHICUM Annapolis Annapolis

BALTIMORE COUNTY

1 MARY O. EBAUGH Catonsville Catonsville

1 ADDISON J. BEANE .Franklin Reisterstown

2 WILLIAM B. KEMP Sparks Agricultural Sparks

1 ARTHUR C. CROMMER .Towson Towson

1 JOSEPH BLAIR Sparrows Point Sparrows Point

BALTIMORE CITY

1 WILBUR F. SMITH .Baltimore City College Baltimore

1 WILLIAM R. KING Baltimore Polytechnic Institute Baltimore

1 ERNEST J. BECKER Eastern High School Baltimore

1 DAVID E. WEGLEIN Western High School Baltimore

1 MASON A. HAWKINS Colored High School Baltimore

1 NORMAN W. CAMERON Director Teachers' Training School .. Baltimore

1 JOSEPH H. LOCKERMAN Colored Training School Baltimore

CAROLINE COUNTY

1 (MRS.) ELIZABETH E. PIPPIN. . .Caroline Denton.

2 THOS. B. McCLOUD Preston Preston

2 HOWARD D. EVANS Ridgely Ridgely

2 A. C. B'ROWER Federalsburg Federalsburg

214 Annual Report of the State Board of Education

CARROLL county

Croup Principal High School School Address

3 J. L. H0NSBP:RGKR Taneytown Taneytown

1 VVALTKR H. DAVIS Westminster Westminster

2 J. KELLER SMITH Mt. Airy Mt. Airy

3 ADDA MAI CUMMINGS Sykcsville SykesviUe

3 THOMAS A. COLLETT Union Bridge Union Bridge

CECIL COUNTY

2 GUY JOHNSON Chesapeake City Chesapeake City

1 EDWIN B. FOCKLER Cecil County Elkton

3 MARY E. CLARK Cccilton Cecilton

2 ALFRED B. McVEY Calvert Agricultural North East

2 MARSHALL THOMPSON North East North East

DORCHESTER COUNTY

1 E. C. SEITZ Cambridge Cambridge

2 O. PERRY SIMMONS Hurlock Hurlock

FREDERICK COUNTY

1 C. H. REMSBURG Frederick Girls' Frederick

1 JOHN L. SIGMUND Frederick Boys' Frederick

1 R. E. KIEENY Middletown Middletown

2 H. D. BEACHLEY Thurmont Thurmont

1 OSCAR M. FOGLE Brunswick Brunswick

3 A. M. ISANOGLE Emmitsburg Emmitsburg

GARRETT COUNTY

3 E. A. BROWNING Friendsville Friendsville

1 CHARLES H. KOLB Garrett County Oakland

HARFORD COUNTY

2 J. H. BONNEY Aberdeen Aberdeen

2 WILLIAM K. KLINGAMAN Bel Air Bel Air

2 CHARLES H. SCHUSTER Jarrettsville Jarrettsville

1 J. HERBERT OWENS Havre de Grace Havre de Grace

2 REXFORD B. HARTLE Highland Street

PIOWARD COUNTY

1 MARGARET A. PFEIFER Ellicott City Ellicott City

KENT COUNTY

1 MARK CREASY .Chestertown Chestertown.

2 J. FRANK McBEE Rock Hall Rock Hall

MONTGOMERY COUNTY

2 JESSIE M. EBAUGH Sherwood Sandy Spring

2 T. W. TROXELL Gaithersburg Gaithersburg

1 R. MILTON HALL Montgomery Rockville

PRINCE GEORGE'S COUNTY

2 ROGER X. DAY Upper Marlboro Marlboro

2 W. R. C. CONNICK Baden Baden

2 ANNIE MacKAY Surrattsville Clinton

2 J. ED. FORD Laurel Laurel

1 K. J. MORRIS Hyattsville Hyattsville

Annual Report of the State Board of Education 215

queen anne's county.

Group Principal. High School School Address

2 ANNA HARRISON Sudlersville Sudlersville

1 J. FRED STEVENS Centreville Centreville

2 ELIZABETH TRUNDLE Stevensville Stevensville

2 (MRS.) MARY COOPER Tri-County Queen Anne

SOMERSET COUNTY

2 FRED H. DEWEY Washington Princess Anne

1 FREDERICK E. GARDNER Crisfield Crisfield

TALBOT COUNTY

1 C. A. McBRIDE Easton Easton

2 HAROLD S. BORDEN-SMITH St. Michaels St. Michaels

3 H. E. NELSON Trappe Trappe

3 NELLIE R. STEVENS Oxford Oxford

W^ASHINGTON COUNTY

1 JOHN D. ZENTMYER Hagerstown Male Hagerstown

1 JOHN B. HOUSER Hagerstown Female Hagerstown

2 GEORGE A. SITES .Clear Spring Clear Spring

2 RAYMOND E. STALEY Boonsboro Boonsboro

2 J. E. FLEAGLE Smithsburg Sinithsburg

2 HARRY E. WOLFE Williamsport Williamsport

WICOMICO COUNTY

2 EDWIN K. McINTOSH Sharptown Sharptown

2 CLARENCE CORDREY Delmar Delmar

2 C. ALLAN CARLSON Nanticoke Nanticoke

1 R. LEE CLARK Wicomico County Salisbury

WORCESTER COUNTY

1 E. CLARK FONTAINE Pocomoke Pocomoke City

2 JOHN S. HILL Stockton Stockton

2 EUGENE W. PRUITT Buckingham Berlin

1 ARTHUR C. HUMPHREYS Snow Hill Snow Hill

3 W. A. P. STRANG Girdletree Girdletree

216

Annual Rki-ort of thk State Board of Education

PRINCIPALS OF ELEMENTARY SCHOOLS
Having- Three or More Teachers, Including the Principal

Name and Address

Name and Addsess

ALLEGANY COUNTY

1
2

/
9

O. B. Boughton Cumberland 18 1

Sue McKnight Cumberland 1 8 2

F. C. Scott Cumberland 19 1

Molly Bopst Cumberland 19 3

(Mrs.) Margaret Upham. .Cumberland 19 4

Wm. G. Fatkin Luke 20 1

Kate M. Shriver Frostburg 20 3

Mary J. Rank Frostburg ' 22 1

Orgie Hawkins Frostburg 22 2

J. O. Kefauver Mt. Savage 22 5

Nellie Powell Lonaconing 24 1

Bessie McKenna Midland

John W. Hunt Ocean

Carrie V. Haberlein Shaft

Jas. E. Winter Midlothian

Mary M. Stakem Midland

Charity Hartley Ellerslie

Marguerite G. Bowling. . . .Cumberland

Isabel Ireland Cumberland

Margaret Richmond Cumberland

Agnes Carroll Cumberland

D. A. Boyle Eckhart

ANNE ARUNDEL COUNTY

William Weber Mayo

Lillian Baker Annapolis

Nannie H. Lowman Odenton

Norman R. Eckard Brooklyn

Norman R. Eckhard Curtis Bay

5 10 Effie Murray Fairfield

5 12 LeRoy Cockran Glen Burnie

6 G.S. Josephine Riordan Annapolis

8 1 Ethel Andrews Shady Side

BALTIMORE COUNTY

Clinton H. Spurrier Hillsdale

Margaret A. Harney. .. .Howard Park

Mary V. Kavanaugh Ellicott City

Helen M. Thomas Woodlawn

Marie L. Kemp Catonsville

Susie C. McClure Randallstown

Lavinia Roop Garrison

Emma L. Wilson..... Pikesville

Howard E. Jackson Arlington

Roberta Porter Arlington

Clara E. Smithson Mt. Washington

Preston H. Shaver Owings Mills

M. Ellen Logan Warren

Theodore H. Crommer Cockeysville

Clara S. Dobbin Guilford

Marion M. Knight Evergreen

Harry C. Haile Govans

(Mrs.) Laura P. Todd Roland Park

Ella L. Smith Hamilton

Thomas F. Mallonee Parkville

1 8 Henrietta Fox Fullerton

2 1 Robert Andrews Canton

2 2 Carrie G. Richardson .. .Highlandtown

2 3 J. Clarence Francis Colgate

2 5 Townley R. Wolfe Canton

2 6 Olive L. Smith St. Helena

3 3 Anna M. Meehan Violetville

3 4 Monroe Mitchell Mt. Winans

3 5 Laura McClyment Halethorpe

3 7 Mary A. Cullen Lansdowne

3 8 Clay T. Joyce Westport

3 10 Jennie A. Ruhl Lakeland

4 1 Georgia T. Hall Orangeville

4 3 Nicholas H. Hope Gardenville

4 4 Margaret H. Smith Rosedale

4 S Stella E. Brown Overka

5 4 Helena Link Colgate

5 8 Lillian M. Smith Chase

5 9 M. Elenora Corbin Rossville

5 10 Branford C. Gist Rossville

CALVERT COUNTY

1 8 M. Susie Magruder.

Solomons

CAROLINE COUNTY

1 1 Maud Hummer Marydel i 3 5

1 4 Mabel Baker Goldsboro 7 4

2 3 Laura C. Cochrane Greensboro I

Laura Melvin Denton

(Mrs.) S. E. Parsons Ridgely

Annual Report of the State Board of Education

217

Name and Address

CARROLL county

Adda Mai Cummings Sykesville

Irving L. Buckingham. .Mechanicsville

Homer Bortner Manchester, Pa.

Emory O. Ebaugh Westminster

8 4 Joseph H. Hurst Hampstead

11 1 Hannah M. Shunk New Windsor

12 1 Thomas A. Collett Union Bridge

CECIL COUNTY

Mary E. Clark Cecilton

Addie C Ford Elkton

Mary E. Conner Elkton

4 S M. Helen Scott Childs

6 6 (Mrs.) Lillian Jackson Rising Sun

7 2 Theo. W. Currier Perry ville

DORCHESTER COUNTY

1 2 M. L. Dodd Eldorado

2 1 Georgia Bloxom . . . .East New Market

2 4 Benjamin W. Holland Secretary

3 1 J. W. Geoghegan Vienna

5 4 E. A. Coughlan Crapo

7 1 (Mrs.) W. A. Martin Cambridge

7 4 Blanche Matthews Cambridge

7 7 Nannie LeCompte ... .East Cambridge

FREDERICK COUNTY

1 6 Nellie Sigafoose Point of Rocks

2 3 G.L.Miller Frederick

2 4 Chester G. Clem Frederick

6 3 Chas. Leatherman Wolfsville

8 1 Wallace R. Beall Libertytown

9 3 Blanche Howard New Market

Olive Bowlus Woodsboro

Margaret Rodrick Jefferson

E. V. Musser Burkittsville

Ella V. Krieg East Brunswick

E. Virginia Wenner. ..West Brunswick
Bertha Grabill Walkersville

GARRETT COUNTY

3 1 A. W. DeWitt Grantsville i 14 1 A. D. Appleton Oakland

5 1 John W. Hohman Accident | 14 8 Charles B. Callis Crellin

13 1 Wakefield Ramsdell Kitzmiller j

HARFORD COUNTY

2 Marian J. Galbreath Delta, Pa. ■ 5 IS A. F. Galbreath Darlington

13 Edith G. Cole Street I

HOWARD COUNTY

1 1 (Mrs.) Ella J. Connor Elk Ridge j 6 1 Henry C. Hall Savage

5 2 Byron V. Cecil Clarksville |

KENT COUNTY

Edmund G. Coe Millington

Lelia N. Ware Massey

Helen C. Stradley Galena

Florence M. Jewell Betterton

5 3 J. Frank McBee Rock Hall

5 4 Alice D. Wood Rock Hall

4 1 Fannie E. Stuart Chestertown

MONTGOMERY COUNTY

Mary E. Oliphant Laytonsville ; 10

James W. White Darnestown

Ethel G. Van Hoessen Bethesda

Florence M. Barkesdale. .Chevy Chase
Louise Harris Germantown

Edna E. Hanke Potomac

John T. Baker Damascus

(Mrs.) Grace L. Ryan Kensington

J. Edwin Lodge Gaithersburg

(Mrs.) Stella Thomas Takoma Park

218

Annual Repijkt ok thi-: State Board of Education

Namf and Address

Namk and Address

PRINCE GEORGE'S COUNTY

Antoinette Matzu Laurel

Emma E. Burton Laurel

Alice McCullough Laurel

Roger I. Manning Brandywine

Edna Connick Bowie

H. M. Sturgis Hyattsville

Nellie Pumphrey Hyattsville

Mary Nalley Mt. Rainier

Emma E. Walker Capitol Heights

Margaret A. Hawkins. . . .Seat Pleasant
Caroline L. Tighe Laurel

QUEEN ANNE'S COUNTY

Mary Clough Church Hill

Gertrude Morgan Centreville

Leiia M. Walters Chester

Helen Porter Queenstown

Gertrude Price Winchester

ST. MARY'S COUNTY

3 Lettie M. Dent Oakley

SOMERSET COUNTY

3 3 Mary Lucille Tull Marion Station

6 2 Mary A. Long Upper Fairmount

7 2 O. B'. Landon Crisfield

9 1 Ada M. White Chance

12 1 Beatrice Nelson Crisfield

14 1 Elizabeth Anderson Deal's Island

TALBOT COUNTY

1 1 Carrie B. Smith Easton

1 G.S. (Mrs.) Annie M. Mason Easton

2 1 Addie M. Dean St. Michaels

3 2 M. Ella Smith Oxford

4 11 Bessy C. Matthews Cordova

5 4 Alexandria W. Mullikin Tilghman

WASHINGTON COUNTY

1 1 J. W. Eavey Sharpsburg 12 4 G. Harvey Sprecher Fair Play

Maude Wolfe Mangansville

Samuel E. Grove Buena Vista

G. W. McBride Hagerstown

F. D. Bell Hagerstown

1 Joseph A. Burkhart Chewsville

1 D. W. Albin Keedysvillc

1 Effie I. Long Downsville

H. L. Rinehart Hagerstown

Clara Bazell Hagerstown

Margaret E. Lakin Hancock

J. H. G. Seigman Greensburg

J. W. Kemp Rohrersville

Edward E. Wiegand Leitersburg

Sarah E. Iseminger Funkstown I 20

WICOMICO COUNTY

1 2 Roseanna Jones Mardela Springs

4 6 Thomas H. Truilt Pittsville

5 1 Ella L. Betts Salisbury

8 7 Pauline Nelson Fruitland

9 3 L. Cora Gilliss Salisbury

9 4 Alice Toadvine Salisbury

13 2 May C. Hill Salisbury

1 S 1 Gorman Mann Hebron

WORCESTER COUNTY

8 Ralph Dennis Ocean City

2 Mary E. HoUoway Newark I

Elizabeth Bishop Bishopville

Elizabeth Dale Whaleyville

Annual Report of the State Board of Education

219

TEACHERS OF THE COUNTIES

Name and Address

ALLEGANY COUNTY

Eliza Wright Eckhart

Hannah M. Struckman Oldtown,

R. F. D. 1.

James E. Winters Midland

Margaret Creighton Lonaconing

Winnie Norton Paw Paw, W.\'a.

Elizabeth Byrne Midland

T. T. Mann Belle Grove

Blanche Brinkman Belle Grove

Louise Jamison Cum.berland,

R. F. D. 2.

Margaret Ewing National

Maggie M. Twigg Oldtown

Lola Plummer Frostburg

Freda Helm Frostburg

Pearl Everline Corrigansville

Ada Lucas . . . .Cumberland, R. F. D. 1.

Florence Skelley Oldtown

Ruth Engle > Frostburg

Stella Geis Frostburg

Julia Hileman ■ Frostburg

Elsie Hill Cumberland

Mary M. Manley.i/f Midland

Catherine Robinette Gilpen

Harriette Llewellyn Frostburg

Esther Mullan Westernport

Alice R. Kenney Midland

Elizabeth Richardson Lonaconing

Mary E. Manley. Midland

O. B'. Boughton Cumberland

Christine Sellers Cumberland,

R. F. D. 4, Box 3i.

Sallie GifFen Cumberland

Mollie Copeland Cumberland

Manetta Straub Cumberland,

R. F. D. 1.

\'^irginia Neff Frostburg

Margaret F. Smith Cumberland

Louise Harrison Cumberland

Mary Grabenstein Cumberland

Nellie Cadden Ridgely, W. Va.

Helen ^L Allee Cumberland

Dorathea Matthaei Cumberland

Flossie Skidmore Frostburg

Helen Parker Frostburg

Loretto McGeady Midland

Nell Thomas Cumberland

A. Maye Hill Frostburg

Nellie Dreyer Cumberland

Ada Lewis Frostburg

Sue McKnight Cumberland

Mabel Burke Cumberland

Hazel K. Davis Cumberland

Florence Hensey Cumberland

Marie Walters Frostburg

Rosalie Storer Cumberland

F. C. Scott Cumberland

B. A. Noone Cumberland

Emma Everstine Cumberland

Blanche Snyder Cumberland

Maggie A. Rowe ....Cumberland

Lydia IL Deneen> Cumberland

Lela Taylor Cumberland

Martha Henckel Zihlman

Molly Bopst Cumberland

Katharine McNamara ....Cumberland

Alma Niedballa Cumberland

Ada Lee Linn Cumberland

Pearl Stevenson Lonaconing

Helen Kean Cumberland

Annie Ruge Frostburg

(Mrs.) M. J. Fleming Cumberland

Margaret E. R;illy Frostburg

Katherine F. Crowe Frostburg

Margaret S. Upham Cumberland

Rachel Anthony Cumberland

Katie M. Lippold Cumberland

Almira Boucher Cumberland

Sophia M. Deneen Cumberland

Phyllis Copeland Cumberland

Louise Llewellyn Frostburg

Louise Schlosstein Frostburg

Dorothy Purnell Frostburg

Ursula McGuire Midland

Esther Andrews Barton

Imogene Caudill Frostburg

(Mrs.) E. J. Welton... Alaska, W.Va.

(Mrs.) F. G. Hall Moscow Mills

Mary Hanna Westernport

Alberta Saunders Westernport

Isabel Durst Barton

Hazel Poland Westernport

Vera Chapman Midlothian

Pearl McDonaldson Barton

Ella Wallace Lonaconing

Nellie Dowling Westernport

Margaret Thomas Barton

Harriett Bradley Frostburg

Mary Poland Westernport

Janet Ayers Barton

William G. Fatkin Luke

Shirley Biggs Westernport

(Mrs.) Anna Butler. Piedmont, W.Va.
Jessie Riggleman Shaft

220

Annual Rkpokt ok the Statk lioAKu f;F }<jji;catk)N

Name and Address

o
fJ £ Name and Addbess

5 S

11
11

1
2

Marion Picken Lonaconing 15

Lovern Schombert Midland | IS

fjilbert C. Cooling Barton 15

Ilflcn Shaw Mcyersdalc, Pa. ; 15

Estelle Powell Frostburg 1 5

Martha McDonaldson Barton ; IS

Lillic M. Inskccp Barton 15

B. F. Birmingham Barton 1 5

Catherine Mowbray Gattens. .. .Barton 15

Mary Major Barton \ 1 5

Mary Donahey Pekin 16

Mary Longridge Barton j 16

Genevieve K. Cavan Lonaconing 16

Maud Mowbray Barton 17

Ethel J. Hyde Moscow Mills | 17

Agnes Stakem Midland 17

Janet Anderson Ocean ! 1 7

Ida M. Eichorn Lonaconing 17

Emma G. Bradley Lonaconing 18

Anna Morgan Lonaconing 18

Mary Walsh Lonaconing 18

Lizzie Meyers Lonaconing \ 18

Marie H. Morgan Lonaconing 18

Nora R. Geary Lonaconing 18

Cecilia A. Burns Midland ; 18

Louise W. Bell Lonaconing 18

Mollie Peel Lonaconing 19

Francis J. Todd Lonaconing 19

Margaret P. Orr Lonaconing 19

John A. Smith Frostburg 19

Agnes Hannon Frostburg 19

Katie M. Shri% er Frostburg j 19

Kathleen Crowe Frostburg ' 19

Martha E. Downton Zihlman 19

Mary J. Rank Frostburg i 19

Lula Seifarth Frostburg i 19

Lillie Wasmuth Frostburg j 19

Angela Brady Frostburg 20

Lillie G. Neff Frostburg 20

Winifred Green Frostburg t 20

Bessie Gehauf Frostburg ] 20

Loretta Hannon Frostburg ; 20

Lillie Aspinall Frostburg . 20

Orgie Hawkins Frostburg 21

Althea B. Hartig Frostburg I

Anna G. Elias Frostburg : 21

J. O. Kefauver Mt. Savage i

Anna Higgins Mt. Savage i 2 1

Gertrude O'TooIe Mt. Savage ; 21

Irene Condry Frostburg 22

Mary T. Witte Mt. Savage ' 22

Beulah M. Farrady Mt. Savage ', 22

Nell Fischer Frostburg | 22

Ruth O'Rourke Frostburg ' 22

Kathleen McDermitt Mt. Savage j 22

Agatha Witte Mt. Savage 1 22

Mabel Myers Frostburg ' 22

Nellie Powell Frostburg I 22

Agnes McGinn Lonaconing

Jessie B. Orr Lonaconing

Jessie B. Abbott Lonaconing

Bertha K. Connor Lonaconing

Jennie V. Dixon Lonaconing

Marion Richmond Lonaconing

Julia Quinn Midland

Elizabeth Love Lonaconing

Sarah E. Higgins Lonaconing

Margaret Sloan Lonaconing

Anna B. Reuschcl Cumberland

Ethel Joyce Midlothian

Bertha Lancaster Gilmore

Tena Barber Vale Summit

Dolores Scott Vale Summit

Eva Roach Frostburg

Loretta .Seifarth Frostburg

Katie Jack Eckhart

Bessie McKcnna Midland

Mary A. Manley Midland

Bessie L. Stakem Midland

Agatha V. Dorsey . . - Midland

John W. Hunt Frostburg

Annie A. Reilly Midland

Margaret Powers Frostburg

Esther Burns Midland

Carrie V. Haberlein Frostburg

Nellie R. Powell Frostburg

Estelle D. Williams Frostburg

Agnes Harvey Shaft

Mary E. Dougherty Frostburg

James E. Winter Midlothian

Edith Brain Midlothian

Agnes Ryan Ocean

Mary M. Stakem Midland

Elizabeth Adams Carlos

Anna Joyce Carlos

Charity I. Hartley Cumberland

Dora E. Richard Ellerslie

Elizabeth Miley Mont Alto, Pa.

Catherine D. Barncord. .Corrigansville

Pearl Pressman Frostburg

Nellie Ryan Frostburg

Thomas T. Johnson Cumberland

R. F. D. 2.

Nellie R. Miller Cumberland,

R. F. D. 2.

Margaret Hohing Lonaconing

Anna McGann Frostburg

Isabel Ireland Cumberland

Laura M. Young Cumberland

Rose Schmutz Cumberland

Mary I. Murphy Cumberland

Margaret Carroll Cumberland

Althea Fuller Cumberland

Belle L. Wilson Cumberland

Williet Houck Cumberland

Jessie F. Wliitc Cumberland

Annual Report of the State Board of Education

221

Name and Address

22 1 Cora E. Albright Cumberland

22 1 Marjr E. McMichael Cumberland

22 1 Alice Ward Cumberland

22 1 Isabel Kinnison Frostburg

22 2 Margaret I. Richmond. .. .Lonaconing

22 2 Margaret Hudson Cumberland

22 2 Catherine Flynn Cumberland

22 2 Ina Morgan Cumberland

22 2 Mary Laffey Cumberland

22 3 William B. Dicken Flintstone

22 4 Anna B. Manley Midland

22 S Agnes Carroll Cumberland

22 5 B'eulah Kelso Cumberland

22 5 Mildred Willison Cumberland

22 S Hazel Crupper Cumberland

23 1 Dorothy Hannon Frostburg

24 1 D. A. Boyle Eckhart

24 1 Kate Bannatyne Eckhart

24 1 Mattie Stap'eton Frostburg

24 1 Effie B. Thomas Frostburg

24 1 Mary Cronly Frostburg

24 1 Clara C. Blank Eckhart

24 2 Edith Kirby Price Frostburg

25 1 Ella C. Martin Pekin

27 1 Bee V. Reilly Midland

27 1 Jean Russell Midland

28 1 Kathleen Wolfe Frostburg

28 1 Aggie T. Davis Frostburg

28 1 C. T. Pendleton Frostburg

28 1 Nan Jeffries Frostburg

28 1 Alpha Garrett Frostburg

28 1 Nellie Raley Frostburg

28 1 Olive A. DeWitt Frostburg

28 1 Cordelia Williams Frostburg

28 1 Stella Hosken Frostburg

28 1 May Simons Frostburg

28 1 Nan McCulloh Frostburg

?8 1 L. Marie Smith Frostburg

28 1 Mabel Hitchi..s Frostburg

28 1 Grace H. Dando Frostburg

28 1 Ina K. Spitznas Frostburg

29 1 Marguerite G. Bowling. .. .Cumberland

29 1 Bertha G. Mathews Cumberland

29 1 Henrietta S. Pur. .ell Frostburg

ALLEGANY COUNTY HIGH SCHOOLS.

6 4 S. R. Gay Cumberland

6 4 Anne M. Luman Cumberland

6 4 Anna M. T. Webster Cumberland

6 4 Ethelyn Selby Cumberland

6 4 Ruth Maxwell Palmer. .. .Cumberland

6 4 P. B. Ruch Cumberland

6 4 Kathryn H. Walker Cumberland,

R. F. D. 1, Box 44 D.

6 4 Mary G. Walsh Cumberland

6 4 Margaret E. Morris Cumberland

6 4 Esther Foster Cumberland

6 4 Virginia W. Dixon Cumberland

6 4 Miriam Grossman Cumberland

6 4 Vera R. Parker Frostburg

6 4 Ervin J. Welton Alaska, W. Va.

WESTERNPORT.

8 1 O. H. B'ruce Westernport

8 1 Carrie Hepburn .... Piedmont, W. Va.

8 1 Anne Wagner Westernport

8 1 Florence McAlpine Lonaconing

8 1 Rev. S. H. Jewell Barton

BARTON.

9 1 Gilbert C. Cooling Barton

9 1 Helen Shaw Meyersdale, Pa.

9 1 Estelle Powell Frostburg

CENTRAL.

10 1 Arthur F. Smith Lonaconing

10 I Elizabeth Sonierville Lonaconing

10 1 Daisy Cline Lonaconing

10 1 Margaret Bell Lonaconing

10 1 W.S.Morris Lonaconing

10 1 Rhea Morgan Lonaconing

FROSTBURG.

28 1 S. Ross Gould Frostburg

28 1 Margaret Ewald Mt. Savage

28 1 S. M. Kanady Frostburg

28 1 M. Louise VanDyke Frostburg

28 1 Helen L. Griffith Frostburg

28 1 Katharine A. Porter Frostburg

28 1 M. Alice Kearsing Frostburg

28 1 Leslie W. Orr Lonaconing

28 1 Gertrude Kiley Hitchins. .. .Frostburg

28 1 Martha J. Thomas Frostburg

28 1 Rev. J. Luther Martin Frostburg

ANNE ARUNDEL COUNTY

1 Lula W. Hunt Galloways

2 Mary Biscoe West River

2 Mary Owens West River

4 R. Bradley Jones Davidsonville

4 Leah Fellows Davidsonville

5 M. Luckctt Iglehart Birdsville

6 Blanche Parrott South River

7 William Weber Mayo

7 Mildred Kolb Mayo

7 Corinne Alveey Mayo

8 R. Merle Leatherbury Edgewater

9 Elsie Meade Riverview

10 Elizabeth King Davidsonville

1 Emily Rawlings Annapolis

222

Annual Rkpokt of thk Statk I'oakd op" EiiUCATioN

Name and Address

Mabel Cott Annapolis

Lillian Worthington Annapolis

Amy Hopkins Gambrills

Nannie Linthicuin Gambrills

Nancy Hopkins Gambrills

Mahala Wilson Waterbury

Rebecca Parsons Millersville

Lillian Baker Annapolis

Mary Dorscy Annapolis

Agnes Lewis Lee Annapolis

Marie Gantt Annapolis

Ethel McCarty Annapolis

Audrey D. Shipley Annapolis

Elizabeth Harmon Annapolis

R. Magdalen Worthington. .Annapolis

Alice L. Carter West Anna

Estelle B'. Carter West Anna

jNIargaret B. Moss Annapolis

Emma Phipps Edgewater

(Mrs.) R. L. Merrick Annapolis

Carolyn Cawthorne Landsdov/ne

Sara Phelps Solley

Estelle Arnold Pasadena

Rhoda Hamilton Pasadena

Alice Disney Pasadena

Margaret Hamilton Pasadena

Jessie B. Suitt Boone

Madeline Overton Annapolis

Sadie H. Rice Arnolds

Florence Owens St. Margarets

Esther McCusker Annapolis

Anna A. Kolfa Arundel Cove

Elizabeth Vansant Annapolis

Anne Cloein Jessup

Elizabeth Clark Severn

Marie Biggs Annapolis Junction

Lillian Nowell Landsdowne

Adele Joyce Gambrills

Emil M. Weber Severn

Gertrude Hobach . . ,

Daisy Shipley

Nannie Lowman . . . .
Temperance Higgins

Helen Jones

Marguerite Turner ..
Margaret Reive

. .Odenton
. .Hanover
. .Odenton
.Gambrills
.Annapolis
.Gambrills
. .Odenton

Iva Jacobs Miller.
Lillian Donaldson

. .Odenton
.Annapolis

Myrtle D. Shackley.

(Mrs.) Lance

Edna Arnold

. . .Dorsey
. . .Dorsey
. Pasadena

5 5 Norman R. Eckard Brooklyn

5 5 Irma Cromwell Brooklyn

5 5 Naomi Hawkins Brooklyn

5 5 Elizabeth Hawkins Brooklyn

5 5 Clara McPherson Brooklyn

5 5 Sadie .Marshall Brooklyn

5 5 Mildred Ray Celia Brooklyn

5 5 Margaret Shipley Brooklyn

5 5 Ellen Tipton Brooklyn

5 5 Marguerite Price Brooklyn

5 5 Katherine Webster Brooklyn

5 5 Madge i.owrcy Brooklyn

5 7 Helen Harman Hanover

5 8 Jennie Hodges Curtis Bay

5 8 Wm. N. Crisp Curtis Bay

5 8 Helen Schimpf Curtis Bay

5 8 Genevieve Bohland Curtis Bay

5 8 Francis O'Connor Curtis Bay

5 8 Elizabeth Skalski Curtis Bay

5 8 Mattie Snyder Curtis Bay

5 8 Mignon Lerp Curtis Bay

5 8 Elizabeth Lehr Curtis Bay

5 8 Alma Bourke Curtis Bay

5 8 Mary Carr Curtis Bay

5 8 Delia Sutton Curtis Bay

5 8 Marjorie Merrick Curtis Bay

5 8 M. Bealle Merrick Curtis Bay

5 8 Carrie Gishel Curtis Bay

5 9 Sara Hodges 633 N. Calhoun St.

5 9 Ruth Hook 1327 N. Eden St.

5 10 Effie Murray.. 5001 Park Heights Ave.

5 10 Etta Benson Brooklyn

5 10 (Mrs.) H. L. Kelly, 217 E. Lafayette
Ave.

5 10

5 11 Georgetta Dawson Harmans

5 12 R. L. Cockran Glen Burnie

5 12 Ruth M. Bauer Glen Burnie

5 12 Ruth Parker Glen Burnie

5 12 Ida Van Fossen Glen Burnie

5 13 Maud Roberts 1608 Bo'ton St.

5 13 Ethel Cole Hanover

5 13 Zenia Slacum...530 N. Arlington Ave.

ANNAPOLIS GRAMMAR SCHOOL

6 G.S. Josephine Riordan Annapolis

6 G.S. Edith Childs Annapolis

6 G.S. Minnie Childs Annapolis

6 G.S. Miriam D. Snyder Annapolis

6 G.S. Ruth Feldmeyer Annapolis

6 G.S. Stella Callaghan Annapolis

6 G.S. Irene Harrington Annapolis

6 G.S. Helen Hunter Annapolis

6 G.S. Lucy Redmond Annapolis

6 G.S. Frances Rolnick Annapolis

6 G.S. Edith Woodward Annapolis

6 G.S. Dorothea Brewer Annapolis

Annual Report of the State Board of Education

233

Name and Address

G.S.

6 G.S.

G.S.

C.H.

C.II.

C.H.

C.H

Caroline Heintz Annapolis

Nellie M. Stevens Annapolis

Virginia Duke Annapolis

Nancy Ridout Annapolis

Marie Linthicum Annapolis

Mary Arnold Annapolis

Letitia Farrell Annapolis

Marion Duvall Annapolis

Katlierine Rockhold Annapolis

Ethel N. Andrews Shady Side

Mamie L. C. Bass Shady Side

Helen Dawson Shady Side

Frances Bennett Churchton

Maggie Glover Sudley

Mary Hawkins Nutwell

Mary Rockhold Friendship

Lina Proutt Friendship

Harriett Estep McKendree

8 Margaret Sherbert Greenock

9 Lenora Owens Greenock

10 Maggie Woodfield Bristol

11 Genevieve Jenkins Dea!e

11 Fannie O. Jenkins Deale

12 Rebecca Sansbury Fair Haven

ANNAPOLIS HIGH SCHOOL

H.S. Louise Linthicum Annapolis

H.S. Agnes Himmelheber Annapolis

H.S. Emily Hopkins Ananpolis

H.S. Clara B. Kent Annapolis

H.S. Anna K. Redmond Annapolis

H.S. Sarah Mason 2306 Guilford Ave.

H.S. Eleanor Ridout Annapolis,

R. F. D. Route A.
H.S. Helen M. Scheller Annapolis

BALTIMORE COUNTY

Minnie P. Gerwig Catonsville

L. May Smith Catonsville

Anna E. Schotta Catonsville

Maggie R. Molesworth Catonsville

Margaret E. Hoffman Catonsville,

Maud Sherwood 118 E. 24th St. I

Agnes J. Selby West Friendship ;

Dorothy B'endewald 12 N. Monroe I

Caroline R. Gambrill Ellicott City |

Laura B. Insley Bivalve

Florence E. Peddicord. . . .Ellicott City
Lillian Lafferty Ellicott City

Bessie G. Reinhold Woodlawn

Clinton H. Spurrier Hillsdale

(Mrs.) Emma Myers Read, 5412 Park

Heights Ave.

Helen M. Dalton Texas

Edith R. Powell Govans

Margaret A. Harney.. 3308 Elgin Ave.

Eva C. Bowen 3912 Alto Ave.

M. Gertrude Rhodes, 4809 Liberty

Heights Ave,

Josie M. Shea 2012 Barclay St.

Helen C. Thompson Towson

Margaret S. Gore Glyndon

Elaine Buxton, 4809 Liberty Heights

Ave.
Jean L. Yater...S19 Ravenswood Ave.
Miriam Clark, 4809 Liberty Heights

Ave.

Ora Burgess Howard Park

S. Augusta Brohawn, 1717 Harlem Ave.

Mary V. Kavanaugh Ellicott City

Leila Cairnes Catonsville

Anna E. Linsley Oella

Julia W. Jones Catonsville

Helen M. Thomas Woodlawn

M. Katherine Stanfield Roslyn

Dorothy E. Hemp Woodlawn

Marie L. Kemp Catonsville

Ruth E. Hemp Woodlawn

M. Thomasine Atherton Granite

Beulah Davis Roslyn

Susie C. McClure...4S Hay ward Ave.

Ethel A. Roop Westminster

Kitty G. Fite Roslyn

Ethel K. Atherton Granite

Clarissa M. Muth. .9 E. Lafayette Ave.

L. Beryl Owings Pikesville

Elizabeth Ogelsby. .4405 Belview Ave.
Alice M. Winand...lll8 N. Eutaw St.

Lillian M. Widerman Granite

A. Lue O'Dell Owings Mills

Lavinia C. Roop Westminster

Elsie Hanna Garrison

E. Florence Mallonee Pikesville

Emma L. Willson, 1517 Mt. Royal Ave.

Florence R. Hall Arlington

Charlotte S. Church.. 2004 St. Paul St.
Blanche J. McCubbin. .. .Owings Mills

Elkn H. Gray Reisterstown

Howard E. Jackson Arlington

Mary E. Holland 1608 Bolton St.

Rosa R. Wooters 251 Robert St.

Esther J. Shamberger, 2642 N. Calvert

Street.
Olive F. Boyd 132 W. 2Sth St.

22i

Annual Rkport of the State Board of Education

Name and Address

Name and Addkess

4 F.H,
4 F.H.
4 F.H,

4 F.H.
4 F.H.
4 F.H,
4 F.H,

4 7
4 7
4 7

(Mrs.) (irace Boycr Johnson, 701 N.

Carey St.

Ellen M. Doyle Arlington

May li. Appel. . . .20 E. Hayward Ave.

Roberta Porter 1603 McCulloh St.

Camille Chenoweth. . 1210 Linden Ave.
Gertrude E. Buckley. .Mt. Washington

Olivia O. Osborne Arlington

Leah C. Watts Pikcsville

Margaret M. Everist, 1016 N. Gilmor

Street.

Daisy L. Bbtts 1514 W. Fayette St.

Ellen M. Simmons Owings Mills

Edith M. Lippy Hampstead

N. Grace Clark, 200 E. Lafayette Ave.
J. Grace Shamberger, 2642 N. Calvert

Street.
Ruth E. Buckley Mt. Washington

E. Frances Kane Texas

Emily Ann Barnes Hamilton

Eleanor Shank, 5332 Park Heights Ave.
Grace M. Shank, 5332 Park Heights

Avenue.

Helen M. White 113 Wylie Ave.

Catherine J ickson. . . .717 Roland Ave.

Elaine C. Brown 1313 John St.

Edna L. Zink Lutherville

S. Jeannette Mays Glencoe

Mary V. Hendrickson.Mt. Washington
(Mrs.) Gertrude G. Mulheron, 2448

Maryland Ave.
Clara E. Smithson, 1333 W. Lafayette

Avenue.
Eleanor H. Thorpe, 2103 N. Charles St.

May G. Fallon 2030 Maryland Ave.

Anna Huffington, 511 N. Arlington

Avenue.
Florence L. Cassidy. . .Mt. Washington

Ella C. Lindsay Texas

Loulie T. Clarkson, 3045 Walbrook

Avenue.

F. Dorsey Ensor Fowblesburg

Grace L. Ingham Hampstead

Maude E. Fuss Reisterstown

Mattie E. Hipsley Owings Mills

Elizabeth Diggs Raspeburg

Emma K. Hanna Garrison

Myrtle S. Eckhardt Glyndon

(Mrs.) Louise Bland Goodwin. .Reis-.

terstown.

E. Pauline Smith .- . . . .Glyndon

Nellie M. Gorsuch Owings Mills

Etha M. Frantz Reisterstown

Etta I. Marshall Owings Mills

Preston H. Shaver Owings Mills

Edith A. Roach Reisterstown

(Mrs.) Hallie H. Carpenter. .. .Owings

Mills.

4 8 Joshua G. Boslcy, Jr Cockeysvillc

4 9 Edith Mercicr Glyndon

4 9 Emily G. Fowble Reisterstown

5 1 A. Pearl Ebaugh Uppcrco

5 2 Carroll H. Gorsuch Upperco

5 2 Grace A. Merryman Hampstead

5 3 E. Bennett Bowen Owings Mills

5 3 Edna M. Tracey Uppcrco

5 4 (Mrs.) Florence Donaldson Gorsuch,

Glencoe.

5 6 N. Frank Cofiell Upperco

5 7 Robert L. Davidson Upperco

5 8 Mabel D. Stifler Parkton

5 9 Mattie R. Shearer Millers

S 10 Eva A. Akehurst filencoe

5 11 (Mrs.) Nellie Saffell Hale Parkton

6 1 Claudia Bull Freeland

6 2 John H. Lehman Parkton

6 3 Edna B. Miller Freeland

6 4 Ozella G. Carr Freeland

6 5 Ethel V. Hunter Freeland

6 6 B'ertha M. Jordan Hamilton

6 7 Sybilla D. Kerl Freeland

6 8 Marion E. Dickmeyer Freeland

6 9 Joseph A. Fowler Freeland

7 1 (Mrs.) Jessie Van T. Markline, White

Hall.

7 2 A. Mabel Trout White Hall

7 3 Grace V. Carr Parkton

7 6 Gertrude S. Stabler Freeland

7 7 E. May Cross Parkton

7 8 M. Emma Moore White Hall

7 9 Nellie N. Ledley Bentley

7 9 Mary M. Allen Bentley

7 10 Caroline D. Henderson Monkton

7 n Martha E. Wineholt Parkton

7 12 Gertrude H. Gemmill. . .New Freedom,

Pa.

7 12 Harriett B. Price Phoenix

7 13 Margaret T. Feeney Texas

8 A.H. Daisy E. Foster Parkton

8 A.H. Bertha B. Bland. . .■: Sparks

8 3 Olga Royston Butler

8 4 H. Jeannette Wimsett Lutherville

8 5 A. Olivia Hershner Towson

8 5 Margaret K. Canavan Texas

8 6 John M. Quinn Texas

8 6 Katherine T. Moore Cockeysville

8 7 S. Cora Haile Cockeysville

8 7 Mary Evans Phoenix

8 8 Mary L. Hipsley Owings Mills

8 10 M. Ellen Logan Cockeysville

8 10 Anna E. Cockey Timonium

8 10 Anna G. Logan Cockeysville

8 10 A. Leister Zink Cockeysville

8 11 T. H. Crommer Cockeysville

8 11 Ella E. Connolly, 149 W. Lafayette

Avenue.

Annual Report of the State Board of Education

325

Name and Address

■8

Mary A. O'Conor 1119 Valley St.

Georgia L. Scott Darlington

J. Walter Turnbaugh Butler

Rachel Ensor Cockeysville

Cora E. Royston Phoenix

Edith E. Knsor Cockeysville

Katherine V. Logan Cockeysville

Madge DuH. Bowen Towson

Clara S. Dobbin, The Walbert, Balti-
more.
M. Edith Cross... 61 7 Dumbarton Ave.

Grace M. Balls Govans

Ida L. M. Held Towson

Florence Phipps Towson

Ida M. Fox 2222 N. Calvert St.

Emma K. Dunphy Towson

Louise E. Robinson Govans

Anna Cole 611 Montpelier St.

Harriett E. Beall Govans

Marion M. Knight 810 W. 36th St.

Anna M. A. Padian Towson

Katherine M. Tunney, 18 Wilton
Heights, Arlington.

Elizabeth W. Ceilings Towson

Harry C. Haile Govans

Olivia G. Harrison Govans ]

Louise R. Cross Govans

Ella V. Bowen Towson |

Esther Lamb Matthews Govans !

Addid M. Flayhart Towson

Sydney N. Free. 1940 W. Mulberry St. '

Marjorie R. Davis Govans i

Nora V. Boston 1904 Cecil Ave.

(Mrs.) Laura Phelps Todd, 2516 N. |
Calvert St. j

(Mrs.) Blanche S. Shargreen. .Govans

Lela M. Beatty Monkton

Frances Evans Phoenix i

Helen G. Tilghman. . 1308 Linden Ave.

Ella L. Smith 2528 Madison Ave. '

Georgia W. McDonnal Hamilton

Alice V. Browne.. 22 E. Mt. Vernon
Place.

A. Pearl Price Hamilton

Edna B. Hall 4701 Harford Road

Florence M. Hayward, 838 E. Preston
Street.

I May Bowers Lauraville

Katherine M. Tames Hamilton

Ethel A. W. Frank Hamilton

Lois M. Leary Hamilton

Helen W. Peck Hamilton

Lillian M. Jewell Hamilton

Hilda E. B'roemer Hamilton

H. Pearle Phelps Hamilton

Edith M. Carl Hamilton

Frances E. Tilghman, 1308 Linden Ave.
Evelyn M. Ditman Lauraville

9 5 Edith A. Smith. .2669 Edmondson Ave.

9 5 F. Lillian Rodenhi Hamilton

9 6 Thos. F. Mallonee Parkville

9 6 Sabina Fleming Parkville

9 6 Mildred J. Rodenhi Hamilton

9 6 Lora A. Finney Towson

9 6 Gladys Wilcox Hamilton

9 T.H. Mary J. Watson Towson

9 iT.H. Ernestine Chenoweth, 1210 Linden
Avenue.

9 T.H. Anna Pilson Towson

9 T.H. Lilla A. Conrey Towson

9 T.H. M. Cassie Ady Towson

9 Model M. Theresa Wiedefeld. .. .Hamilton

9 8 Geo. G. Barnes Towson

9 9 Elizabeth M. Barrett, 1622 N. Calvert
Street.

9 9 Helen M. Chalk Mt. Washington

9 10 Mary V. Phelps Riderwood

9 10 Helen Galloway Texas

10 1 Luella N. McComas White Hall

10 2 Gertrude Bosley Monkton

10 4 Ada Foard Hydes

1 0 4 Agnes Nau Phoenix

10 5 Margaret Baldwin Baldwin

10 9 Amanda Price Phoenix

10 10 Jennie E. Jessop, 54 Melvin Ave.,
Arlington.

10 10 Julia M. Moore Cockeysville

11 1

11 2 Stephen MuUer Upper Falls

11 2 Emily V. Quinlin Kingsville

1 1 3 Grace O. Wann Upper Falls

1 1 3 Lucy Burton Glen Arm

II 5 (Mrs.) Bessie Scarff Lee Glen Arm

11 7 Irene C. Bell Towson

11 7

1 1 8 Henrietta Fox Fullerton

11 8 Lulu S. Fox Fullerton

11 8 Alice Moore White Marsh

11 11 Bessie M. Foard Hydes

11 12 Annie M. Mohring Baldwin

11 13 M. Ruth Guyton Upper Falls

11 13 Louise Moon White Marsh

11 14 B. Marie Hartley Glen Arm

11 14 Eliza A. Burton Glen Arm

12 1 Robert Andrews 1603 McCulloh St.

12 1 Florence Martin 715 E. 33rd St.

12 1 Margaret L. Shaughnessy, 1433 Bol-
ton Street.

12 1 Cecelia R. Reilly..804 W. North Ave.

12 1 Katherine Leahy 3010 Elliott St.

12 1 Harriett Kerchoff 1318 S. First St.

12 1 A. Elizabeth Noppenberger, 437 E.

Lafayette Ave.
12 1 Annie C. Conner.. 1100 S. Clinton St.
12 1 Anna Shamberger.. 2642 N. Calvert St.
12 1 Leah A. Morgan... 1309 S. Clinton St.

226

Annual Report of the State Board of Education

Name and Address

Name and Addsess

12
12

2
2

Stella M. I'erkins 3050 I-'alls Koari

Marie Ilumbcrg. . . . 1216 S. Clinton St.
Carrie G. Richardson. . .Higlilandtown
Grace S. Bacon.. 2937 E. Baltimore St.
Annie E. Hilberg. .1531 W. Fayette St.

Florence Richardson Govans

Elizabeth Schofield. .823 N. Gilmor St.
Ada M. Andrew, 3305 Windsor Mill

Road.
Bcrnardina Corrigan, 1217 Madison

Avenue.
Mary G. Logue..4005 Edmondson Ave.

Mary E. O'Neill Timonium

Mary V. Moore... 3021 McElderry St.

Nannie M. Corrigan 1607 John St.

Fannie M. Lochary..ll26 Linden Ave.

Anna M. Barton 12 E. 22nd St.

Lillian M. Herrera, 1222 W. Lafayette

Avenue.

Freda Sigmund 3806 Foster Ave.

Erla I. Read Govans

Mary F. Coster, 1001 N. Arlington

Avenne.
Ida R. Magers, 1801 Poplar Grove St.

Eleanor Barron 233 S. East Ave.

Helen K. Starkey 3541 York Road

Katherine C. Erlmeier, 226 S. Third

Street.

Amelia L. Sweitzer 3507 Bank St.

Elizabeth K. Norris 1409 John St.

Margaret L. Hirschman, 1939 Harlem

Avenue.

Essie C. Roche Towson

Minnie R. Watson. . 1830 Harlem Ave.

Mary Rogers 403 Hamburg St.

Hilda E. Ortel 3404 Eastern Ave.

May C. Hanrathy 220 Richmond St.

Margaret I. Bell. 261 S. Highland Ave.
Annie J. Godfrey. Charles and 31st St.

Bessie K. Purvis Govans

H. Ethel Charles Orangeviile

Vivian C. Spann...ll03 S. Clinton St.
E. Irene Newton. ... 1410 Harlem Ave.
H. Pauline Stem.. 1101 W. Lanvale St.

Jennie E. Charles Orangeviile

Elizabeth Curran 2651 York Road

E. Loretta Codd 12 W. 24th St.

Lillian E. Grenzer.1402 E. Lanvale St.
Ann F. Dunn 309 Dolphin St.,

Hampton Court.

Iva M. Jenkins 3417 Elliott St.

Janet Bassett 3218 Fait Ave.

(Mrs.) Ethel Starkey Williamson, 3541

York Road.

Mary R. Turner Ilchester

Mabel M. Lakin 325 S. East Ave.

Emma C. Burbett. . . . 134 S. East Ave.

(Mrs.; Nellie S. Sappington, 3633

Greenmount Ave.

Viola Daws 1728 N. Fulton Ave.

Edith .M. WhiUkcr Mt. Washington

Lucille Growl. 3602 Windsor Mill Road

J. W. Kerr 4111 Belvieu Ave.

Annie B. Wecr....920 N. Fulton Ave.
Leila M. Whittington, 260 S. Highland

Ave.
Adele L. Bryan.. 220 3. Highland Ave.

Ethel S. Jenkins 917 S. Clinton St.

Frances E. Button.. 3239 Eastern Ave.

J. Clarence Francis Raspeburg

Anna E. Gray Sparrows Point

Eliza C. Merritt Colgate

Ella Stansbury Colgate

Townley R. Wolfe, 3913 Forest Park

Avenue.
Emma C. Monroe... 134 S. Bouldin St.
Carrie L. Stahl..221 S. Highland Ave.
Katherine T. Valentine, 216 Myrtle

Avenue.

Anna E. Purvis Govans

Marie S. Delaney. . . 1620 Harlem Ave.

Anna I. Ebaugh 114 E. 2Sth St.

Frances A. M. Erlmeier, 226 S. Third

Street.

Myrtle E. Groshans Raspeburg

Eva V. Sterling, 3233 E. Baltimore St.
Estelle H. Norman, 1008 N. Fulton

Avenue.

Helen JefTers Middle River

(Mrs.) Jeannette Simms Brack, 3712

Fernwood Ave.
Lucynda M. B. Greet, 1518 Eutaw

Place.

Olive L. Smith Towson

Alfredda E. Iglehart, 200 E. Lafayette

Avenue.

.^nna Lambert Colgate

Bessie Stevens Glen Arm

Mary V. Dorrett Colgate

Louise Malone 314 Ilchester Ave.

(Mrs.) Victoria H. Sheridan. ... Relay

Ethel M. Baldwin Elkridge

M. Katherine Gilmer Elkridge

Sophie Odensos Halethorpe

Anna M. Meehan 3658 Falls Road

Florence E. McCauley, 533 N. Calhoun

Street.

Rhona M. Gayleard Halethorpe

Edith N. Meek... 536 Poplar Grove St.

Monroe Mitchell Relay

(Mrs.) Evalyn Soper Roby, 2515 N.

Calvert St.

Grace E. Knell 4100 Kate Ave.

Margaret H. Buckley. .Mt. Washington
Sara L. Maguire Texai

Annual Report of the State Board of Education

227

Name and Address

13 4 Gertrude Stewart 1210 Linden Ave.

13 4 Ida E. Brown 1701 Guilford Ave.

13 4 Marguerite W. Hruska . . . Morrell Park

13 4 Marguerite E. Hammond, 112 W. Mul-
berry St.

13 4 Josephine R. Wellmore. .1415 John St.

13 4 Catherine E. Maguire..SOS E. 21st St.

13 5 Laura McClyment Arbutus

13 S Helen McClyment Arbutus

13 6 Ruth Jones Govans

13 6 Lillian F. Bond Halethorpe

13 7 Mary A. Cullen 31 Augusta Ave.

13 7 Augusta Astfalk Lansdowne

13 7 Hazel M. Patterson Lansdowne

13 7 Emma Ames Boettner.. 2920 Mosher St.

13 7 Inez R. MacLeod Lansdowne

13 7 Lula Schafer Violetville

13 7 Emily J. Brandenburg, 110 Augusta
Avenue.

13 8 Clay T. Joyce 2202 N. Calvert St.

13 8 Katharine Muhlbach, 109 N. Fulton

Avenue.

13 8 S. Leonora Haile, Lansdowne, English
Consul.

13 8 Bessie K. Stoddard Catonsville

13 8 Edith E. Harraan Hanover

13 8 Minna Hartman Violetville

13 9 Harriet Cockey Relay

13 10 Jennie A. Ruhl 306 E. Lanvale St.

13 10 Angela A. Wilson, 132 Mt. Royal Ave.

13 10 Eleanor Matthews Govans

13 10 L. Elizabeth Wooden, 1107 Edmondson
Avenue.

13 10

14 1 Georgia T. Hall Orangeville

14 1 Effie M. Ebaugh 2114 Callow Ave.

14 1 E. Katherine McMaster. .. .Orangeville

14 1 Mabel E. Maeser, 204 N. Patterson

Park Ave.

14 1 Irene V. Baer Raspeburg

14 1 Anna D. Travers, 1717 Poplar Grove

Street.

14 3 Nicholas H. Hope Raspeburg

14 3 Mary E. Bayne Towson

14 3 Ella G. German Towson

14 3 Sarah McK. Williams Raspeburg

14 3 Beatrice M. Jones. 1106 N. Strieker St.

14 3 Marie L. Harrison Overlea

14 3 Mary K. Evans Raspeburg

14 3 Ruth E. Groshans Raspeburg

14 3 Isabelle Lauterbach Roslyn

14 3 Edith Mann Hamilton

14 3 Myrtle S. Groshans Raspeburg

14 3 Marie M. B'ing Lauraville

14 3 (Mrs.) Arianna Blizzard, 617 Lennox

Street.

14 4 Margaret H. Smith Towson

3 4 4 Dora Will Govans

14 4 M. Virginia Hopkins Orangeville

14 5 Stella E. Brown, 1234 W. Lafayette

Avenue.
14 5 Estelle S. Walters... 1716 St. Paul St.
14 5 Ellen C. Wilhelm.. 1622 E. Federal St.
14 5 Celia Vandermast. . 1405 S. Clinton St.

14 5 Mary A. Grogan 1108 E. 20th St.

14 5 Edna L. Foard Hamilton

14 5 Mary E. Hawkins Jarrettsville

14 5 M. Blanche Chipman, 2320 Guilford

Avenue.

14 5 E. Heighe Hill 530 E. 22nd St.

14 5 Margaret Foard Rocks

14 6 Rose Gilbert Rossville

14 6 Mamie L. Peper Rossville

14 7 (Mrs.) Lucy J Atwill Rossville

14 7 Grace Lewis Raspeburg

15 S.P.H. Mabel B. Garrott Knoxville

IS S.P.H. Mary E. Simmons. . .Sparrows Point

IS S.P.H. Martha B. Lynch Sparrows Point

15 S.P.H. Mary C. Elliott.. 303 Harwood Ave.
15 S.P.H. Lillian M. Emory. .. Sparrows Point
15 S.P.H. (Mrs.)Clara A. Baldwin, 1529 Park

Avenue

IS S.P.H. Susie C. Pyle 1608 Harlem Ave.

IS S.P.H. Agnes S. Myers Sparrows Point

15 S.P.H. Addie Bell Robb Sparrows Point

15 S.P.H. H. E. Thompson Sparrows Point

15 S.P.H. Helen M. O'Rourke. . Sparrows Point

IS S.P.H. Alice M. Merritt Sparrows Point

15 2 SalHe J. Conner 1525 Eutaw Place

IS 2 Bessie B. Payne 2416 Barclay St.

15 3 Delia M. Renner Sparrows Point

IS 3 Ellen E. Huffington 3012 Baker St.

15 4 Helena Link 1313 W. North Ave.

15 4 Anna Mantz 1112 N. Eden St.

IS 4 Irma Kelm Govans

15 5 Alma Vandermast Rossville

15 5 Vilmina Weller Granite

15 6 Sarah Pielert Bengies

15 6 Mary E. Seling Raspeburg

15 7 Clara Jones Bengies

IS 7 Myrtle Edwards Bengies

1 S 8 Lillian M. Smith Chase

15 8 Ellen M. Vincent White Marsh

13 8

15 9 M. Elenora Corbin Loreley

1 S 9 Amelia C. Lantz Rossville

1 5 9 Elizabeth Thorn Rossville

15 10 Branford C. Gist Rossville

15 10 Eleanor Wright Baldwin

15 10 Louisa E. Smith, 4023 Philadelphia

Road.
IS 10 Annie C. Morgan 1707 St. Paul St.

KINDERGARTEN

12 1 Clara E. Trotton 1532 Linden Ave.

12 1 Ella M. Baxley 1221 Bolton St.

228

Annual Rkport of the State Board of Education

Name and Address

.Name a;.£j Amji-kss

12
12
12
15

12 2 Sarah E. Nowcll Phoenix

12 2 Alice McB. Rinehart, 125 W. Lafayette
Avenue.

Julia A. Moore 1327 E. Eager St.

Bessie Taylor 1204 N. Eden St.

Anna Lee Brown Govans

Henrietta M. Armstrong. .. .Sparrows
Point.

Mary D. Sherwood 118 E. 24th St.

Manual Training

D. Fred Shamberger 2835 St. Paul St.

C. J. McAulifTe 719 N. Calvert St.

(Mrs.) LoIIie Whitehead 1013 N. Calvert St.

Domestic Science

Katherine Braithwaite Catonsville

Lula N. Biddison Raspeburg

Marie L. Kraft 1809 Madison Ave.

Bertha Ide 100 N. Payson St.

Edith S. Gibson (Colored) .. 1501 Presstman St.
Ruth E. Wilkins (Colored), 1938 Druid Hill
Avenue.

HIGH SCHOOLS

CATONSVILLE

1 C.H. Mary O. Ebaugh..700 W. North Ave.

1 C.H. Johanna E. Stude Catonsville

1 C.H. Lillian M. Creighton Relay

1 C.H. Elinor N. Spicknall. .2102Rosedale Ct.
1 C.H. Emma J. Weyforth. .2329 Linden Ave.
1 C.H. Marion H Gross.. 141 S. Linwood Ave.

1 C.H. Hannah Scott Ellicott City

FRANKLIN

4 F.H. Addison J. Beane Reisterstown

4 F.H. E. Georgien Ewing Hillsdale

CALVERT

Mary E. Humphreys Cove Point

(Mrs.) Rosa E. Gray Lusby

(Mrs.) Ed. J. Sellers Sellers

Anna Lee Baldwin St. Leonard

(Mrs.) S. E. Parran Island Creek

Madeline T. Bond St. Leonard

M. Susie Magruder Solomons

Mazie D. Williams Solomons

Violet Oberry Solomons

Margaret Duke Broomes Island

Katherine Parran Island Creek

Etta C. Bond Olivet

S. Jennie Tongue Appeal

Ruth Ireland Bowens

Helen Gray Lowry

Mary B. Grahame Sunderland

Lyda E. Leitch Cedar Hill

Mary B'owen Willows

4 F.H. Aileen McKenney Glyndon

4 F.H. A. Marguerite Zouck. ... Reisterstown

4 F.H. Mollie F SaflFclI Reisterstown

4 F.H. Marcia L. Leach, 215 E. Lafayette
Avenue.

SPARKS AGRICULTURAL

8 A.H. William B. Kemp Sparks

8 A.H. Edna F. Schwartz. 520 N. Fulton Ave.
8 A.H. Eleanor Curley Monkton

8 A.H. Elsie S. Phelps Corbett

TOWSON

9 T.H. Arthur C. Crommer Towson

9 T.H. M. Jane Alford 4004 Roland Ave.

9 T.H. R. Louise Balls Govans

9 T.H. Agnes Bandel 102 W. 27th St.

9 T.H. Helen Coulter 2518 Maryland Ave.

9 T.H. Edna Rothhoiz 2108 Bolton St.

9 T.H. Ethel V. Fisher. . . .Idlewylde, Towson

9 T.H. Edyth Gorsuch 3028 St. Paul St.

9 T.H. Nannie Feast Towson

9 T.H. Elsie Lee Lewis Govans

9 T.H. C. May Townsend, 1605 W. Fayette

Street.
9 T.H. Margaret Smith.. 1218 N. Calvert St.
15 T.H. W. Ernest Wood.. 1600 N. Payson St.

SPARROWS POINT

15 S.P.H. Joseph Blair Sparrows Point

15 S.P.H. Caroline L. Ziegler, 2704 N. Charles

Street.
15 S.P.H. Frances M. Lynch, 2645 N. Charles

Street.
15 S.P.H. Ruth E. Kramer 319 E. 25th St.

COUNTY

2 6 (Mrs.) Cassie Bond Duke Prince

Frederick.
2 7 (Mrs.) Daisy Simmons Cox... Bowens

2 8 (Mrs.) Jack Dorsey Parran

2 9 (Mrs.) Effie H. Boyd Barstow

2 10 Ruth S. Williams Barstow

2 11 Lucy S. Williams. .. .Prince Frederick

2 12 (Mrs.) Virginia Skinner Dorsey,

Prince Frederick.

3 1 Lillian B. Soper Huntingtown

3 2 (Mrs.) Lois R. Watson. .. .Sunderland

3 3 Helen Birckhead Sunderland

3 4 Caroline M. Coster. .. .Lower Marlboro

3 5 Nellie A. Ward Paris

3 6 Rachel F. Gibson Chaneyville

3 6 !Mattie V. Hardesty Chaneyville

3 7 (Mrs.) James S. Jones Dunkirk

3 8 Grace E. Howes Dunkirk

3 9 Julia Plummer O wings

3 10 Marie M. Soper Huntingtown

Annual Report of the State Board of Education

229

Name and Address

CAROLINE county

1
1

Maud Hummer Marydel

(Mrs.) Nina Boyce Goldsboro

Mary Laird Ridgely

(Mrs.) Miriam Pendleton Ridgely

Olivia Coffin Henderson

Mabel Baker Federalsburg

(Mrs.) Olivia Roe Denton

Mildred Seward Ridgely

Grace Smith Marydel

Edna Carrow Greensboro

Lillie Doty Greensboro

Anna Richard Ridgely

Ethel Eveland Greensboro

Laura Cochrane Greensboro

(Mrs.) Mary Wooters. .. .Queen Anne

(Mrs.) Sallie Green Greensboro

Elise Roe Greensboro

Sadie Allen Denton

Bertha Shull Greensboro

Esther Meredith Greensboro

Mildred Norris Greensboro

Mary Clark Denton

(Mrs.) Mary Stafford Denton

Mary Raughley Denton

Lois Krabill Denton

Lulu Roe Denton

(Mrs.) Mary Rairigh Denton

Lucy Garey Denton

Laura Melvin Denton

Myrtle Dukes Denton

Lavinia Crouse Denton

Pauline Wiley Ridgely

(Mrs.) Corinne Thomas Hobbs

Cleone Cooper Denton

Hazel Davis Hobbs

(Mrs.) Alice Howard Hobbs

(Mrs.) Hallie Dehner Hickman

(Mrs.) Nettie Lord Preston

Elsie Bilbrough Goldsboro

Edith McMahan Federalsburg

Katharine Cox Preston

Ella Harrison Preston

Elizabeth Phillips Preston

Ruth Douglas Preston

(Mrs.) Hope Headley Ridgely

Clara Rumbold Preston

Emeline Bradley Preston

Henrietta McMahan Trappe

Elsie Reick Preston

Lelia Cox Federalsburg

May Thompson Federalsburg

Verda Graham Federalsburg

Lillian Cox Preston

Susan Quidort Federalsburg

Florence Funk Denton

5 2 Nettie Tribbett Federalsburg

5 4 Hilda Covey Federalsburg

5 5 Marguerite Wilson Federalsburg

6 2 (Mrs.) Josephine Blades. .. .Hillsboro

6 3 (Mrs.) Martha Clark Denton

6 4 Delia Wooters Hobbs

6 5 Susie Marvel Ridgely

Lydia Jones Millington

Isabel Swing Ridgely

7 4 (Mrs.) S. E. Parsons Oxford

7 4 Ethel Cade Ridgely

7 4 Viola Skinner Ridgely

7 4 Gertrude Morgan Denton

7 5 Blanche Laird Ridgely

8 2 Hazel Towers Federalsburg

8 4 Edna Lyden Federalsburg

8 5 (Mrs.) Mary Spicer Federalsburg

8 3 Hedwig Losch Henderson

8 6 Mina Horn Williamsburg

8 7 Anna Ross Federalsburg

8 8 Ruth Harper Federalsburg

HIGH SCHOOLS
CAROLINE

3 5 (Mrs.) E. E. Pippin Denton

3 5 Helen Roe Denton

3 5 Ivy Yeaworth, 6237 Bellona Ave.,

Baltimore.
3 S Eleanor Yeaworth, 6237 Bellona Ave.,

Baltimore.

3 5 Lola Willoughby, 20 Forrest View

Ave., Belmar.

PRESTON

4 S Thomas McCloud Ridgely

4 5 Esther Lednum Preston

4 5 Ruth Brown Federalsburg

4 5 Miriam Dennis Preston

FEDERALSBURG

5 1 A. C. Brower Federalsburg

5 1 Mary Davis Federalsburg

S 1 Sophia Kirwan Lloyds

5 1 Irene Roe Cordova

5 1 Sarah Merrick Trappe

RIDGELY

7 4 H. D. Evans Ridgely

7 4 Gladys Smith Ridgely

7 4 C. C. Troxell Ridgely

230

Annual Report of tiik State Board of Kdijcation

Name and Address

Name and Addbess

CARROLL COUNTY

Janu-s B. Call Tancytowii

Clara Ilockcnsniith Taneytown

Mabel Lambert Taneytown

(Mrs.) Sue Crapster Taneytown

Ruth Leinmon Taneytown

C. Elizabeth Crapster Taneytown

Harry Ecker Taneytown

G. May Fouke Taneytown

Helen ReindoUar Taneytown

Emma L. Reever Taneytown

Alma Shriner Taneytown

Mary A. Shaura Taneytown

Harry Feeser Taneytown

Daniel J. March Taneytown

Ella M. Lee Uniontown

Grace A. Wilson Uniontown

Bessie D. Mering Uniontown

Katherine Joyce Westminster

Vesta Zepp Westminster

Beryl Erb Westminster

M. Jane Ecker Union Bridge

A. Grace Fair Westminster

Nevin W. Grouse Westminster

Anna Nicht Westminster

W. M. Penn Westminster

(Mrs.) M. M. Wareheim. .Westminster

Margaret Cullen Westminster

Ephraim Wildasin Westminster

James J. Harner Westminster

L. Miraud Nusbaum Westminster

(Mrs.) Mary Bankert. .. .Westminster

(Mrs.) Stewart King Westminster

A. J. Bemiller Westminster

Thurman Brown Westminster

Merviu Harner Westminster

Raymond G. Merkle Westminster

Cora Lambert Westminster

N. E. Easier Hampstead

Nellie Lee Hampstead

Wm. W. Shamer Patapsco

Ruth Chew Patapsco

Estie Bosley Finksburg

Minnie Rankin Finksburg

I. A. Buckingham Finksburg

A. Olga Isaacs Finksburg

Mabel Albert Finksburg

(Mrs.) Chas. Wagner. .. .Westminster

Lewis A. Koontz Westminster

Rev. Noah Clough Westminster

Carrie Niner Westminster

Benjamin Wenger Patapsco

Edna Blizzard Westminster

(Mrs.) Wm. Shipley Sykesvillo,

R. F. D.

Claudine Burgoon Marriottsville

Alice K. licnnett Marriottsville

Esther Sixx Sykesville

Helen Etzlcr Sykesville

Pearl Garrity Sykesville

Louise Laccy Sykesville

Frankie Wetzell Hoods Mills

Ella l-'rizzcll Woodbine

Edna Hynes Westminster

Helen C. Webb Westminster

Wesley Barnes Sykesville

Lola Shipley Woodbine

Lilly Becraft Woodbine

(Mrs.) Basil Chaney Woodbine

Alice ^L Hancock Sykesville

Eva Knadler Sykesville

(Mrs.) C. M. Griffith Gaithers

Carrie Buckingham Finksburg

Maude Shauck Sykesville

Clara Powell Sykesville

Homer Bortner Manchester

Mary McCaffrey Manchester

Cecelia ^L Shower Manchester

Emma Cox Manchester

Carrie LaMotte Manchester

Luther Wentz Millers

Lola Allender Alesia

Florence Strevig Manchester

Theo. J. Myers Manchester

Robert Kuhns Manchester

C. J. Sauble Manchester

J. Albert Zepp Manchester

Winifred Masenheimer ...Manchester

.•\dda Trump Manchester

(Mrs.) Mae Gettier Manchester

S. J. Hoffacker Manchester

Edith Crumrine Westminster

H. T. Wentz Lineboro

Almira Utz Westminster

Margaret Lockard Westminster

Emory Ebaugh Westminster

Marie Webster Westminster

Alma McCaffrey Westminster

Mae Williams W'estminster

Rachel Buckingham Westminster

Mary Weagley Westminster

Jessie Matthews Westminster

Evelyn Rinker Westminster

Hattie Willet Westminster

Mary Royer Westminster

Ethel Manahan Westminster

Lottie Moore Westminster

Carrie Panebaker Westminster

Annual Report of the State Board of Education

231

Name and Address

9
10
11
12

9
10
11

Emma M. Bixler Westminster

Dorothy Harmon Westminster

Reba Erb Westminster

Delia Myers Westminster

J. H. T. Ehrha-t Westminster

Ruth K. Walsh Westminster

Mary Reinecke Westminster

Bessie Beaver Westminster

(Mrs.) Mary B. Fowble. .Westminster
Emma M. Caple Harapstead

Emma Richards Hampstead

Joseph Hurst Hampstead

Mary Whitmore Hampstead

Rebecca DeMotte Hampstead

Harvey T. Rill Hampstead

Fannie Shower Hampstead

Miriam Bergman Hampstead

L. Naomi Derr Hampstead

Mary H. Stansbury Hampstead

T. W. Buckman Hampstead

Mary Lee Hampstead

Anna Ridgely Tannery

Rev. Geo. Dougherty Hampstead

Myrle Miller Greenmount

Lettie Ncudecker Westminster

Nora B. Haines Westminster

Mae Farver Westminster

Esther I. Hooper New Windsor

Lillian H. Trayer New Windsor

(Mrs.) Flavia Wagner. .. .Westminster

Jacob Farver Westminster

Annie E. Lewis Union Bridge

Carrie Harbaugh Middleburg

Clara Devilbiss Middleburg

Cora Sappington Keymar

Mary Newman Detour

Miriam Jones Taneytown

Hanna M. Shunk New Windsor

S. Edna Wilson New Windsor

Ivy Fowler New Windsor

Nena Roser New Windsor

\'era Fowler New Windsor

Evelyn Bond New Windsor

Thelma Miller New Windsor

Emma Ecker New Windsor

11 8

CECIL COUNTY

Mabel Conner Earleville

Alverda Ferguson Earleville

F^lla Cannan Ocilton

Mary Emily Clark Cecilton

Bessie Davis Cecilton

Ada Davis Cecilton

Arrie McCoy Cecilton

Anna M. Barnes Westminster

Rev. E. M. Riddle Linwood

Arminta Murray Union Bridge

Verna Ort Union Bridge

Estella Lutz Union Bridge

Cleo H. Pittenger Union Bridge

Jos. Langdon Union Bridge

Ruth Klein Union Bridge

(Mrs.) Mary Smith Mt. Airy

Addie F. Spurrier Mt. Airy

Hazel Clcary Mt. Airy

Alice Selby Mt. Airy

Edna Devilbiss Mt. Airy

Olive J. Mount Mt. Airy

Naomi Day Mt. Airy

HIGH SCHOOLS

WESTMINSTER

W. H. Davis Westminster

Geo. F. Morelock Westminster

Dorothy McDaniel Westminster

M. Katherine Fiscel Westminster

Florence H. Mason Westminster

Winona Greiman Westminster

S. P. Kaltrider Westminster

Margaret Bream Westminster

Ruth M. Noll Westminster

Ida Lockard Westminster

MT. AIRY

J. Keller Smith Mt. Airy

Elizabeth Dawson Mt. Airy

Alma Wathen Mt. Airy

Eleanor Albaugh Mt. Airy

TANEYTOWN

J. L. Hunsberger Taneytown

Nellie Royer Taneytown

UNION BRIDGE

A. F. Collett Union Bridge

Maude Wenger Union Bridge

(Mrs.) Ellen Long Crapster, Union

Bridge.
E. Pauline Derr Union Bridge

SYKESVILLE
Adda M. Cummings Sykesville

Stella M. Bishop Warwick

Marie Price Earleville

Grace B'urris Cecilton

Olive Oldham Earleville

Josephine Stearns. . .Middletown, Del.

R. D. 2.
Emma May Haller. . .Chesapeake City,

R. D.

232

Annual Report of the State Board of Education

Name and Address

2 4 Gertrude Manlove ... Chesapeake City,
U. D. 1.

?■ 5 (iuy Jolinson Chesapeake City

2 5 Katie Loveless Chesapeake City

2 5 Mary C. 11. Walters. .Chesapeake City

2 S Emma Willis Chesapeake City

2 S Sadie T. Nicoll Chesapeake City

2 S Linda .Anderson Chesapeake City

2 6 (Mrs.) Leila Thornton Moycr. Klkton,

R. D. 2.

3 1 Klla Maloney Elkton, R. D.

3 2 Flora Marshbank Elkton

3 3 Edwin B. Focklcr Elkton

3 3 Harriet Evans Elkton

3 3 Bessie Squier Port Deposit

3 3 Margaret Hartnett Elkton

3 3 Ethel Hopkins Elkton

3 4 W. B. Dupuy Childs, R. D.

3 5 Bertha Miller Davis Elkxon, R. D. 4

3 7 Joseph Miller Moore Childs, R. D.

3 8 Flora Davis Elkton

3 9 Elizabeth Warburton North East,

R. D. 2.

3 10

3 11 Addie C. Ford Elkton

3 1 1 Mary L. Budd Elkton

3 1 1 Hannah C. Hartnett Elkton

3 1 1 Cora L. Pippin Elkton

3 11 J. Edna Ray Talmadge Elkton

3 12 Lizzie F. Wells Elkton

3 12 Grace C. Wells Elkton

4 1 Emma B. Jaquette Cherry Hill

4 1 Mary Evans Harlan Cherry Hill

4 2 Mary E. Conner Elkton, R. D. 3.

4 2 Isabel A. Scott Childs, R. D.

4 2 Mary L. Worth Elkton, R. D. 3.

4 3 Edith A. Robinson Elkton, R. D. 3.

4 4 Ida Kimble Newark. Del., R. D. 2.

4 5 M. Helen Scott Childs, R. D. 1.

4 5 Charlotte Cann Lewisville, Pa.

4 5 Charlotte McAllister Elkton, R. D.

4 6 Elva Blackson Elkton, R. D. 5.

4 7 Ella Reynolds Elkton, R. D. 3.

4 8 Ella Cann Lewisville, Pa.

4 9 Sara Ewing

4 10

4 1 1 Elizabeth Mackey Cherry Hill

5 1 Helen Emily Mclntire North East,

R. D.

5 2 Walter G. Barlow North East

S 3 Elsie Howland Elkton, R. D. 1.

5 4 Sadie Cavanaiigh Elkton, R. D. 1.

5 5 J. Marshall Thompson North East

5 5 Reba Buckley North East

5 5 Delphia Hunt North East

S 5 Ruth McCracken North East

9 6

9 7

Frances M. Cleaves Elkton

Mary firatton PJkton

(.Mrs.) Mabel Knotts

Edna Miller North East, R. IJ. 1.

Violet Jonts North East, R. D. L

Sarah Miller North East, R. D. 1.

Blanche Ford Port Deposit, R. D.

Hilcn Thompson . . . Rising Sun, R. D.

Anna Logan North East, R. D.

Bessie Wingate Charlestown

Louise McDowell

Virginia Maxwell .. Port Deposit, R. D.

Elsie Rea Port Deposit, R. D.

Elnora Martindale Colora

W. G. Koons

Lidie Stewart Rising Sun

Mabel E. Barber Rising Sun

Ethel Hall

.Ada Johnson Rising Sun, R. D. 3.

Abbie Shaub Rising Sun, R. D.

Bertha Astle Colora

Elizabeth J. Brown Liberty Grove

Elsie Hill Colora

Roberta J. Graham Colora

(.Mrs.) D. T. .Stump. Principio Furnace
Debbie A. Jackson. ..Principio Furnace

Theodore W. Currier Perryville

Hannah C. Whitelock Aiken

Anna B. Gehr Perryville

Caroline W. Stump Perryville

Ethel Taylor Aiken

Edna Cleaves Elkton

Priscilla M. Ross Perryville

Edith A. Spear

(Mrs.) L. G. White Port Deposit

S. Elizabeth Tyson Port Deposit

R. D. 1.

W. N. Sherwood Rowlandville

Blanche M. Hill. . .Rising Sun, R. D. 3

Jessie Bruce Conowingo, R. D. 1

R. J. S. Bullock. .Rowlandville, R. D. 1

M. A. E. Phillips Conowingo

(Mrs.) Ruth A. Haddock. .North East,

R. D. 1.

Ruth Murray North East, R. D. 1

Alfred B. McVey.. North East, R. D. 1

Lera White Rising Sun, R. D. 2

Grace Martindell .... Nottingham, Pa.,

R. D.
(Mrs.) Goodwin Terry. .. .Rising Sun,

R. D.

Bessie Guthrie Rising Sun

Esther Martindell . .Nottingham, Pa.,

R. D.
Edith Reynolds .. .North East, R. D. a

Annual Report of the State Board of Education

233

Name and Addkess

Name and Address

CECIL county

HIGH schools

cecilton

4 Mary Emily Clark Cecilton

4 Frances Griffith Cecilton

CALVERT AGRICULTURAL

3 Alfred B. McVey North East

R. D. No. 1.

3 Helen L. Teeple Rising Sun

3 Edmund Burk North East

R. D. No. 2.

CECIL COUNTY

3 Edwin B. Fockler Elkton

3 To be supplied.

3 Katherine M. Bratton Elkton

3 To be supplied.

3 Henrietta Booth Elkton

CHESAPEAKE CITY

Guy Johnson Chesapeake City

CHARLES COUNTY

Ruth B. Mills Chesapeake City

Hilda Ostrom Chesapeake City

NORTH EAST

J. Marshall Thompson North East

Emily Moore North East

Elizabeth Brainard North East

PERRYVILLE

Theodore W. Currier Perry ville

(Mrs.) Elizabeth Currier.. .Perry ville

COMMERCIAL HIGH SCHOOL

Chesapeake City — Mrs. Adelaide Clayton Rosen,

Chesapeake City.
Flkton — To be supplied.

DOMESTIC SCIENCE AND ART

Elkton and Cliesapeake City — Miss Mary E.

Hershey.
North East and Calvert — Miss Blanche Lydia

Prentice.

(Mrs.) A. L. Hanson ... .Port Tobacco

Dorothy Burdett La Plata

Janie Bowie La Plata

Ethel Cochrane La Plata

Pearl Albrittain Bel Alton

Principal's place vacant.
Not ill existence.

E. Louise Ilaislip Welcome

(Mrs.) Jessie F. Rison Rison

(Srace E. Rison Rison

Mary Kemp Welcome

George E. Medley Mason Springs

Mabel A. Delozier Marbury

Agnes L. Adams Marbury

Sadie Gray Nanjemoy

Effie Gray Nanjemoy

Maggie B. Dowlin Cross Roads

Birdie C. Garner Chicaniauxch

Lucille Speake Grayton

(Mrs.) Edna Millar Ironside

Marguerite Posey Faulkner

Mae Canter Newport

Lucy Cough Wicomico

Edna M. Dyson Du Bois

Mattie K. Clements Wicomico

Annie St. Clair Dentsville

(Mrs.) May E. Thompson. .. .Newport

Mary E. Simpson Newburg

Annie M. Harrison Issue

John R. Cooksey Mt. Victoria

Marie Frere Tompkinsville

Thomas M. Carpenter Newburg

Honora Rice Rock Point

M. Lucille Cox Pomfret

Margaret Cochrane La Plata

(Mrs.) Namoe Richmond ....Waldorf

(Mrs.) J. H. Adams Waldorf

Katherine Smythe Waldorf

Annie Adams Billingsley

Alma L. Atkins La Plata

C. Alene B'urch Bryantown

(Mrs.) Laura D. Hungerford, Marshall

Hall.
(Mrs.) T. Canfield Jenkins. Pomonkey

M. R. Stone La Plata

(Mrs.) G. M. Gardiner. .. Indian Head

(Mrs.) R. S. Ma.xwell Indian Head

(Mrs.) Medora Silver .. .Indian Head
(Mrs.) Lucy T. Waller.. .Indian Head

Eunice Burdett Bryans Road

Nannie Truman Chapman. .Sprfng Hill

Louise Albritain La Plata

Mary L. Gardiner Waldorf

(Mrs.) J. T. Mudd Gallant Green

Eva Ruth Martin Hughesville

Amy L. Cooksey Dentsville

Grace M. Canter Hughesville

Eva Chappelear Hughesville

(Mrs.) Helen C. Hughes Benedict

Myrtle Appell Benedict

Maria Canter Hughesville

234

Annual Report of the State Board of Education

Name and Address

Name and Addsess

DORCHKSTER COUNTY

Winifred Brinsfield . . . .FcdcraUburg,
R. D.

M. L. Dodd Rhodcsdale, R. D.

Vivian VVhcatley . . .Rliodesdale, R. D.

Sadie Mills Rhodcsdale, R. D.

Anna Owens Oak Grove, Del.

Louise Mann Rhodcsdale, R. D.

Mary Hucmmer Galestown

(Mrs.) Hattie Hastings. .. .Galestown
Nancy LeCompte. .Federalsburg, R. D.

Georgia Bloxoin E. N. Market

Nellie Whcatley E. N. Market

Jean Farguharson E. N. Market

(Mrs.) Sue Creighton. . .E. N. Market

Margaret Hurley Secretary

B. W. Holland Secretary

(Mrs.) Cora Murphy Secretary

Carrie Howard Secretary

Ruby Meredith E.N. Market

Lavada Hackett Rhodcsdale

J. W. Geoghegan Vienna

Maud McAllister Vienna

Nellie Percy X'icnna

Margaret Sellers Vienna

Myrtle Short Reid's Grove

Emma Mills Vienna

(Mrs.) Estelle Hackett Vienna

Ruth Rhodes

Lucille Dunnock Taylor's Island

Mary Jones Taylor's Island

Naomi ToUcy Golden Hill

Martena Shenton Golden Hill

Julian Willey Golden Hill

Flossie Whcatley Lakesville

Brady Todd Wingatc

Blanche Kirwan Wingatc

E. A. Coughlin Crapo

(Mrs.) .Mice Bramble Crapo

Marguerite Kirwan Crapo

Edith Todd Robbins

Olie Foxwell Crapo

Viola Pollitt Fishing Creek

Maud Mills Fishing Creek

(Mrs.) Myrtle Adams ... Fishing Creek

Roxa Meekins Fishing Creek

Celia Ruark Applegarth

(Mrs.) Mattie Phillips. .Fishing Creek

Ernest Wiley Fishing Creek

Georgia Wallace Fishing Creek

Lillian Creighton Fishing Creek

Aurclia Dashiell Cambridge

9
9
9
9
10
10
10
10
10

10
10
10
10
10
11
11
11
11
12
12
12
13
13
14
14
14

1 Blanche Vincent Cambridge

1 Emma Ralph Cambridge

1 Ellen Dashiell Cambridge

2 (Mrs.) Willie Martin Cambridge

2 Mary Byrn Cambridge

2 Sallie Dail Cambridge

2 Jennie Jackson Cambridge

2 Susie Ilurlock Cambridge

2 Lillian Jones Cambridge

2 Alice Marshall Cambridge

3 Nannie LeCompte Cambridge

3 Anna Musselman Cambridge

3 Agnes Collins Cambridge

4 Blanche Matthews Cambridge

4 Fannie Matthews Cambridge

4 Nannie Corner Cambridge

4 (Mrs.) Annie Taitt Cambridge

4 Willie Pritchett Cambridge

4 Evelyn Johnson Cambridge

4 Sadie Wall Cambridge

4 Nellie Medley Cambridge

7 Mary Brannock Cambridge, R. D.

1 Sarah Jones Cornersville

2 Thelma Holland Hill's Point

3 Elsie Haller James

4 Jennie Slacum Wrights

5 Bessie Tv.illey Lloyds

6 Mary Moore Thomas

1 Thelma Marvel Church Creek

2 Barbara Castens Woolford

3 Gladys Haring Church Creek

4 Willie Brannock ... .Cambridge, R. D.

1 Leah Moore Crocheron

,1 (Mrs.) Mary Robinson. .Bishop's Head

2 Ruby Kirwan Crapo

2 Stella Insley Toddville

3 (Mrs.) Inez McGlaughlin Bishop's

Head

5 (Mrs.) Blanche M. Insley Crapo

5 Beulah P. Elliott Wingate

6 Alta Robinson Bishop's Head

1 Mattie McCready Vienna

3 Catherine Oliphant Vienna

1
2
3
1

Louise Stephens Williamsburg

Bessie Collins Williamsburg

Mary Collins Williamsburg

Margaret L. Boston Airey, R. D.

Imogene Seward . . . .Cambridge, R. D.

Isabelle Goslin Linkwood

Hortense Meredith Cambridge

Lillian McBride Airey

Annual Report of the State Board of Education

235

Name and Address

Nellie Smith Cambridge, R. D.

Delia Horseman E. N. Market

Susie Collins Hurlock

Hilda Harper Hurlock

Myrtle Stack Hurlock

Elizabeth Jump Hurlock

Rosalie Boston Hurlock

Mildred Hastings Hurlock

Annette Twilley Hurlock

Irene Pitts Hurlock

Lulu Stapelforte Madison

(Mrs.) Alonzo Travers Salem

(Mrs.) Lloyd Hurst Vienna

Jessie Dail Salem

C. W. Robinson Elliott

FREDERICK

Carrie Stup Adanistown

Margaret Dronenburg . . .Buckeystown

Minnie Kellar Buckeystown

Elmira Renn Frederick

Nellie Sigafoose Point of Rocks

Bettie A. Specht Point of Rocks |

Cora Fry Point of Rocks

Daisy Darner Doubs

Clara I. Pettingal Doubs

Edith o. Thomas Adamstown

Mary Bell Adamstown

Charlotte Mohler Lime Kiln

Olive Grove Frederick

George Miller Frederick

Hal Lee T. Ott Frederick

Ida N. Rcinhart Frederick

Grace S Martz Frederick

S. Price Young Frederick

Alvida DeLashrautt Frederick

Charlotte Motter Frederick

Marion K. Green Frederick

Beulah D. Moberly Frederick

Irma V. Biggs Frederick

Kate I. Shank Frederick

Mary Culler Frederick

Louise Swartz Frederick

Pauline Gilbert Frederick

Chester G. Clem Frederick

Mary H. Burger Frederick

Margaret E. Duvall Frederick

Hattie S. Bell Frederick

Edith Miller Frederick

Sadie C. Hahn Frederick

Katie A. Zeigler Frederick

Leota H. Roberts Frederick

Bertha Trundle Frederick

Charlotte DeLashmutt Frederick

Minnie Cookerly Frederick

Edith M. Miller Frederick

HIGH SCHOOLS
CAMBRIDGE

7 1 E. C. Scitz Cambridge

7 1 L. C. Marshall Cambridge

7 1 A. L. Farver Cambridge

7 1 Nellie Christopher Cambridge

7 1 Anna Collins Cambridge

7 1 Nita P. Perry Cambridge

7 1 Elizabeth Mundy Cambridge

7 1 Bessie Bradshaw Cambridge

7 1 Bertha Robinson Cambridge

HURLOCK

IS 1 O. Perry Simmons Hurlock

15 1 P. E. Houseworth Hurlock

15 1 Mattie Zutavern Hurlock

15 1 Lois Bloxom Hurlock

COUNTY

2 5 Mary J. ShufF Frederick

2 5 Nellie M. Mateny Frederick

2 5 Edna M. Schaeffer Frede*-ick

2 5 Anna \V. Simmons Frederick

2 5 E. Louise James Frederick

2 5 (Mrs.) P. T. Kuhn Frederick

2 5 Nellie E. Blentlinger Frederick

2 "5 Elizabeth Goldsborough ....Frederick

2 5 Grace H. Sponseller Frederick

2 5 (Mrs.) George Holt Frederick

2 8 Louise C. Blum Frederick

2 8 Helen G. Staufifer Frederick

2 8 Elsie K. Engle Frederick

2 8 Helen Briscoe Frederick

2 8 Dorothy Cramer Frederick

3 1 Robert J. Ridgley Myersville

3 2 Orpha Kefauver Middletown

3 3 Edna Lighter Middletown

3 3 Janet Cowling Middletown

3 3 Ruth Dean Middletown

3 3 Naomi Ifert Middletown

3 4 Oara M. Wiles Middletown

3 5 William E. Bowlus Middletown

3 6 Edith Lighter Middletown

3 7 Edna Fulmer Middletown

3 8 A. L. Beachley Middletown

3 9 Edith L. Fink Middletown

3 10 Myrie Kepler Middletown

4 1 Emma I. Long Rocky Ridge

4 2 Littleton C. Fox Thurmont

4 2 Bessie M. Bell Thurmont

4 4 B. Lucy Adelsberger Thurmont

4 5 Anna M. Rowe Emmitsburg

5 2 Carrie Rowe Emmitsburg

5 3 Elizabeth Horner Emmitsburg

5 3 Madeline Frailey Emmitsburg

5 3 Rosebelle Biser Emmitsburg

5 3 Eva Rowe Emmitsburg

5 4 Theodosia Mae Seiss Rocky Ridge

230

Annual Report of the State Board of Education

Name and Addbess

Name and Address

Lottie S. I'lylcr I'.iiimitsbiirg

Emma ICsttlle Ilouck Rocky Rid(,'c

Pauline Baker Eiiiiiiitsbiirg

Mary C. Weigand Emiiiitsbiirg

Dorothy Pryor Emmitslnirg

Rooklyn Pryor Emmitsburg

W. D. L. Harne Smithsburg

Charles L. Leatherman. . . . Smitiisburg

Kelva R. Stottlemyer Smithsburg

Rae Morgan Smithsburg

Mary C. Routzahn Smithsburg

C. N. Frushour Smithsburg

Columbus Iloupt Myersville

L. Burlil Dubcl Myersville

EtlicI Lewis Myersville

Marshall H. Leatherman. .. Myersville
G. Pearl Thomas. .. Frederick Junction
Mary Molcsworth . . Frederick Junction

Florence Green Monrovia

Mary E. England . .Frederick Junction
Helen E. Wolfe. . . . Frederick Junction
C. C. Livingston. . .Frederick Junction

Elvira Pearre Frederick Junction

\\'allace R. Beall Libertytown

Gertrude Updegraff Libertytown

Rose T. Yingling Libertytown

Nettie M. Miller Libertytown

Violet Beall Libertytown

Ruby Z. O. Welker Libertytown

Helen A. Walker New Market

Katharine Nusbaum Frederick

Blanche Howard New Market

Blanche Spurrier New Market

(Mrs.) Olive Sponseller. .J'Jew Market

Nelle Hargett New Market

Clara V. Smith Ijamsville

(Mrs.) Estelle Watkins Monrovia

Mary Hogarth Monrovia

Harriet Smith Monrovia

Nettie F. Jones New Market

Anna Knott New Market

Maude M. Miller Frederick

George W. Manahan Sabillasville

Elva R. Cheezum Sabillasville

Nellie K. Gray Lantz

Mary S. Palmer ...Smithsburg

George O. Poffinberger Lantz

M. J. Palmer Cascade

Hilda M. Martz Ladiesburg

Adam Roser Woodsboro

George L. Etzlcr Legore

Olive Bowlus Woodsboro

Mae I. Dorcus Woodsboro

Ethel Fogle Woodsboro

Clara L Favorite Woodsboro

Fannie Zentz Woodsboro

Kate Murphy New Midway

2 2 Ruth K. L. Fcrrcll Knoxville

2 3 Emily A. Garrett Knoxville

2 3 Esther Uttcrtack Knoxville

2 4 Lcona Whitter Knoxville

3 1 Helen Dudrow Mt. Pleasant

3 2 (Mrs.) Chloe C. Hamilton, New Market

3 3 Edith Sigmund New Market

3 4 Eva M. Thomas Frederick

4 1 Helen Rice Jefferson

4 2 Margaret G. Rodrick Jefferson

4 2 Mary Bcachley Jefferson

4 2 Eva Doty Jefferson

4 2 Mary Slagle Jefferson

4 3 Helen Cochran Jefferson

4 4 Roberta Lewis Jefferson

5 1 Marie A. Eyler Thurmont

5 1 Catherine Albaugh Thurmont

5 2 L. D. Crawford Thurmont

S 2 Nora M. Loy Thurmont

5 2 M. Grace Henshaw Thurmont

S 2 Mary Firor Thurmont

5 2 Anna Jones Thurmont

5 2 Linnie McGuigan Thurmont

5 2 Edna M. Engle Thurmont

5 3 O. Ruth Eyler Rocky Ridge

5 5 Ada Favorite Thurmont

5 6 Charles L. Munshour Thurmont

5 7 Howard Bussard Thurmont

5 7 Lillian Kelly Thurmont

5 8 Edith Mae Brown Thurmont

6 1 Emmert Stottlemyer Myersville

6 2 Jennye M. Wolfe Myersville

6 4 Mary C. Deeter Myersville

6 5 Omer Dubcl Myersville

6 5 Amy Brandenburg Myersville

6 7 Lloyd ^L Koogle Myersville

7 1 Mary J. Ohler Ladiesburg

7 2 (Mrs.) Gertrude Whitmore, Union

Bridge.

7 2 J. May Bond Union Bridge

7 3 Anna Wolfe Union Bridge

7 4 (Mrs.) Mildred B'. Hively, Union

Bridge.

7 6 Sadie E. Spurrier Ladiesburg

8 1 Helen Holter Mt. Airy

8 2 George Thomas Mt. Airy

8 3

8 5 Sadie Moxley Mt. Airy

9 1 (Mrs.) Myrtle Wertenbaker, Union-

ville.

9 2 Mary R. Diller New Windsor

9 3 Blanche E. Cover Mt. Airy

20 1 Miriam E. Diehl Lewistown

20 1 Florence DeMuth Lewistown

20 2 Susie Derr Lewistown

20 3 Norman Harper Frederick

20 4 Tempie Utterback Frederick

21 1 Thelma Summers Frederick

Annual Report of the State Board of Education

237

Name and Address

Spencer E. Stup Frederick

George L. Twentey Thurmont

Merle V. Wiles Thurmont

Amy L. Arnold Frederick

(Mrs.) Grace G. Zimmerman, Frederick

Barbara Ringgold Burkittsville

Elsie Ringgold Burkittsville

E. Virginia Musser Burkittsville

Bertha Wiener Burkittsville

Agnes M. Bussard Burkittsville

Charles F. Guyton Burkittsville

Gertrude G. Cook Frederick

Lena J. Derr Frederick

Thomas G. Mumford, Braddock Heights

Ethelene R. Thomas Braddock

Minnie F. McBride Frederick

Ella V. Krieg Brunswick

Margaret Duvall Brunswick

Ottie McDonald Brunswick

Georgia A. Hood Brunswick

Sadie M. Reed Brunswick

Grace D. Cage Brunswick

Cassandra Hesson Brunswick

Grace Mills Brunswick

E. Virginia Wenner Brunswick

Flora C. Gross Brunswick

Edith O. Wenner Brunswick

Hazel N. Wayble Brunswick

C. Katherine VanPelt Brunswick

Elsie Talbott Brunswick

Lavinia Hood Brunswick

Lillian Rine Brunswick

Nora E. Grabill Brunswick

Josephine Solomon Brunswick

Lillie Moore Brunswick

George W. Cecil Walkersvillc

Isabelle G. Zimmerman. . .Walkersville

Bertha M. Grabill Walkersville

Emma C. Devilbiss V/alkersville

Edith Nicodemus Walkersville

Elizabeth Nicodemus ....Walkersville

Nannie Reddick Walkersville

Ruth Hummer Walkersville

Hazel L. Foglc Walkersville

HIGH SCHOOLS
FREDERICK GIRLS'

Chas. H. Rerasberg. Braddock Heights.

Pearl A. Eader Frederick

Katherine M. Wiener Frederick

C. Bess Castle Frederick

Lydia Rebert Frederick

Nannette G. Shaffer Frederick

Mildred Lee DeLashmutt Frederick

Mary R. Witter Frederick

Edith S. Gardiner Frederick

FREDERICK BOYS'

John L. Sigmund Frederick

James C. Biehl Frederick

Spencer Stull Frederick

S. Fenton Harris Frederick

Mary C. Ott Frederick

Mildred C. Filler Frederick

G. Nevin Rebert Frederick

Dorothy W. Warehime Frederick

MIDDLETOWN

R. E. Kieeny Middlelown

William Hauver Middletown

Roscoe Doub Middletown

Marcelene Kefauver Middletown

Mary Helen Wyand Middletown

Ella C. Bliss Middletown

THURMONT

2 H. D. Beachley Thurmont

2 Ruth A. Firor Thurmont

2 Ruth F. Wrightson Thurmont

2 A. M. Isanogle Thurmont

2 Evelyn R. Routzahn Thurmont

BRUNSWICK

Oscar M. Fogle Brunswick

A. Virginia Reich Brunswick

M. Ruth Coblentz Brunswick

Charles C. T. Stull Brunswick

Mary C. Kaetzel Brunswick

Nora E. Yost Brunswick

GARRETT COUNTY

1 (Mrs.) Cora M. Lohr Swanton

1 Lovada E. Wilt Swanton

2 Margaret Mellinger Swanton

3 ^f ary Pickrell Swanton

6 Martha McKenzie Swanton

7 Dora V. Steiding Swanton

12 George W. Moon Swanton

13 Beatrice L. McRobie Swanton

1 Flossie Sterling Friendsville

2 Letty Selby Selbysport

2 Gladys L. Mason Friendsville

2 2 Jeannette Guard Friendsville

2 3 Wesley A. Fike Selbysport

2 4 Leslie E. Savage Friendsville

2 5 Iva G. Savage Friendsville

2 6 Silas F. Burgess Fearer

2 7 Letta Friend Friendsville

2 8 Jasper Fike Selbysport

2 9 John J. Knapp Selbysport

2 12 Vespie C. Fike Selbysport

2 13 Jacob S. Meyers Friendsville

3 I A. W. DeWitt Grantsvillc

238

Annual REPr)RT of tup: vStatk Board or Kdixatio

Name and Addrkss

NaMK A?)D AfJDRKSS

Marie Conner (Jrantsvillc

Hazel Younkin Grantsvillc

Agatha Martini Crantsville

Goldie Montague Grantsvillc

Conrad J. Ilanft Grantsvillc

Sarah E. Mc Ateer Avilton

Delphi E. Miller New Germany

Rosa Warnick Jennings

Margaret Inskeep Grantsville

Eva n. Loughney Frostburg

Walter Alexander New Germany

Lillieth B. Wiley Jennings

Myrtle Custer Jennings

Ethel Davies Frostburg

Lulu E. Warnick Grantsville

Nelle J. Bcachy Grantsville

Nellie McGowan Isloomington

Elsie Whitfield Bloomington

Ernest Moon Bloomington

Margaret R. Athey Barton

J. W. Holman Friendsville

J. Mahlon Speicher Accident

Flora Nelson Accident

Dora Schlossnagel Accident

John Gies Accident

Prcma Schlossnagel Accident

N'^erna Speicher Accident

Lulu Hartman Accident

Bertha Spoerlein Accident

Clarence R. Hetz Accident

Lena E. Friend Accident

Rhoda Barnhouse Hoyes

Delia Savage McHenry

Loula Hetrick Oakland

(Mrs.) Lyda Friend Sang Run

M. H. Frankhouser. .Cranesville.VV.Va.

(Mrs.) T. E. Bishoff Hoyes

Francis McGettigan Accident

W. Webb DeWitt Hoyes

Emma Hamill Mt. Lake Park

Rella Pope Mt. Lake Park

(Mrs.) Nellie Ilamill Deer Park

Effie V. Wamsley Oakland

Mary O'Donnell Mt. Lake Park

(Mrs.) Rea Eagan Mt. Lake Park

Norris K. Welch Oakland

R. M. Alexander Oakland

Mary B. Friend Oakland

Lucretia Kitzmiller Oakland

Nellie Kooken Hutton

Carrie C. Mann Deer Park

Elizabeth Leary Kempton, W.Va.

(Mrs.) Stella G. Sturm. ... Kempton,

W. Va.
Rella G. McKenzie. . .Gormania.W.Va.

Haze! Dawson Bayard, W.\'a.

Mary E. Foley Oakland

Bridget C. Maroney Oakland

1 3 Sa'la Slaubaugh Oakland

14 Ada C. Fahey Oakland

1 5 Myrtle L. Wilson Steyer

1 I-cna P. Structman Frostburg

2 Irene Friend Frostburg

3 Sarah li. McKenzie Finzcl

4 Dollie Symons I-"inzel

5 Ellen Davies Frostburg

6 C. Arthur Murphy Frostburg

1 A. S. Teats Deer Park

1 Carrie Thrasher Deer Park

2 Beulah Ralston Swanton

3 Katherine Smith Swanton

4 Stella Paugh Deer Park

6 (Mrs.) Pearl Filsinger Deer Park

8 Mary Holtschneider Deer Park

10 Mae Bothwell Deer Park

11 Goldie J. Gable Oakland

12 Amy L Paugh Deer Park

1 Stella Howell Barton

2 Clara V. Dempsey Barton

4 Frederick Lynch Lonaconing

5 Elsie Custer Barton

6 (Mrs.) Cora Broadwater Barton

8 Catherine Turner Avilton

9 Carrie Pence New Germany

1 Clyde Broadwater Bittinger

1 Lenora Wiley Bittinger

2 Mary Glotfelty Accident

3 Myrtle E. Glotfelty Accident

5 Oscar L. Brenneman .Accident

6 Nora Fresh Bittinger

7 B. Harrison Wiley Bittinger

1 Albert L. Lee Kitzmiller

1 Stella Sterry Kitzmiller

1 (Mrs.) Belle H. Nine Kitzmiller

1 Virginia Williams Kitzmiller

1 Nell M. Lee Kitzmiller

1 Blanche Inskeep Kitzmiller

2 Mary M. Eggers Kitzmiller

4 Maude Schoppert Dodson

4 Mildred Dawson Dodson

5 Katherine O'Donnell Vindex

6 Iva A. Plummer Kitzmiller

1 A. D. Appleton Oakland

1 Orpah C. Ashby Oakland

1 Margaret Smith Oakland

1 Orley V. Dunham Oakland

1 Anna Holme DeBerry Oakland

1 Zaidee J. Browning Oakland

1 Beulah Loughridge Oakland

1 Lena Ravenscroft Oakland

3 (Mrs.) Etta DeWitt Speicher Sines

5 Lena Adams Oakland

7 Mabel Fike Sines

8 Charles B. Callis Crellin

8 Margaret Glotfelty Oakland

9 Florence Lee Corinth, W.Va.

Annual Report of the State Board of Education

239

Name and Address

9
11

5
10
11
12
13
15
17
18

2
2
3
5
5
6
6
7
8
9

10
10
11
12
12
14
14
14
14
14
14
1

HIGH SCHOOLS
FRIENDSVILLE

E. A. Browning Friendsville

L. K. Young Friendsville

lone M. Savage Friendsville

A. W. Ramsdell Kitzmiller

(Mrs.) A. VV. Ramsdell Kitzmiller

GARRETT COUNTY

14 10 Charles H. Kolb Oakland

14 10 Wiley VV. Jenkins Oakland

14 10 Adah Trippett Oakland

14 10 S. E. Wicker Oakland

14 10 H. A. Loraditch Oakland

14 10 Icie G. Friend Oakland

14 10 Annabelle Bird Oakland

HARFORD COUNTY

Anna K. Deets Abingdon

Lillian P. Kimble Belcamp

Ethel Kerr Emmorton

Gretta Hilditch Joppa

Margaret Robinson Joppa

Estelle George Magnolia

Caroleen Magness Belcamp

Cassie Gaunt Joppa

Mary O. Smith Van Bibber

Helen Cronin Aberdeen

Mary B. Harkins Aberdeen

Miriam Norris Aberdeen

(Mrs.) Duncan McPherson. .Aberdeen

Ada Phillips Aberdeen

Laura Stifler Aberdeen

Bessie Kelly Ferryman

Alice Richardson Ferryman

Maude S. Knight Havre de Grace

Maggie Lee Taylor Bel Air

Helen A. Richardson. .Havre de Grace

Carrie A. Dill Havre de Grace

Pearl Stewart Havre de Grace

Susie Little Darlington

(Mrs.) Alverda H. Osborn Havre

de Grace.

Hannah S. Parker Bagley

May Forwood Bagley

Stella Evans Fallston

Clara Stonebraker Bynum

Mary Wilson

Edith Grafton

Rose Wheeler

Anna W. Lochary

Lillian Tennant

Anna Tennant

Emily L'ttle

Mabel B. Scarborough .

Lillian Grafton

Miriam Little

Edith W. Terry

Cora Reasin

Hattie M. Bagley

Annie E. Carter

Bertha S. Callahan....
Lola Felty

.Forest Hill

Bel Air

. Churchville
. Churchville

Bel Air

. .Norrisville

Britta Lowe Norrisville

Rebecca Lowe White Hall

Georgia Turner White Hall

John W. Middendorf Fallston

Mary E. Thompson Fallston

Mabel St. Clair Fallston

Helen Smith Sharon

Mary K. Smith Jarrettsville

Mary C. Whiteford Jarrettsville

Louise Miller Rocks

Margaret Wright Pylesville

Annie M. Shane Fawn Grove, Pa.

Ruth Knight Pylesville

Mary Moore Rocks

Grace Dougherty Rocks

Helen McCausland Rocks

Bessie Forwood Sharon

Virginia Spencer Rocks

Viola Strawbridge .. .Fawn Grove, Pa.

Shara H. Wright Pylesville

Annabel Terry Forest Hill

Helen Breidenbaugh White Hall

Ozella Phillips Fallston

Flavia Hitchcock Monkton

Alice Harkins Pylesville

Marian J. Galbreath Delta, Pa.

Carroll Maddox Delta, Pa.

Oma Neeper Delta, Pa.

Ruth Thomas Delta, Pa.

Ethel Davis Whiteford

Mary Treakle Cardiff

Mary Stokes Whiteford

Doris Stokes Whiteford

Grace Cummings Street

Kate Jenkins Street

Rose Galbreath Street

Bessie O. Mason Street

Grace Dempsey Whiteford

Ruth Cox Street

Beulah Allen Darlington

Daisy Dunnigan Street

Edith G. Cole Street

Nellie Scarborough .". . .Street

Irene Little Darlington

Anna M. Allen Darlington

Elizabeth McCann Street

A. F. Galbreath Darlington

2}0

Annual Report of the State Board of Education

S bi

Kami; and Address

^: 2 Namk and Address

■ 1

Grace L. Nelson DarliiiRton

Marianna Satterthwaite. . . .Darlington

Marian Bcattie Whiteford

Mildred Wheeler Pylesville

Mattie Offley Havre de Grace

Nellie Barron Havre de Grace

Laura B. Tammany. . . .Havre de Grace

Charlotte Carroll Havre de Grace

Lena Lamm Havre de Grace

Florence Cronin Havre de Grace

Margaret McDonald . .Havre de Grace

Grace Kawlings Havre de Grace

Susie Donnelly Havre de Grace

Gertrude Cooling Havre de Grace

Pearl B. Howard Havre de Grace

HIGH SCHOOLS
ABERDEEN

J. 11. Bonney Aberdeen

Elsie S. Kohr Aberdeen

BEL AIR

VVm. M. Klinganian Bel Air

HOWARD

(Mrs.) Ella J. Connor Elkridge

Marian Mollman Elkridge

(Mrs.) Rheba G. Moore Elkridge

Marian Bounds Elkridge

Julia R. Kyne Elkridge

Ethel M. Duvall Ellicott City

Minnie Brown Ellicott City

Antoinette S. Pindle Ilchester

Virgie M. Cooney Dorsey

Jennie E. Kirby Ellicott City

Ethel Uhler Ellicott City

L. Virginia Meade Ellicott City

Annie E. Johnston Ellicott City

Ida M. Brian Ellicott City

Dora E. Grimes Ellicott City

Mamie Scott Ellicott City

Flora E. Brian Ellicott City

Eva De Ford Ellicott City

C. C. Mizener Alberton

Minerva Todd Alberton

Elizabeth Linthicum Elioak

Sabra Ridgley Marriottsville

(Mrs.) E. E. Saffell.. West Friendship
(Mrs.) Mary W. Holman. Marriottsville

Annie Warthen Sykesville

Nannie M. Dudley Ivory

Elizabeth Z. Davis Woodstock

Etta B. Hanigan Woodstock

E. Lillian Brosenne Ellicott City

Elsie Ripley Sykesville

Emma Shipley Ellicott City

Ethel D. Patrick Mt. Airy

Emma Glorious Mt. Airy

Katherine Footen Mt. Airy

3 14 Philcna Hutton Kingsville

3 14 G. Ethel McNutt Bel Air

3 14 Mary M. Harlan Bel Air

3 14 Violet Baldwin Bel Air

JARRETTSVILLK

4 8 Chas. H. Schuster Jarrettsville

4 8 Margaret PhilTips Jarrettsville

4 8 Louise Tipton Jarrettsville

HIGHLAND

5 6 Rexford B. Hartle Street

5 6 Minnie Ward Street

S 6 Earl C. Baity Street

HAVRE DE GRACE

J. Herbert Owens Havre de Grace

Sallie P. Galloway Havre de Grace

Helen R. Ilouck Havre de Grace

Alice Price Aberdeen

Dorothy Weiser Havre de Grace

Minnie Holland Havre de Grace

COUNTY

4 3 Ruth Smith Lisbon

4 3 E. Pearl Mercier Lisbon

4 4 Lillian T. Mullinix Cooksville

4 5 Mabel C. Hinton Woodbine

4 5 Eleanor W. Gaither Woodbine

4 6 Edna R. Dorsey Glenwood

4 7 Lucille D. Hobbs Cooksville

4 8 Phyllis G. Adams Glenelg

4 9 Frank E. Smith Woodbir.e

4 10 Lucille Bowen Woodbine

5 1 Catherine Brosenne Dayton

5 2 Joanna Saffell Dayton

5 2 Byron V. Cecil Highland

5 2 Ida B. Nichols Highland

S 2 Emily G. Parlett Clarksviile

5 2 Susie M. Parlett Clarksviile

5 3 Rosa Lee Johnson Ednor

6 1 Henry C. Hall Savage

6 1 Natalie M. Robinson Savage

6 1 (Mrs.) John Cronmiller Savage

6 2 Alice F. Peters Laurel

6 3 Mary E. Dorsey Ellicott City

6 3 Emma Johnson Ellicott City

6 4 Annie R. W^hipps Atholton

6 5 C. Esther Works Laurel

6 6 Loube Bloom Ellicott City

6 7 Katherine Warfield Atholton

ELLICOTT CITY HIGH SCHOOL
High School Department

Margaret Pfeiffer Ellicott City

Florence I. Arnold Ellicott City

Jane Hooper Ellicott City

Bertha R. Brown Ellicott City

Sara E. Smith Ellicott City

Annual Report of the State Board of Education

241

Name and Address

KENT COUNTY

2 Edmund G. Coe Millington

2 Martha R. Pennington Millington

2 Mattie G. Hazell Millington

2 Clara H. Bryan Millington

3 Lelia N. Ware Massey

3 Anna P. Radnor Millington

3 Mary L. Wilkins Millington

4 Stella Moffett Golt, R. R. 1

5 Mary E. Moore Golt, R. R. 2

6 Helen C. Stradley Galena

6 Ethel I. Luthringer Galena

6 Madge C. Wilmer Galena

7 Josephine C. Walters Chestertown

8 Kathryn H. Donahoe Millington

9 Mary E. Numbers Millington

9 Blanche C. Huhn Golt

2 1 Helen M. Baxter Kennedyville

-2 3 Frances B. Morris Locust Grove

2 3 Mary V. Crew Locust Grove

2 4 Mary L. Rouse Chestertown

2 4 Blanche Scotten Kennedyville

2 4 Cynthia Clendaniel Kennedyville

2 6 H. Maude Robinson Chestertown

2 7 Sophie Miller Still Pond

2 7 E. Katherine Gilpin Still Pond

2 9 L. Nellie Pearce. . .Millington, R. R. 2

3 2 Kathryn Myers . .Chestertown, R. R. 5
3 3 Nettie M. Graham, Chestertown R. R. 5

3 4 Martha G. Walls Worton, R. R. 2

.3 5 Stephanie M. Ford Chestertown

3 5 Eva M. Duyer.... Chestertown

3 6 A. Marie Meeks Chestertown

3 7 Florence ^L Jewell B'etterton

3 7 Jean C. Stokes Worton, R. R. 2

3 7 Grace M. Tull B'etterton

3 8 Mildred C. Melvin Worton, R. R. 2

3 9 Margaret G. Harris... Worton, R. R. 2

4 1 Fannie E. Stuart Chestertown

4 1 Marietta Loud Chestertown

4 1 Barbara Anthony Chestertown

4 1 Edith W. Harley Chestertown

4 1 Laura R. A. Thomas Chestertown

Ella P. Robinson Chestertown

Rose H. Duyer Chestertown

Inez Russell Chestertown

Hannah W. Bell Chestertown

C. Louise Kendall Rock Hall

lona V. Apsley Rock Hall

Mary R. Camp Rock Hall

Cora A. Moffett Rock Hall

Isabel R. Jones Rock Hall

Anna Mae Ayres Rock Hall

Maud E. Middleton Rock Hall

Annie L. Duyer Rock Hall

Alice D. Wood Rock Hall, R. R. 1

Edith B. Collison Rock Hall

Anna C. Legg Rock Hall

(Mrs.) S. E. Burgess Rock Hall,

R. R. 2.
Caroline I. Smyth, Chestertown, R. R. 2
Linda M. Morris, Chestertown, R. R. 2

Frances L. Copper Chestertown,

R. R. 2.
Myra C. Wheat. .Chestertown, R. R. 3
Hope W. Meeks. .Chestertown, R. R. 3
Dorothy S. Edwards Chestertown,

R. R. 4.
Dorothy W. Dill. .Chestertown, R. R. 3

HIGH SCHOOLS

CHESTERTOWN

Mark Creasy Chestertown

Jeannette Gooding Chestertown

Mary W. Carroll Chestertown

E. Frances Howard Chestertown

Owen C. Blades Chestertown

Susan V. Hill Chestertown

Nellie E. Walters Chestertown

ROCK HALL

J. Frank McBee Rock Hall

Gladys T. Hatcherson Rock Hall

Estelle J. Biddle Rock Hall

Mollie R. Mason Rock Hall

MONTGOMERY COUNTY

1 Mary E. Oliphant Laytonsville

1 A. Grace Baker Laytonsville

1 Mary White Laytonsville

2 Lula White Gaithersburg

3 Catharine Riordan Gaithersburg

5 Pearle Smith Derwood

6 Ruth Iddings Gaithersburg

1 Edith Burdette Gaithersburg

2 Mary E. Green Hyattstown

2 Margaret D. Ryan Hyattstown

3 Margaret Hughes Clarksburg

2 4 Sarah G. Soper Boyds

2 5 Virgie Beall Boyds

2 6 Maud Ashton Clarksburg

2 7 Letty Souder Burdette

2 8 Julia M. Barber Monrovia

3 1 R. W. Stout Poolesville

3 1 Ruth Beall Poolesville

3 1 Gertrude A. Brady Poolesville

3 1 Nannie Cromwell Poolesville

3 1 (Mrs.) G. Robert Gray Poolesville

3 2 Helen Burdette Poolesville

242

Annual Rkpokt of thk Statk Board ov ICr>ucATio.\

Namk and Addkess

Namk and Address

3 3 Horace Davis I'oolesville

3 4 Ida M. Hickman Dickerson

3 5 N. Marcta Gano Dawsonvillc

4 1 Elberta T. Rice Rockvillc

4 1 Miriam M. Wriglitson. . . .Gaithcrsburg

4 1 Marjorie L. Waters Gaithcrsburg

4 1 (Mrs.) H. C. Kingdon Rockvillc

4 1 Virginia F. Brewer Rockville

4 1 (Mrs.) Sarah J. Ward Rockville

4 1 Mary M. Brewer Rockville

4 2 Mary B. Nicol Rockville

4 4 (Mrs.) Anna Morton Rockville

4 5 (Mrs.) Sad'e R. Akers. . .Garrett Park

5 1 Eleanor Ray Colesville

5 1 Anna Davis Colesville

S 2 Louise McCeney, Takoma Park Sta-
tion, Washington, D. C.

5 3 f:isie M. Soper Beltsville

5 3 Ethel Dorsey Beltsville

S 4 (Mrs.) Isabel B. Jones Ednor

5 4 Deborah A. Iddings Brookeville

5 5 Lillian Johnson, Takoma Park Station,

Washington, D. C.

6 1 James W. White Gaithersbursj

6 1 Evelyn McAtee Germantown

6 1 Mary Rice Germantown

6 3 Esther Pumphrey Germantown

6 4 Eleanor Darby Germantown

6 5 (Mrs.) Kathleen Tschiffelty, Gaithcrs-
burg.

6 6 Etta Gartrell Seneca

7 1 (Mrs.) Ethel Van Hoessen. . .Rockville

7 1 (Mrs.) J. S. Coombs Bethesda

7 1 Ravenell Monred Gaithcrsburg

7 2 Laura S. Nichols, Chevy Chase Station,

Washington, No. 4.
7 2 (Mrs.) Blanche Cramer, Chevy Chase

Station, Washington, No. 4.
7 3 (Mrs.) Florence M. Barksdale, 1752

Euclid St., Washington, D. C.

7 3 Effie G. Barnsley Rockville

7 3 Alice Johnson, 3726 Oliver St., N. W.,

Washington, D. C.
7 3 (Mrs.) Jos. Maguire, 17 Hesketh St.,

Chevy Chase.
7 3 Mary E. Waesche, 6105 4th St., N. W.,

Washington, D. C.

7 3 (Mrs.) Henry Byrne Chevy Chase

7 3 (Mrs.) Frederick Crocker. Chevy Chase

7 3 (Mrs.) Grace Crandall. .. .Chevy Chase

8 1 Eleanor Darby Sandy Spring

8 1 Anna M. Engle Sandy Spring

8 1 Grace Williams Sandy Spring

8 2 Eleanor Houck Rockville

8 3 Hattie Myers Brookeville

8 3 Elizabeth Fulks Brookeville

8 5 Daisy C. Higgins Brighton

I'.lizabeth fJriffith Laytonsvillc

EfTie K. Tcrnent Gaithcrsburg

Mariel fJott Gaithcrsburg

Leta Riggs Gaithcrsburg

Sarali John.-^on Gaithcrsburg

Louise Harris Germantown

Ethel Simmons Germantown

Anna S. Kroll Germantown

Virginia Mays Germantown

l\fabel Becraft Washington Grove

Edna Ilaukc Rockville

Mary Frye Rockville

Ida L. Isherwood Rockville

Jessie P.odmer Barnesvills

Lois Holland Comus

Rcna Sheckles Dickerson

Elizabeth White Dickerson

Laura K. Souder Buck Lodge

John T. Baker Mt. Airy

Katharine Stanley Mt. Airy

Marion Howard Monrovia

William A. Baker Mt. Airy

Ola L. Burdette Monrovia

Belle P. liawkins Gaithcrsburg

Albert E. Warthen Monrovia

Irene Sibley Germantown

Doris Boyer Monrovia

(Mrs.) Grace L. Ryan Kensington

Dorothy Clum Kensington

(Mrs.) Anna F. Rose Kensington

(Mrs.) Anna Farrell Kensington

Lillian Sage Rockville

Grace Beall Kensington

J. Edwin Lodge Gaithcrsburg

Hattie J. Montgomery, 906 Butternut

St., Washington, D. C.

Lillian Chaney Woodside

^^iolette Murphy Woodside

Ida V. Cauthron Woodside

Elizabeth Hendley Woodside

(Mrs.) Corrine Anderson. Silver Spring

Bertha V. Brown Silver Spring

(Mrs.) Katharine Pyles. . Silver Spring

Marguerite Groomes Rockville

F. W. Watkins, Takoma Park Station,

R. F. D.
(Mrs.) Stella E. Thomas, 6441 Georgia

Ave., Washington, D. C.

Effie H. Shreve Dickerson

Mary Ward Gaithcrsburg

HIGH SCHOOLS
MONTGOMERY COUNTY

1 R. Milton Hall Rockville

1 Edith L. Ford Rockville

1 Alice E. Hepburn Rockville

Annual Report of the State Board of Education

243

Name and Addbess

4 1
4 1

1 1

(Mrs.) Irving L. McCathran, Wash-
ington Grove.

Katie L. Frizzell Gaithersburg

Maude V. Broome Gaithersburg

SHERWOOD
Jessie M. Ebaugh Sandy Spring

PRINCE GEORGE'S
Belle R. Marlow, 26 E. Lanvale St.,
Baltimore.

Ethel Hand Beltsville

Maude McCoy Beltsville

(Mrs.) B. A. Matzen Berwyn

(Mrs.) A. L. Husted Berwyn

Myra H. Alexander Berwyn 7

(Mrs.) Emily B. Gahan Berwyn 7

(Mrs.) J. E. Metzger College Park 7

(Mrs.) Bean A. Lewis College Park 7

Name to be supplied later. 7

Agnes Duckett Bladensburg 7

Amelia M. Dieudonne. .. .Bladensburg

Name to be supplied later.

(Mrs.) Marian P. Hill, Upper Marlboro

Ruth Mayhew Upper Marlboro

Anna Chambers Upper Marlboro 9

Margaret J. Duvall Croome Station 9

Mary L. Robey Croome 9

To be supplied later. 9

(Mrs.) Myra Baden Naylor 9

Janie A. Cross Westwood 10

Richard Bolton Croome 10

Maria C. Queen Waldorf 10

Elmer C. Dyson Piscataway 10

Bertie E. Baden Piscataway 10

Lillian Unkle Accokeek 10

Eugenia Brent Aceokeek 10

Fannie E. Moreland Silesia 10

Ella Johnson, Station H, Washington, 10

D. C, Box 136. 10

Kate Kerby Brandywine H

(Mrs.) Olive E. King Tippett 11

(Mrs.) Willie G. Morgan, Ft. Wash- 11

ington. 11

(Mrs.) Belle Moore, Rt. A Station H, 12

Washington, D. C.

Addie M. Moore, Rt. A Station H, 12

Washington, D. C.

Blanche E. Sellner, Rt. A Station H, 12

Washington, D. C.

Jessie M. Gallahan Brandywine 12

Bertha B'. Entwisle Forestville

Martha L. Ryon, Rt. A Station H, 12

Washington, D. C.

Kathleen Shears Forestville 13

(Mrs.) W. W. Griffith Forestville | 13

1 Margaret M. Karn Sandy Spring

1 Elizabeth M. Brooks Sandy Spring

1 John H. Janney Sandy Spring

GAITHERSBURG

1 Thomas W. Troxell Gaithersburg

1 Gail Wade Buck Lodge

COUNTY

5 Marie Schweppe, Rt. A Station H,
Washington, D. C.

5 Catherine Beall, Rt. A Station H,

Washington, D. C.

6 (Mrs.) Clara G. Baden, Rt. A Station

H, Washington, D. C.
6 Mary E. King, Rt. A Station H, Wash-
ington, D. C.

2 Mae L. Wise Upper Marlboro

3 Sarah Townshend Mitchellville

4 Maude A. Gibbs Mitchellville

5 Anna W. Barber Mitchellville

6 Mary Gardiner Mitchellville

1 Mary J. Freeman Aquasco

1 N. Eva Turner Malcolm

2 Mary E. Garner Baden

2 (Mrs.) H. M. Dent Cedarville

2 (Mrs.) W. R. C. Connick Baden

1 J. A. Carrico Clinton

1 Edna G. Murray Clinton

1 Alma Blandford Qinton

2 Mary I. Griffith Forestville

3 Margaret C. Leapley. .Upper Marlboro

1 Emma E. Burton Laurel

1 Annie B. Wilson Laurel

1 Grace Owens Laurel

1 /][

2 Dena E. Aitcheson Laurel

3 Alice McCullough Laurel

3 Laura K. Matthews Laurel

3 Aileen Ogle Laurel

3 Margaret M. Tyler Laurel

1 (Mrs.) Rosa L. Dent Townshend

1 (Mrs.) G. H. B'illingsley. .Brandywine

2 Hattie I. Selby Cheltenham

2 (Mrs.) Preston DeVaughn.. North Keys

1 (Mrs.) John Fisher, Route B, Station

H, Washington, D. C.

2 Eleanor Edelen, Route B, Station H,

Washington, D. C.

3 Ethel Davis, Route B, Station H,

Washington, D. C.

4 Olivia J. Kerby, Route B, Station H,

Washington, D. C.
4 Melva I. White, Route B, Station H,
Washington, D. C.

1 To be sent later Lanham

2 To be supplied later.

244

Annual Report ov tiik Statk Hoard of Education

Name and Addrkss

Name and Addiess

(Mrs.) Leah G. Allen Ritchie

Ursula V. Tayraan Forestvillc

Kathcrinc J. Duff. .Landovcr, R. F. D.

M. Klia Gibbons Lanhain

Name to be sent later.

Nora L Baldwin Collington

Annie L. Hall Glendale

(Mrs.) E. Van Ness Duval! Bowie

Edna E. Waring Laurel

Edna Connick Bowie

Adelaide Claugh Bowie

Louise Montgomery Bowie

Name to be sent later.
Name to be sent later.

Mary Cunningham Glendale

Blanche Hoof Croome

Ellen McGregor Upper Marlboro

Bessie E. Sweeney. .. .Upper Marlboro
(Mrs.) Hontas M. Sturgis. .Hyattsville
(Mrs.) Katherine Tavener. .Hyattsville
(Mrs.) Lillian B. Brooens. . .Riverdale
(Mrs.) Carolyn H. Rothf us. Hyattsville
(Mrs.) John H. Howard. . .Hyattsville

Caroline B. Rolfe Hyattsville

M. Harvey Campbell Hyattsville

Sarah M. Hesscy Hyattsville

(Mrs.) J. F. Key Hyattsville

Nellie L. Pumphrey Hyattsville

Caroline H. Deshiells Hyattsville

Alice E. Barron Hyattsville

Lucille Miller, R. F. D. 7, Brookland

Station, Washington, D. C.

Catherine L. Tighe Laurel

(Mrs.) Jennie P. James. . . .Mt. Rainier
(Mrs.) Lucille Loomis. .. .Mt. Rainier

Mary L. Penman Mt. Rainier

(Mrs.) L. C. Whelpley Riverdale

(Mrs.) I. D. Arnold Mt. Rainier

(Mrs.) C. C. Rister Mt. Rainier

(Mrs.) H. C. Maynor Mt. Rainier

Sigmunda M. Czarra Hyattsville

Marie A. Van Horn Brentwood

Mary F. Lowe Mt. Rainier

(Mrs.) Adah Bock, 1110 Kenyon St.,

Washington, D. C.

Aubria E. Cope Brentwood

Emma E. Walker Capitol Heights

Bessie Cook Capitol Heights

Minnie L. Brooke Capitol Heights

Alice Jones Capitol Heights

Ada H. Johnson Capitol Heights

18 1 Mary A. Carrick Capitol Heightt

8 1 (.Mrs.) Sarah Lawrence. Capitol Heights
18 1 Elizabeth Droncnburg, Capitol Height*
18 2 Margaret A. Hawkin.s, 1433 Clifton St.,

N. W., Washington, D. C.

18 2 Mabel G. Westcamp Seat Pleasant

18 2 Mary M. Sinclair, Rt. A Station H.,

Washington, D. C.
18 2 (Mrs.) Harriett Simms. .Seat Pleasant

18 3 Nellie Wickham...R. F. D., Landover

19 1 (Mrs.) Smith. P. O. Box 183, River-

dale.

19 1 (Mrs.) Brice Bowie Riverdale

19 1 Ruth McBrien Riverdale

19 1 (Mrs.) Wm. Stein Riverdale

HIGH SCHOOLS
UPPER MARLBORO

3 1 Roger X. Day Upper Marlboro

3 1 Maud Gibbons Croome

3 1 Gertrude J. Wyvill. .. .Upper Marlboro

BADEN AGRICULTURAL

8 2 W. R. C. Connick Baden

8 2 Howard M. Dent Cedarville

8 2 Clara G. Gibbons Baden

8 2 A. Eloise Dyson Baden

8 2 Ruth B'ranner Baden

SURRATTSVILLE

Anna Plowman Mackay Clinton

Anna S. Blandford Clinton

Agnes C. Blandford Clinton

LAUREL

J. Edward Ford Laurel

Margaret Edmonston Laurel

Ruth Brauner Laurel

Amelia H. Fritz, IS Schaffer Ave.,
Hamilton.

Elizabeth Gardner Laurel

Lillabelle Hare Laurel

Mr. Gilbert Laurel

HYATTSVILLE

K. J. Morris Hyattsville

Alice Dandy Hyattsville

E. Adalyn Brown Hyattsville

Zulieka Turley, 1511 Irving St., N. E.,

Washington, D. C.
A. J. Stockebrand Hyattsville

QUEEN ANNE'S COUNTY

Pauline Walls Templeville

Mary Cahall Templeville

Edith Anderson Sudlersville

Blanche Jarman Marydel

Mildred Wheatman Millington

Martha Phillips Sudlersville

Helen Peters Sudlersville

Hildred Evans Kenton, DeL

Annual Report of the State Board of Education

245

Name and Addiess

Name and Addkess

Helene Fonner. . .
Emily Straughn ,

Ethel Hall

Ida M. Dodd

Margaret Wilson
Olivia Knotts . . .
Gladys Eley . . . .
Grace Riggin . . .
Hallie Clough . . .

Barclay

. . . .Ingleside
, . . .Ingleside
, .Templeville
. Chestertown
.Church Hill
.Church Hill

Grace Burris
Lulu B'artlett

. Price
.Price

Elizabeth Peters

Mary Clough

Lola Price

Dorothy Brown . . . .
Elizabeth W. Emory.
Virginia Meredith . .
Katharine Bailey . . .

Mary Moore

Gertrude Morgan . . .

Elizabeth West

Ruth Rittenhouse . . .
Bessie Kinnamon . . .

Edith Keating

Fannie Merrick . . . .
Barbara R. Harley..
Nellie Hopkins ....

Mary Cockey

Florence Porter ...
Pauline Tilghman .

Lilia M. Walters

Myrtle Coleman . . . .

Estelle Kersey

Sarah A. Jones

Reba Roe

Mildred Palmer ....

Laura Brisbin

Edna Price ,

Anna May Dodd....
Edna Faulkner . . . . ,

Ethel Carroll

Helen Porter

. Sudlersville
.Church Hill
.Church Hill
. .Centreville
. .Centreville
. .Centreville
.Queen Anne
. .Centreville
. .Centreville
. .Centreville
. .Centreville
. .Centreville
. .Centreville
. .Centreville
. .Centreville
. Stevensville
.Stevensville
.Stevensville
.Stevensville

Chester

, Chester

. .Stevensville
.Queenstown
. .Carmichael
. .Carmichael
, .Queenstown
.Queenstown
.Queenstown

S 6 Helen McConnor Queenstown

5 6 Elizabeth Bishop Queenstown

5 7 Gertrude Price Fords Store

5 7 Lillian Carter Fords Store

5 7 Carolyn Coursey Fords Store

5 7 Anita Butler Fords Store

5 8 Henrietta Roe Wye Mills

6 1 Elizabeth Cook Centreville

6 2 Eva S. Hunter Hayden

6 3 Cora Shockley Ridgely

6 4 Cora Pippen Centreville

6 5 Ruth Voshell Centreville

6 6 Lillian Boyce Queen Anne

6 7 Hattie Dukes Queen Anne

6 7 Edna Morgan Queen Anne

7 1 Nettie Neal Millington

7 2

7 2 Edith Harrison Crumpton

7 3 Mary C. Stevens Millington

7 4 Maraleine Baxter Chestertown

7 5 Elizabeth Nickerson Millington

HIGH SCHOOLS

SUDLERSVILLE

1 H.S. Anna Harrison Sudlersville

1 H.S. Madaleine George Sudlersville

1 H.S. Myrtle Derrickson Sudlersville

CENTREVILLE

3 H.S. J. Fred Stevens Centreville

3 H.S. Nannie Keating Centreville

3 H.S. Graham Watson Centreville

3 H.S. J. D. Cummins Centreville

3 H.S. Medora Mantz Centreville

3 H.S. John T. B'ruhl Centreville

STEVENSVILLE

4 H.S. Elizabeth Trundle :. .Stevensville

4 H.S. Ola Carter Stevensville

4 H.S. Lettie Long Stevensville

TRI-COUNTY

6 Tri-Co. Mary Cooper Queen Anne

6 Tri-Co. Alice Barto Queen Anne

6 Tri-Co. E. W. McDowell Queen Anne

ST. MARY'S COUNTY

Jean M. Spence Scotland

Myrtle M. Welch Dameron

Emerald Abell Beechville

M. Edna Combs Ridge

Katherine Johnson .... St. Mary's City

Essie May Aud Valley Lee

Claudia V. Guyther Valley Lee

Vera Guyther Piney Point

Mary E. Garner Drayden

T. Lee Mattingly Leonardtown

Olivia Raley Beauvue

M. Edna Wheeler Leonardtown

3 4 Gertrude Edwards Leonardtown

3 5 Anna May Love Morganza

3 6 Lewis C. Thompson Leonardtown

3 7 Elizabeth G. Mattingly. . .Leonardtown

3 8 Agnes N. Johnson Morganza

3 9 Virginia R. Miles Beauvue

3 10 A. Mignonette Russell Leonardtown

4 1 Annie V. Brookbank Ryceville

4 2 Rosa I. Milburn Maddox

4 2 Bertha R. Brookbank Maddox

4 3 Lillian G. Hancock Oements

4 4 A. Dorothea Davis Chaptico

2-16

Annual Rkpokt of the State Board (jf Education

Name and Asotess

Name and Addiees

5 Theo. B'. Carpenter Budd'i Creek

6 May D. Reeder Chaptico

1 Dora Harrison Charlotte Hall

2 Pauline R. Barber Charlotte Hall

3 Annie May Dixon Mechanicsville

4 M. F.thi-l Joy Mechanicsville

4 Emma E. de Corse Mechanicsville

5 Maude M. Jarboe Oraville

Ii'r.S Alice Ruth Burroughs. . .Laurel Groye

2 Henrietta V. King Laurel Grove

3 Erva R. Foxwcll Morganza

4 Beatrice Goldsborough Hollywood

4 Mattie E. Murphy Hollywood

5 B. Gladys Dixon Hollywood

6 M. Pauline Hayden Hollywood

7 Mary S. Fish Sandgates

2
3

4 1

4 2

4 3

9 A. Louise Fowler Hollywood

Doris Raley Hollywood

Birdie V. Davis Bushwood

Ida Louise Dent Oakley

Olivia S. Dent Oakley

I.^ttie M. Dent Oakley

Loraine G. Hodges Oakley

Carrie Chescldine Palmer

Alma Morris Milestown

Evelyn Bailey Abell

Effic M. Miles Pearson

Edith M. Clarke California

Maria A. Y. Goodwin Great Mills

Helen B. Shermantine Great Mills

Daisy S. Abcll St. Inigocs

Mildred K. Hammett Park Hall

Myrtle B'. Foote California

A. Maude Wheeler. . St. George Island
Pauline Greenwell .. St. George Island

SOMERSET COUNTY

Florence Pollitt . .Princess Anne, Rt. 2

Carrie Willing Venton

Helen F. Miles Eden

St. Peter's District.

Daisy B. Miles Oriole

Lena Smith Oriole

May Cannon Monie

Emma W. Somers Champ

Lena Tull Smith Kingston

S. Dora Turpin Kingston

Elizabeth Beauchamp, Pocomoke, R.

F. D.
Elizabeth Chamberlain Pocomoke,

R. F. D.

Mary Lucille Tull Marion Station

Carrie L. Gunby Marion Station

Gussie E. Haynes Marion Station

Lillie H. Dalby Shelltown

Leona Revelle Marumsco

Myrtle Dryden Tull's Corner

LIcIen V. Pusey Marion Station

Carrie B. Whittingdon. Marion Station
Myrla A. Powell, Princess Anne, R.

F. D.
Alma Dennis, Princess Anne, R. F. D.
Mary Parks, Pocomoke City, R. F. D.
Elsie Melvin, Pocomoke City, R. F. D.
Rose W. Lankford, Pocomoke City, R.

F. D.
Laura V. Lambden, Pocomoke City, R.

F. D.
Mabel Dennis, Pocomoke City, R. F. D.
Jennie Ward Howeth, Westover, R. F.

D.
Ruby N. Bounds, Princess Anne, Rt. 2
Frances Elliott, Princess Anne, Rt. 2
Sallie E. Dashiell, Princess Anne, Rt. 2
Gladys Lawson, Princess Anne, Rt. 2

Cecilia Webster Jason

Viola French Upper Fairmount

Mary A. Long Upper Fairmount

Zenobia Miles Upper Fairmount

Elizabeth Sudler Upper Fairmount

Marie S. Davis Crisfield

Nellie H. Davis Crisfield

E. Gertrude Curtis Crisfield

Rena Cox Dougherty Crisfield

Priscilla Sterling Crisfield

Marian A. Nelson Crisfield

Ethel Johnson Crisfield

Nellie Nelson Crisfield

Ethel Colbourne Crisfield

Pearl Kneisley, Manual Training, Cris-
field.
Corinne W. Adams, Com. Dept., Cris-
field.

Oscar B. Landon Crisfield

Willie T. Riggin Crisfield

Kate Howard Crisfield

Ada B. Cochrane Crisfield

Ulmont Bedsworth Crisfield, Rt. 2

Harriet Sterling Crisfield, R. F. D.

Mildred Hickman... .Crisfield, R. F. D.

Marie Powell Crisfield, R. F. D.

Mildred Tull Marion, R. F. D.

Mary A. McNamara, Crisfield, R. F. D.
Viola M. Dougherty, Crisfield, R. F. D.

Ada M. White Chance

Lucy V. Tarleton Chance

Alice Todd Chance

J. A. Hudson Rhode's Point

Arintha Marsh Tylerton

Carrie G. McNamara Ewell

Ruth B'radshaw Ewell

E. Virginia Goslee Dames Quarter

Helen M. Ward Dames Quarter

Annual Report of the State Board of Education

247

Name and Address

Name and Addkess

12 1 Beatrice Nelson Crisfield

12 1 Cristie Wilson Horsey Crisfield

12 1 M. Charlotte Shockley Crisfield

1 2 1 Mabel Sterling Crisfield

13 1 Virginia Dryden Westover, R. F. D.

13 2 Margaret I. Mitchell Westover

13 2 Mary Ritzel Westover

13 3 Anna Ruark Manokin

13 4 Annie L. Furniss. . .Westover, R. F. D.

14 1 Elizabeth Anderson Deal's Island

14 1 Addie W. Bradshaw Deal's Island

14 1 Esther M. Webster Deal's Island

14 1 Saydie C. Webster Deal's Island

14 2 Edna Anderson Wenona

15 1 Susie E. Collins Princess Anne

15 1 Elizabeth Cahill Princess Anne

15 1 Nannie C. Fontaine Princess Anne

15 1 Elizabeth Dougherty. .. .Princess Anne

15 1 J. Frances Moore, Domestic Science,

Princess Anne.

15 2 Delsie Fooks Pusey. .. .Princess Anne,!
R. F. D. [

3 Florence Goslee Princess Anne,

R. F. D.

4 Ruth Wilson Eden

5 Blanche Adams Princess Anne,

R. F. D.

HIGH SCHOOLS
CRISFIELD

F. E. Gardner Crisfield

Priscilla Lankford Crisfield

Addie Handy Crisfield

Miriam Dryden Crisfield

Margaret Tull Crisfield

Mabel Ward Crisfield

WASHINGTON

Fred. H. Dewey Princess Anne

W. A. N. Bowland Princess Anne

Mary D. Fitzgerald Princess Anne

Mildred Powell Princess Anne

TALBOT COUNTY

Alice McDaniel Easton

M. Neva Seymour Easton

Annie M. E. Mason Easton

Bessie A. Cretzinger Easton

Katherine S. Dexter Easton

Marie Callaghan Easton

Carrie B. Smith Easton

Grace S. Holmes Easton

Virginia B. Hughes Easton

Ethel D. Spencer Easton

Florence E. Lane Easton

Frances E. Henry Easton

Mabel Shockley Easton

Mary E. Stewart Easton

Edna E. Griffin Easton

Freda Harper Royal Oak

Delia V. Altvater Easton

A. Ellis Harper St. Michaels

L. Beatrice Corkran St. Michaels

Addie M. Dean St. Michaels

Pearl M. Thomas St. Michaels

Mary L. McDaniel St. Michaels

Elva W. Keithley Royal Oak

Lina Bridges Royal Oak

Isabelle B. Mullikin Bozman

Susan E. Marshall Bozman

M. Louise Marshall Neavitt

Margaretta S. Reese Neavitt

Nettie S. Martin Trappe

Ethel Kemp Trappe

Ella Haddaway Oxford

Ella J. Stevens Oxford

Hennie M. Marrick Trappe

M. Ella Smith Oxford

Nannie I. Stevens Oxford

Alice Haddaway Oxford

Neva M. Jones Trappe

Mabel E. Carroll Trappe

Ethel K. Blann Trappe

Margaret C. Mullikin Trappe

Hazel S. Dyott Trappe

Martha D. Ornett Trappe

Fannie C. Marvel Easton

E. Lela Bailey Cordova

Edith L. Warner Queen Anne

M. Elizabeth Davis Easton

Florence R. Lednum Cordo^■a

Marguerite H. Milby Cordova

Frances E. Russell Easton

Bessie C. Matthews Cordova

Mary W. Shillinger Cordova

Laura P. Newnam Cordova

Anna E. Porter Wye Mills

Iva Christopher Wye Mills

Helen L. Kirby Queen Anne

Mary G. Lowe McDaniel

Olive O. Howeth Wittman

Mildred B. Frampton Wittman

C. Elma Diefenderfer Sherwood

Alexandria W. Mullikin Tilghman

Amelia B'. Tarr Tilghman

Sallie R. G. Faulkner Tilghman

Margaret Wilson Tilghman

Gladys M. Sinclair Tilghman

A. Lida Smith Claiborne

218

Annual Rkpokt of tiim Stati: Boakd of Education

Name and Addbess

Name and Adoif.ss

HIGH SCHOOLS
EASTON

C. A. McBride Easton

Mary T. Brcnnan Easton

Clara B. Price Easton

Mildred II. Willis Easton

\Vm. L. Hull Easton

Hcttye I. Newnam Easton

Ruth C. Simpson Easton

ST. MICHAEL'S

2 Harold S. Borden-Smith. .St. Michaels

2 2 May M. Kemp St. Michaels

2 2 Cora Dodson St. Michaels

2 2 Mary T. Macklem St. Michaclt

TRAPPE HIGH SCHOOL

3 3 H. E. Nelson Trappe

3 3 Ruth Taylor Trappe

OXFORD

4 3 Nellie R. Stevens Oxford

4 3 \'irginia Bouldin Oxford

4 3 Erma B. Stewart Oxford

WASHINGTON COUNTY

J. W. Eavey Sharpsburg

-Mary E. Haller Sharpsburg

Bertha V. Myers Sharpsburg

Martha Snavely Sharpsburg

Anna H. Knode Sharpsburg

Bertha A. Mumma Sharpsburg

Jessie L. Cook Sharpsburg

Lottie M. Houser Sharpsburg

Lucy Grayson Ditto Sharpsburg

Harry E. Wolfe Williamsport

Josephine R. Hutzell Williamsport

Susye G. Kershner Williamsport

Elizabeth Beard Williamsport

Katie L. Schnebly Williamspott

Edna R. Conrad Williamsport

Mary E. Schnebly Williamsport

Bertlia M. Corby Williamsport

Ruth L. Summers Williamsport

Melcora Gruber Williamsport

Katherine R. Bowser Williamsport

Nellie Lemen Williamsport

Marie F. Finzel Williamsport

Edna Lumm B'oonsboro

John D. Zentmyer Hagerstown

Estella Cochran Hagerstown

Laura V. Spielman Hagerstown

G. Evelyn Clopper Hagerstown

Miriam B. Dui»ahugh Hagerstown

Maude R. Sperrow Hagerstown

Ruth A. Gabriel Hagerstown

Inez S. Charles Hagerstown

Myrtle I. Bachtell Hagerstown

H. L. Rinehart Hagerstown

Jac. A. Ziegler Hagerstown

Attie V. Swann Hagerstown

Kittle I. Startzman Hagerstown

Gertrude F. Hoover Hagerstown

E. Louise Howard Hagerstown

Mildred I. Strite Hagerstown

Daysye E. Frushe Hagerstown

Mabel Van Horn Hagerstown

E. Margaret Kaylor Hagerttown

Hulda I. Ingram FuBlutowQ

Kathleen Rinehart Hagerstown

Clara V. Higgs Hagerstown

Loyola Snyder Hagerstown

Doris Rinehart Hagerstown

Elizabeth B. Frenzel Hagerstown

Hilda V'arner Hagerstown

Wilhelmina A. Schramm. .Hagerstown

E. Rebecca Brov/n Hagerstown

Lucie Mae Newcomer Hagerstown

Edna R. Fiery Hagerstown

Mazie A. France Hagerstown

Anna M. Story Hagerstown

Ethel L. Foltz Hagerstown

Gossie Hipsley Hagerstown

Clara Bazell Hagerstown

Eva V. Huyett Hagerstown

Nannie C. Davis Hagersto-.vn

Margaret E. McCauley. .. .Hagerstown

Erma V. Gsell Hagerstown

Alma K. Long Hagerstown

Frances Eavey Hagerstown

Elizabeth Wheeler Hagerstown

Ima D. Stotler Hagerstown

Vera V. Faulder Hagerstown

Edna Needy Bell Hagerstown

Alice R. Newcomer Hagerstown

Ethel Garling Hagerstown

Geo. A. Sites Clearspring

Geo. B. Young Oearspring

M. Louise Anderson Clearspring

Mabel V. McDonald Clearspring

Julia H. Boswell Clearspring

Loulia E. Shank Clearspring

Alma J. Dennis Clearspring

Lillian McDonald Clearspring

Mary I. Steele Clearspring

Anna R. Kellner Oearspring

Nellie K. Newkirk Big Springs

Margaret E. Lakin Hancock

Hattie E. Brady Hancock

Mabel C. Brooke Hancock

Mary T. Boswell Hancock

Mary F. Thomas Hancock

Annual Report of the State Board of Education

249

Name and Addbess

Sara E. Kellner Hancock ■ 10

Rose Barnhart Hancock

Edna A. Powers Hancock 1 1

Clara M. Creek Hancock} 11

L. Marie Munson Hancock , 1 1

Mary A. Powers Hancock i H

Rita P. Cooper Hancock 1 1

Raymond E. Staley Boonsboro i H

Inez E. Alexander Boonsboro 1^

Tilghman H. Smith Boonsboro ^^

Gladys M. Thomas Boonsboro ; ^^

Ena M. Cheney Boonsboro

Ina Long Boonsboro ^ ^

M. Agnes Murphy Boonsboro | '^

Charles L. Grove Boonsboro j

E. May Winder Maplevilie i

I 12

Ezra T. Moser Boonsboro ;

I 12

John E. Flegle Smithsburg |

Mabel C. Harp Smithsburg!

Edith M. Wolfinger Smithsburg !

Edna L. Donaldson Smithsburg |

Ruth Poffcnbcrger Smithsburg

Mary M. Murray Smithsburg ,

Irene G. Oswald Smithsburg ^^

Lelias C. Abbott Smithsburg ^

Anna M. Ridenour Smithsburg j^

Chas. M. Clopper Smithsburg |

J. H. G. Seigman Smithsburg : j_j

Nora M. Williar Smithsburg i

Josephine L. Smith Smithsburg j^

Helen Eichhorn Brownsville i jj

L. A. Stangle Rohrersville I j^

J. VV. Kemp Rohrersville ; j^

Louise Miller Rohrersville | j ^

Emma A. Grimm Rohrersville | j4

D. H. Snyder Rohrersville j J4

Hazel I. Stouffer Boonsboro ! 14

Elizabeth S. Wagner Rohrersville j 24

Naomi Wilson Rohrersville j 14

Edward C. Weigand Leitersburg j 14

Ruth Z. Poe Leitersburg j 15

M. Gertrude Newcomer Leitersburg :' 15

Mary H. Poe Leitersburg ; IS

Elsie N. Wolfinger Hagerstown, ! 15

R. F. D. 6. I IS

Grace A. Martin Hagerstown, I is

R. F. D. 6. ! 15

Mary W. Baumgardner. ..Hagerstown, j 15

R. F. D. 6. j 15

Slyva I. Stine Boonsboro , IS

Chas. B. NefT Smithsburg | IS

M. Evelyn Hollingsworth. .Smithsburg ! 16

Pauline McKalvey Clearspring j 16

Sarah E. Iseminger Funkstown j

Pearl V. Hoffmastcr Funkstown . 16

Iva V. Wishard Funkstown j 16

Ruth Warrenfeltz Funkstown 16

Grace Haller Hagerstown,

R. F. D. 3.

Louella A. Mills Sharpsburg

Clinton E. Miller Keep Tryst

Mildred Harrison Keep Tryst

Delia V. Houser Sharpsburg

A. D. Snyder Keedysville

C. C. Jones Wcverton

Bessie P. V. Phillips Weverton

Mildred Benjamin Weverton

Percy Walker Harpers Ferry

R. F. D. 1.

Marie Mills Sharpsburg

Mary Sherley Fair Play

Elva May Munday Breathedsville

H. S. Reiff Fair Play

Madge E. Poffenberger Fair Play

G. Harvey Sprecher Fair Play

Emma B. Burtner Fair Play

Martha E. Bartles Fair Play

Edith L. Sheeley Lydia

Adah M. Weaver Keedysville

Lillian Pittenger Hagerstown,

R. F. D. 4.
Nellie O. Pittenger Hagerstown,

R. F. D. 4.
John J. Park Hagerstown,

R. F. D. 4.
Carrie P. Grimm Hagerstown,

R. F. D. 4.

Maude M. Wolfe Hagerstown

Edith A. Johnston Maugansville

Cora Mae Besecker Maugansville

Mary E. Cooper Clearspring

Helen C. Klipp Hagerstown

B. G. Sheiss Smithsburg

Katie E. Ridenour Smithsburg

Alice B. Fitz Cascade

Edna Kretsinger Cascade

Lulah M. Reynolds Cascade

\'era I. Sensenbaugh Smithsburg

Chas. E. McLucas Big Pool

Olive P. Piper Millstone

Mildred C. Ritz Hancock

Fannie Martin Big Poo!

Laura Roach Clearspring

Ethel A. Grove Big Springs

Annie E. Miller Clearspring

Daisy M. Martin Big Pool

Andrew S. Mills Big Pool

Gladys L. Zimmerman Big Pool

Wm. F. Murray Big Pooi

Sarah E. Rowe Keedysville

Stanley Hoffman Boonsboro,

R. F. D. 1.

J. W. D. Seigman Funkstown

Nellie B. Pettingall Meyersville

W. E. Sperrow Hagerstown

250

Annual Kkimjim ok tiii-, Statk Ijoahd of Ivdccation

Name and Address

XaMB and AtJDlKSS

16
17
17
17
17
17
17
17
17
17
17
17
17
17
17
17

17
17
17
17
17
17
17
17

17 O

Mary L. Martin Hagergtown,

R. F. D. 7.

Mildred C. Bowers Hagerstown

Geo. W. McBridc Boonsboro

Kleora A. Sands Hagerstown

S. Helen Mclsridc Boonsboro

Florence V. Albert Hagerstown

Agnes F. Schcffer Hagerstown

E. Maude Smith Hagerstown

Bess K. Martin Hagerstown

Kathryn Brown Hagerstown

F'loss HofFhine Hagerstown

Ella Toms Funkstown

Maude Hildcbrand Hagerstown

Irene MiddlekaufF Hagerstown

Mattie V. Myers Hagerstown

Nellie Hoover Hagerstown

F. D. Bell Hagerstown,

R. D. 5.

Cleta B. Whitmorc Hagerstown

Maude S. Smith Hagerstown

Emily M. Winebrenner. . .Hagerstown
M. Catherine Gossard. .. .Hagerstown

Anna Humrichouse Hagerstown

Iva G. Smith Hagerstown

Goldie Middlekauff Hagerstown

Cecil F. Geutilus, Hagerstown, R. F.
D. 5.
rphans' Home. Lillian B. Hutzell, Hagers-
town.

Joseph A. Burkhart Smithsburg

Edith L. Harshman Chcwsville

S. Frances Beck Chewsville

Ilda M. Kiracofe Hagerstown

M. Cotlie Bachtell Hagerstown

W. D. Albin Rohrersville

Eimer G. iHller Keedysville

Mary W. Kitzmiiler Keedysville

Pauline Blackford Sharpsburg

Alice M. Blackford Sharpsburg

Edna L. Sinnisen Boonsboro

Effie I. Long Downsville

Carrie Cline Downsville

Mary R. Irving Downsville

Virginia Cushwa Fair Play

Ruth E. Ream Williamsport

Anna K. Zepp Hagerstown

Orpha S. Showe. . .Mason & Dixon, Pa.

Feme C. Bowers Hagerstown

John B. Houser Hagerstown

Elizabeth K. Keller Hagerstown

Nellie P. Hill Hagerstown

M. Isabclle Beckcnbaug'i. .Hagerstown

Anna M. Whitmore Hagerstown

J. B. Wolfinger Hagerstown

Marie B. Hartman Hagerstown

Ruth E. Leatherman Hagerstown

Mildred Yeatts Hagerstown

Mary P. Rauth Hagerstown

22 1 M. Willie Smiili Ilagerilown

22 1 Ruth C. Fiery Hagerstown

22 1 Leah V. Schindel Hagerstowo

22 1 Ida M. Walkins Hageritown

22 1 Harriett J. Dunahugh Hagerstown

22 I Olive L. Sponsciler Hagerstown

22 1 Kathryn Garver Hagerstown

22 2 .Sadie Summers Hagerstown

22 2 Margaret E. Reichard Hagerstown

22 3 J. J. Day Hagerstown

22 3 Mary Rowland Hagerstown

23 1 A. Ethel Widmyer Clearspring

23 2 Victor M. Spickler Clearspring

23 2 Austin D. Herbert Clearspring

23 3 Chas. W. Plummer Hagerstown

23 4 Ada Gossard Clearspring

23 5 \'iola G. Swope Hagerstown,

R. F. D. 2.

23 6 Christina A. Rowland Clearspring

HIGH SCHOOLS
HAGERSTOWN MALE

3 1 John D. Zentmyer Hagerstown

J. B. H. Bowser Hagerstown

Louis E. M. Strite Hagerstown

J. K. Rhoades Hagerstown

I. S. W. Anthony Hagerstown

H. M. Lippy Hagerstown

D. Webster Groh, Jr Hagerstown

3 1 I. K. Shank Hagerstown

HAGERSTOWN FEMALE

22 1 John B. Houser Hagerstown

Ina L. Slaughenhaupt Hagerstown

Laura C. King Hagerstown

Winnie May Smith Hagerstown

Electa Ziegler Hagerstown

Susan F. Heyscr Hagerstown

Mary M. Kaylor Hagerstown

Margaret Kornegay Hagerstown

22 1 Innes Boyer Hagerstown

WILLIAMSPORT

2 1 Harry E. Wolfe Williamsport

Samuel B. Plummer W^illiamsport

Elizabeth Clever Hagerstown

2 1 Arita Snyder Keedysville

CLEARSPRING

4 1 Geo. B. Sites Clearspring

Dorothy S. Nissley Clearspring

Mamie Constance Sites. .. .Clearspring

4 1 Helen M. Beard Clearspring

BOONSBORO

6 1

McClurc Haupt Boonsboro

Nellie Wishard Boonsboro

6 1 Frances M. Storm Boonsboro

! SMITHSBURG

I 7 1 John E. Fleagle Smithsburg

I J. W. Schnebly Smithsburg

7 1 Mary K. Fleming Smithsburg

Annual Report of the State Board of Education

251

Name and Address

Name and Addkess

WICOMICO COUNTY

Lillian English Mardela Springs

Rosena C. Jones Mardela Springs

Hester W. Bounds. . . .Mardela Springs

Lulo B. Bounds Mardela Springs

George E. Bennett Hebron, R. D. 1

Lula E. Wright Mardela Springs

Lucy B. Bailey Riverton

Sadye Insley Quantico

Marion E. Pusey Quantico

Blanche L. Heath Quantico

Alice Robertson Tyaskin

Edna Owens Hebron, R. D. 1

Nita Knowles Hebron, R. D. 1

Elsie V. Larmore Tyaskin

E. Helen Burton Tyaskin

Susie A. Vvilling Wetipquin

John F. Phillips Clara

(Mrs.) Edna Robertson. .White Haven

(Mrs.) Garley Dennis Pittsville

Nellie Truitt Pittsville, R. D.

(Mrs.) Ruth Ennis Figgs.Delmar, Del.,
R. D. 3.

Frances P. Hopkins Parsonsburg

Edith Shockley Parsonsburg

Ruth Carey Pittsville

Thomas H. Truitt Pittsville

May Hamblin Pittsville

Mattie L. Truitt Pittsville

Louise Hastings Pittsville

(Mrs.) Ella Lee Betts Salisbury

Nellie B. Lankford Salisbury

Edna A. Wilkins Salisbury

Gertrude Killiam Salisbury

Minnie E. Anderson Salisbury

Agnes May Todd Salisbury

Viola Townsend Salisbury, R. D. 3

Edna Hammond Delmar, Del.,

R. D. 3.

Lillian Parker Salisbury, R. D. 3

Gertrude Hamblin, Parsonsburg, R. D. 1

Mae Parsons Salisbury, R. D. 3

Maude Brown Salisbury, R. D. 3

Amanda Downing... .Salisbury. R. D. 3
E. Grace Wimbrow Parsonsburg,

R. D. 1.

A. Mae Parker Willards

Mamie Morris Pittsville, R. D.

Addie Parsons Pittsville, R. D.

Miriam Gilliss Allen

Mildred Whayland Allen

Edith Puscy Eden, R. D. 2

Alice M. Pollitt Eden, R. D. 2

Mildred E. Parker Salisbury

Ruth N. Wimbrow Eden, R. D. 2

Mary B. Robinson. . .Salisbury, R. D. 1
Erie Johnson Salisbury, R. D. 4

8 2 Sallie Colbourne .... Salisbury, R. D. 4

8 3 Ruth M. Dykes Fruitland, R. D. 1

8 4 Alma Dykes Salisbury, R. D. 4

8 5 Elizabeth Davis Salisbury

8 6 (Mrs.) Ella Jones... Salisbury, R. D. 4

8 7 Pauline Nelson Fruitland

8 7 Ida C. McGrath Fruitland

8 7 Edna L. Disharoon Fruitland

9 1 Elsie M. Hughes Salisbury, R. D.

9 2 Lettie M. Lowe Salisbury, R. D. 2

10 1 (Mrs.) Berkley H. James. . .Sharptown

10 1 Mary E. Mann Sharptown

10 1 Mary E. Cooper Sharptown

10 1 Hattie M. Twilley Sharptown

11 1 Hettie F. Lowe Delmar, Del.

11 1 Mamie Campbell Delmar, Del.

11 1 Ida Jester Delmar, Del.

11 1 Gladys L. Hearne Delmar, Del.

11 1 Mol lie L. Parker Delmar, Del.

11 1 Lossie Hearne Delmar, Del.

11 1 Mildred A. Parker Delmar, Del.

1 1 2 Olive Howard Salisbury, R. D. 2

12 1 Mary R. Larmore Bivalve

12 1 Margaret A. Travers B'ivalve

12 2 Mildred L. Insley Nanticoke

12 2 Naomi C. Taylor Nanticoke

14 1 Ruth W. Richardson Willards

14 2 Elsie P. Baker Willards, R. D.

14 4 Mamie Hastings Salisbury, R. D.

14 4 Nellie G. Fisher Salisbury

14 4 Mabel Gillis Salisbury

14 5 Gladys Rayne Willards

14 6 Mattie E. Parker Willards

15 1 Mark Dolbey Hebron

15 1 Blanche Owens Mardela Springs

IS 1 Maude B. Bennett. .. .Mardela Springs

IS 1 E. Helen Waller Hebron

IS 2 Ruby F. Hayman Rockawalkin

15 3 Elsie Howard Salisbury, R. D. 2

9 3 L. Cora Gilliss Salisbury

* 3 Nina G. Venables Salisbury

9 3 Nellie L. Smith Salisbury

9 3 Elsie Hearne Salisbury

9 3 Pearl Phillips Salisbury

9 3 A. May Reddish Salisbury

9 4 Alice Toadvine Salisbury

9 4 Elizabeth Woodcock Salisbury

9 4 Mildred Dougherty Salisbury

9 4 Arietta Smith Salisbury

13 2 May C. Hill Salisbury

13 2 Mary E. Toadvine Salisbury

13 2 A. Edna Windsor Salisbury

13 2 Georgia M. Reddish Salisbury

13 2 Mabel E. Waller Salisbury

13 2 L. Kate Darby Salisbury

13 2 Wilsie Banks Salisbury

13 2 Josephine Porter Salisbury

252

Annual Report of the State Board of Education

Name and Addif.ss

o
►-■ § Name and AddieM

2 Nancy H. Smith Salisbury 13

2 Belle J. Smith Salisbury | 13

HIGH SCHOOLS
WICOMICO

R. Lee Clark Salisbury

Nellie F. Hill Salisbury

Alma Lankford Salisbury

Katharine True Salisbury

Alice Killiam Salisbury

Madge Ilayman Salisbury

Ethel A. Parsons Salisbury

Emily I. Dashiell Salisbury

Olive Vincent Salisbury

(Mrs.) Annie Peters Wescott. Salisbury

Mary M. Dryden Salisbury

Gertrude Fluer Salisbury

Mary Wilson Salisbury

Dorothy Mitchell Salisbury

WORCESTE

Rilla Webster Pocomoke

Mrs Laura Nichols Pocomoke

Sadie O. Powell Pocomoke

Winnie Cutler Pocomoke

Jennie Bonneville Pocomoke

Zella Mapp Crockett Pocomoke

Louise Matthews Pocomoke

Annie L. Ross Pocomoke

Pearl Bratten Pocomoke

Violet Chesser Pocomoke

Louise K. Giltz Pocomoke, R. D.

Edith L. Pilchard Pocomoke, R. D.

Bessie Gordy Pocomoke, R. D.

Martha Custis Pocomoke, R. D.

Elsie M. Bonneville. .Pocomoke, R. D.

Ruth Powell Salisbury

(Mrs.) Helen A. Fooks Salisbury

SHARPTOWN

1 Edwin K. Mcintosh Sharprtown

1 Emma Caulk Sharptown

1 Pauline Howard Sharptown

DELMAR

Clarence Cordrey Delmar, Del.

Ann Jester Delmar, Del.

Susie L. Utz Delmar, Del.

Bertha McGrath Delmar, Del.

NANTICOKE

C. Allen Carlson Nanticoke

Nannie R. Potts Nanticoke

Elsie Tomlinson Nanticoke

Annie V. Moore Girdletrce

Mary V. Riley Snow Hill

Lucy N. Stagg Snow Hill

Bessie Purnell Snow Hill

Amy Hickman Snow Hill

Elizabeth Richardson Snow Hill

Georgia Bonneville Snow Hil]

Lillie Heward Snow Hill

Mabel Dunlap Snow Hill

Bessie Riley Snow Hill

Emily P. Williams Snow Hill

Elva M. Donoway Showell, R. D.

Aralanta Coffin Berlin, R. D.

Irma Jones Berlin, R. D.

Edith C. Pruitt Berlin, R. D.

Estella Pruitt Berlin, R. D.

Florida Jarvis Berlin

Mary Hickman Showell

May V. Hastings Showell

Ralph R. Dennis Ocean City

R COUNTY

3 8 Elizabeth Thomas Ocean City

3 8 Minnie Coffin Ocean City

3 8 Annie L. Price Ocean City

3 8 Anna F. Schaefer Ocean City

3 9 Mamie Coffin Berlin, R. D

4 1 Mary L. Williams Snow Hill

4 2 Mary E. Holloway Newark

4 2 Bessie Dryden Newark

4 3 Nellie Savage Newark, R. D.

4 4 Wilsie Whittington Berlin, R. D.

5 1 Alice Hudson Bishop

5 2 Elizabeth Bishop B'ishopville

5 2 Nellie Ringler Bishopville

5 2 Annie Ryan Bishopville

5 3 W. F. Godwin Bishopville

5 3 Mildred Rayne Bishopville

5 4 Amelia D. Carey Whaleyville

5 5 Delia R. Williams Bishopville

5 6 Laura Walker Bishopville

5 7 Grace Hignut Hudson Bishop

6 1 Minnie Warren Snow Hill

6 2 Cora Perdue Snow Hill, D. D,

6 3 Elizabeth A. Jones. .. Snow Hill, R. D.

6 4 Fannie Perdue Snow Hill, R. D.

7 1 Lillian Scott Pocomoke, R. D.

7 2 Mrs. Zilpha C. W. Corbin. .Snow Hill

R. D.

7 3 Eunice C. Bounds. . .Snow Hill, R. D.

7 4 Elizabeth Warren Snow Hill, R. D.

7 6

7 7 Roberta Gordy Eden, R. D.

7 8 Francis Warren Snow Hill, R. D.

7 8 Mae Richardson Eden, R. D.

7 9 Eva K. T. Powell Salisbury, R. D.

7 10 Ethel Pusey Snow Hill

8 1 Jeannettc White Pocomoke, R. D.

8 7 Nellie Stanford Girdletrce

Annual Report of the State Board of Education

35;;

Nahx and Addkess

Namb and Addkess

Elsie M. Dennis Stockton

Lottie E. Bromley Stockton

Bertie E. Jones Stockton

Annie B. Colona Stockton

Virginia Dickerson. . .Snow Hill, R. D.

Hden TuU Girdletree

Louise Dickerson Girdletree

Mrs. Margaret T. Ames. .. .Girdletree
Hazel Smack Girdletree

Sallie K. Tingle Berlin

Pearl Boston Berlin

Daisy Wise Berlin

Pauline Horsey Berlin

Lurah Collins Berlin

Minnie VV. Jones Berlin

Hazel R. Hill Berlin

Mina D. Bel! Berlin

Mary Warren Ironshire

Mary A. F. Gilliss St. Martins

Nellie G. Collins St. Martins

Elizabeth Dale Whaleyville

Angie Hudson Whaleyville

Mamie Hopkins Whaleyville

Katherine McCr-be Whaleyville

Blanche Hall Whaleyville

HIGH SCHOOLS
POCOMOKE

E. Clarke Fontaine Pocomoke

Mary B'. Hamilton Pocomoke

Evelyn Gardner Pocomoke

Mary W. Davy Pocomoke

Ida Belle Wilson Pocomoke

2 Lucy Alderman Pocomoke

2 Annie Merrell, M T Pocomoke

2 Ethel M. Dix, D. S Pocomoke

2 Edith L. Stevenson, C. C... Pocomoke

SNOW HILL

5 A. C. Humphreys Snow Hill

S Edna Staton Whaley Snow HiU

5 Julia F. Bratten Snow Hill

5 Emily K. Dryden Snow Hill

5 Sallie Sterling Snow Hill

S L.J. Kelley, M. T Snow Hill

5 Nancy Purnell, D. S Snow Hill

5 Mary A. Powell, C. C Snow Hill

STOCKTON

2 John S. Hill Stockton

2 Mrs. Lola B. Hudson Stockton

2 Mary N. Hyland Stockton

2 Mrs. M. A. Mills, M. T Stockton

2 Mabel Jones, D. S Stockton

GIRDLETREE

4 \V. A. P. Strang Girdletree

BUCKINGHAM

1 Eugene W. Pruitt Berlin

1 Ella Massey Berlin

1 John T. McManis Berlin

1 Mrs. M. A. Mills, M. T Berlin

1 Mabel Jones, D. S Berlin

I Mary F. Bailey, C. C Berlin

^C"->

3 IMBO DebtlSD-? d

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