Third, a grade supervisor should be engaged whose duties in the upper grades would correspond to those suggested for the primary supervisor. For the present these may be performed by the county superintendent with the assistance of three of the regular teachers from the elementary or high school grades preferably those working with the departmental plan, in order that the time schedule may be properly arranged. When the teaching staff is engaged the board should select one teacher, who, in addition to the regular subject taught, which may, for example, be science in the high school, should have charge of athletics in the high school and direct physical education above the fourth grade. Another teacher should be selected who has specialized in the fine and industrial arts and another who is prepared to direct music. This work can be done in addition to teaching the regular subjects under the departmental plan. All good teacher-training institutions prepare such teachers, and the board can secure them without great additional expense. This is suggested as one method of providing supervisory instruction in the newer subjects without too great an expenditure of funds. When the people appreciate the value of instruction of this kind they will willingly pay for special supervisors.

It is expected of course that all this supervision will extend to the rural schools as well as to the schools of Brunswick. It will be necessary to pay salaries high enough to secure for the positions persons with ability to inspire and organize a teaching force as well as to direct the work. Supervision, especially when it extends over a wide extent of territory, can not be done wholly through visits. The supervisor must depend on teachers' meetings, circular letters and opportunity for observation. Work of this nature means the ability to lead teachers as well as to teach children. It is expected also that colored schools should have the benefit of such supervision as well as the white schools.

PROVISION SHOULD BE MADE FOR IMPROVING TEACHERS WHILE IN THE SERVICE.

The methods pursued in the classroom, the attitude of the teachers, and the general tone of the system show the need of a plan for continued professional training for teachers while in service. This does not mean any abatement or remission of standard requirements covering the education and the training of the teachers employed. It merely means keeping the staff up to the highest pitch of efficiency through continued professional growth. Teachers should keep informed on advanced ideas in education, they should be abreast of progress in methods and ideals and be familiar with the literature of the profession to be found in the best books and magazines. This work should be directed in a systematic way by the superintendent

and supervisors. In this way a good corps of teachers is constantly made better and a corps of mediocre ability raised to a higher degree of efficiency.

PROVISION FOR SUBSTITUTE TEACHERS.

In a system the size of Glynn County definite provision must be made for substitutes when regular teachers are ill or absent for other unavoidable reasons. The present practice of providing for vacancies by putting the room in charge of high school girls or other inexperienced persons is an injustice to the children. Good work can not be expected. Regular substitute teachers of maturity and experience are needed. The work is more difficult in discipline and methods of teaching than that which falls to the regular teacher. Moreover, all teachers occasionally need visiting days, in order to become familiar with the best things being done by other teachers in the system, or other systems not too far removed. In addition to the regular staff, then, the board should engage at least one teacher who should substitute when necessary, take charge of rooms on appointed dates while regular teachers visit and observe the work of others, and give demonstration lessons in advanced ideas and methods for the benefit of the teachers on the regular staff.

7. A NEW COURSE OF STUDY SHOULD BE PREPARED FOR THE SCHOOLS.

Frequent reference has been made in the discussion of other topics to deficiences in the courses of study followed in Glynn County and Brunswick. There is, at present, no authorized course of study for all grades and schools. The commission found much diversity of procedure as to methods and content. Exact uniformity is not desirable, but certain minimum results should be expected of all grades. There is, for example, no justification for the fact that the commission found pupils in one room getting better results in spelling, reading, and general training than those of another room in the same grade. Such conditions indicate that children of the system are not being provided with equal opportunities in school. It is not essential or desirable that children in any one grade in several schools should be reading the same lesson or considering the same topics in geography or history at a given time. It is desirable that the required minimum be accomplished in the same grade in all rooms and in all schools. The course of study should be a guide to the teacher in respect to the amount of work to be accomplished in a given time. It should suggest good methods of teaching, set standards of accomplishment, and promote enough uniformity to assure minimum results in all grades and classrooms.

10178°-20- -3

CONTENT OF THE COURSE OF STUDY.

The commission is of the opinion that the schools should be organized on the 6-3-3 plan and the course of study formulated with this in view. The necessity of broadening the scope of school work by adding new subjects has been pointed out elsewhere in this report and the means of making provision for their introduction and supervision suggested. The course of study should be worked out by the supervisory and teaching corps under the general direction of the superintendent. Tentative outlines, made by committees of teachers in conference, should be tried out in the classroom and made as perfect as possible before adoption. In this way a course definitely adapted to the needs of the county and city system would be secured. The Stat course of study furnishes a good basis for work and may be used as a point of departure. The commission would suggest that as a first step the State course be adopted and that it be later modified in the light of the experience gained in its use. Many excellent suggestions are found in it. It should not be used without modification and free supplementation in order to give more detailed suggestions and to make adaptations to local conditions. The new course should provide for music, the fine and industrial arts, agriculture and nature study, home economics, community civics, hygiene, and recreation. It should also provide for correlating the subjects of the curriculum by organizing around large topics or projects or suggesting means for doing this. It is better to present the work of the grade for a stated period or time or until a certain topic or project is completed than to present separate outlines for each subject.

OBSERVATIONS ON ORGANIZATION.

Observation of the children and the examination of the papers handed in in Brunswick and experience with other schools convince the commission that there are some children in the regular classes who are not mentally capable of doing the work of the grade to which they are assigned. No definite study of the number of these was made. Probably one ungraded room is needed, where their special needs can be studied and work adapted to their ability given. They may then advance as rapidly as possible without hampering the progress of the normal children.

When the new organization is effected the two-session plan with noon intermission should be adopted for all grades. The length of the school day decided upon will depend upon various conditions; for example, the adoption or rejection of the work-study-play plan. In any case, however, the present combination of the one and two session plans is not satisfactory. With the adoption of the enriched curriculum recommended, the variety of activities necessary to carry

out the program will require a full day for all grades. The course of study should provide definitely for proper distribution of the time of children and teachers.

THE COURSE OF STUDY IN THE HIGH SCHOOL.

Free election of high school subjects to the degree permitted in the Glynn high school is not desirable. It is better to prescribe a core of work for alternative courses with some opportunity for election of subjects within the group selected. In this respect the suggestions offered by the high school division of the State department of Georgia are well considered and should be carefully examined before substitutions and changes are introduced. Doubtless some modification of the suggestive course is desirable the better to adapt it to local needs and ideas, but in general its salient features are sound. It could well function more than it now does as a guide to the work of the Glynn high school.

While the essentials are the same in the city and the country (and the length of terms should be also) the organization of classes in two, three, and four teacher schools will necessitate definite adaptation of the course to suit these conditions. Different methods of approach and presentation are necessary, based on the experiences and environment of rural children. These adjustments should be made under the direction of the supervisors and tried out in the classroom as previously suggested. The one-teacher schools should not attempt more than five or six grades, preferably five. The consolidated schools might well include one or two years of junior high school work, provided there are more than two teachers. The last year of junior high and all senior high school classes should be given in the county high school at Brunswick.

The organization of classes and the course of study itself should recognize the varying abilities of children and make provision for at least three groups:

(a) Children of average ability who will complete the normal requirements of one grade a year.

(b) Those who can not do so much and fall behind the class average but who can be expected to complete the essentials if confined to them.

Some of these Others can not

(c) Those who are of more than average ability. may be able to make more than one grade a year. go so fast but find the work of the average group too easy.

In the lower grades there may be separate rooms for each group. In the upper grades the three groups may be in one room. The course of study should be so arranged as to supply teachers with directions concerning the amount of subject matter and the most essential

topics to be covered by each group. This arrangement will enable teachers to deal with children more nearly according to their individual abilities.

8. THE SCHOOLS OF BRUNSWICK AND OF GLYNN COUNTY SUFFER BECAUSE OF INADEQUATE FINANCIAL SUPPORT.

THE PER CAPITA SCHOOL EXPENDITURE IN BRUNSWICK.

Brunswick falls into that group of cities having a population ranging from 10,000 to 30,000. It will be of interest to see how Brunswick's expenditure for school maintenance compares with the expenditure for the same items among typical cities of her population group. The reports for the year 1917-18 are taken, for these are the latest reports available. The following table shows the facts based upon returns made to the Federal Bureau of Education:

Expenditure for current school expenses, per capita of children in average daily attendance,