teachers need the assistance of supervisory officers, one for every 20 or 25 teachers.

This is the settled policy for the conduct of school affairs in the cities of this country. It is also the settled policy in the larger towns and boroughs. The policy is settled because it is well known that no teacher, whatever his experience, is so good a teacher that he cannot be made a better one. Constructive, helpful supervision goes a long way in making him a better one.

On the other hand, in rural districts are found, on the whole, the untrained teachers, the inexperienced teachers, the young teachers, the low-salaried teachers, the teachers who stay but a year or a short time in their positions. The schools they teach are often ungraded schools; their classes are many; supplies, books and equipment are often lacking. Usually they do not have the help of supervisory officers as do teachers in cities. Of course there are exceptions, but as a rule the conditions as named prevail. In other words, the teachers who need help the most are the very ones who have the least of it.

If city teachers-trained, experienced, well-salaried-need assistance, why not afford rural teachers-inexperienced, immature, untrained similar assistance? The helping teacher is supposed to give these rural teachers such assistance as is given so generally to city teachers.

Poor teaching spells an enormous waste in education everywhere but nowhere is it found to a greater extent than in country schools. The great problem there especially is to secure more vital teaching of children.

Country children are naturally as bright as city children but the plain truth is that they do not get a square deal in our educational system. Again there are exceptions, but such is the rule. The helping teachers came into being in order to give these children the educational rights to which they are entitled.

These inexperienced, meager-salaried, new-to-their-schools teachers in rural schools welcome eagerly such help. This has been demonstrated in the past two years. These teachers have testified to the kindly, sympathetic, positive, guiding hand of the helping teachers. Many of the country schools have been given new inspiration by these teachers. Numerous country teachers have been led to stay in their positions and not to go to city positions, by the influence of these helping teachers.

It is generally recognized in educational circles in the country that

New Jersey, through its helping teacher movement, is leading the way in the betterment of rural schools. No single movement, except that of consolidation where consolidation is practicable, is doing more to settle the problem of the country school. This is the largest problem in education today. There is much talk about it, but little result.

New Jersey through its helping teachers is doing something.

It may be asked why the county superintendent should not perform the duties of the helping teacher. The answer is that his administrative duties are so numerous that it is impossible to do this. His position is analogous in its jurisdiction to that of the city superintendent, and every city superintendent, as has been pointed out in the foregoing, has the help of assistants. Moreover, the schools under the jurisdiction of a city superintendent are far more compact and easier to reach than the schools under the jurisdiction of a county superintendent.

Among the things for the betterment of the country schools that have been accomplished by the helping teachers are the following:

Introduction of methods of teaching reading, arithmetic, spelling and other fundamental subjects

Assisting teachers in the making of school programs

Promoting cleanliness of schoolrooms and premises

Holding teachers' meetings

Assisting to organize parent-teacher associations

Organization of health clubs

Making schoolrooms more attractive

Vitalizing classroom instruction

Securing better medical supervision

Helping with physical training

Influencing boards of education to secure better quality and quantity of

school supplies

Helping to make country school life more attractive

Formation of better language clubs

Bringing about closer coöperation between parents and teachers

The maximum salary of the helping teacher is $1500, out of which she pays all her expenses for travel or getting about. These expenses vary from $450 to $500 a year, not counting the depreciation of the automobile, for the helping teacher must, as a rule, provide herself with an automobile and maintain it.

Salaries must be increased. This is imperative and vital if the country schools are to be further improved by the helping teachers. We need at least 30 of these teachers instead of the 23 we now have.