Better Rural Education through Reorganization of the Administrative Unit and the Curriculum
by Kate V. Wofford — 1952
Two decades ago the National Society for the Study of Education devoted Part I of its Thirtieth Yearbook to the discussion of the status of rural education in the United States. In general, the picture was gloomy. According to this report rural-school buildings were poor and the teachers had had little professional preparation. School terms were short, financial support was low, and opportunities for high-school education for rural children were, in general, limited to those living near or in villages and small towns. The picture was filled, too, with dark overtones of inequalities existing between rural and urban children on all the educational fronts.
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