The Republican. [volume] (Oakland, Md.) 1877-current, 1924-03-06
WHAT HAS SUPERVISION OF
TEACHING ACCOMPLISHED?
Report of Educational Depart
| ment Shows That System
! Is Effective.

1911, SIldpISi oOt, WHICH was ISSpOi-
sibIe for the 1916 school law, has this
to say concerning instruction in the
Maryland schools in 1915-19lG:
Page 1874: ga single paragraph
may summarize our estimate of teach
ing in the public schools of Maryland.
We have found the State Department
ineffective, largely because it lacks
the necessary staff; we have found
the county organization ineffective
because of politics, the absence Of
trained officials, and the low stand
ards of teacher training. How could
teaching be generally good under
these conditions Maryland gets pre-
cisely the kind and quality of teach
ing which our previous study would
lead US to expect. 1t will improve
teaching when it improves the condi-
tions responsible for it-not before
and in no other way"
Pages 50-51: "The teacher is the
first-and the most mportant-factor
in securing good teaching. The sec
Ond is supervision. The teachers of
a school or of a school system are
nodded into an efficient team animal
ed by one purpose and working to-
ward a common end very largely by
the pressure, guidance and inspira-
ton OF the supervisors. 1t is one of
the advantages of large cities that
supervision is easily provided; it is
among the most serious flaws in the
well-nigh impossible. MaIyland's
county educational organization IA
ciIltates effective supervision, embrac-
ing town and country schools alike.
For the area is large, the schools va
ried in type, the financial resources
more OF less substantial, and the au-
thorlty OF the County Board unques-
TONED. But even trained Superin-
tendent can not, in addition to his
other duties, take upon himself, ex-
cept IN the very smallest counties, the
details OF classroom supervision. He
requires for this purpose 4 small but
highly specialized staff"
The results of supervision in Mary
land will be discussed under the fol-
lowing six topics:
|. There is organization of what to
teach where formerly there was chaos.
II. Higher standards Of teaching
have been set up and maintained in
place Of the low standards which for
merly prevailed.
III. Definite standards for the pro-
gress of children are held up and ac-
complished where formerly there was
no guide.
". The gradual elimination Of The
excessive number Of average pupils
is being brought about since the ad-
vent Of supervision.
Y. Physical conditions in the schools
arc mNch improved by reason Of the
supervisors insistence.
VI. Teachers, from poorly prepared
beginners to those Of experience and
superior merit, are benefited by su-
peryisory assistance.
There is organization of what to
teach where formerly there was chaos.
. Prior to the advent Of supervision in
if teachers liked certain subjects they
taught those subjects often to the eX-
clusior of others. / Il most Of the
counties there was no outline Of stu
dies to be taught and - apportion-
ment Of time to the various subjects,
particularly in the rural schools.
Outlines of the subjects to be taught
have been prepared by the supevis-
ors and furnished the teachers; daily
programs for the studies have been
worked out by supervisors and teach
ers, so that no important subject is
sighted, and a fair apportionment
of time and attention is bestowed
upon each.
High standards of teaching have
been set up and maintained i'll place
of the low standards which fOrmely
prevailed.
Prior othe advent of supervision in
the counties the status of teaching
the several school subjects was in the
majority Of cases bout as follows:
Reading was mechanical word call
ing with little comprehension of what
was read. 1t was the practice for
children to spend two years in the
first grade, laboring over primer
the first year, and first reader the
second year. In the upper grades lit
tie was done in the reading lesson to
interpret meanings, to gain ideas, to
arouse the imagination, to cultivate
facility in oral expression, or to de-
Velop fuency.
Although the 1916 report of the
Maryland Educational Survey Com
mission found that in some counties
heIf the day was taken up in teach
ing" arithmetic, yet children had tc
count on their fingers to give answers
to such simple combinations as 8 plus
z, and 6 plus 5. Arithemetic was
taught without reference to its uses
Cube root and the mensuration Of
cubes, pyramids and truncated cones
received as much attention as home
and farm accounting.
Spelling. Words were taught in
discriminatory. One was just as APP