. Biennial report of the Superintendent of Public Instruction of the State of Montana . and two-roomschools in Montana. Some of these are close to trading centers, while many are isolated schoolsfar from any settlements. In many of these communities the roads are impassable for a good part of the year. The teach-er and pupils live more or less by themselves during this time and must exercise great initiative andpatience to keep life at an even tenor. Not only are poor roads a factor in this isolation, but the deepsnows, the blizzards, and the intense cold add their quotas to the discomfort inv
. Biennial report of the Superintendent of Public Instruction of the State of Montana . and two-roomschools in Montana. Some of these are close to trading centers, while many are isolated schoolsfar from any settlements. In many of these communities the roads are impassable for a good part of the year. The teach-er and pupils live more or less by themselves during this time and must exercise great initiative andpatience to keep life at an even tenor. Not only are poor roads a factor in this isolation, but the deepsnows, the blizzards, and the intense cold add their quotas to the discomfort involved. Because of its size and sparsity, Montana will always have to have many of these small, iso-lated rural schools. However, these schools are not to be considered with pity, as most of themare so constructed and equipped that the educational process going on in them is equivalent tomany larger schools. The main handicap is the unwillingness of many good teachers to go tothese isolated schools. Perhaps the answer is a salary bonus according to the degree of isolation. — 11 —. DONABLE PROPERTY DIVISION Surplus or donable property was first madeavailable to the schools of the nation by aCongressional Act under the Surplus PropertyAct of 1944 and was subsequently amended byPublic Law 889, 80th Congress, Public Law 152,81st Congress, and most recently (September 6,1950), by Public Law 754, 81st Congress, whichplaces public health on the same basis as edu-cational institutions. Montana began receiving property in 1945from various military installations in the SixthCorps area of the Army, as well as Navy andMarine Corps establishments on the WestCoast. Property has been offered and somehas been received from as far away as Wash-ington, D. C. Within the past year and since Public Law 152 has been in force, not only has property beenreceived from military establishments but other governmental agencies have offered property toschools. Most notable among these is the Atomic Energ
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