Biennial report of the Superintendent of Public Instruction, state of Montana . are ruralschools of numerous third class districts where villages havebeen in complete control. Many parents have had just causefor complaining bitterly of this neglect. Teachers who lackthe training and experience of city teachers have been em-ployed for the shorter terms at $10 to $25 less per library books and reference books have usually not beenfound in these rural schools. Other teaching equipment,such as primary materials, maps, globe, dictionary and ma-terials for construction work are often lack
Biennial report of the Superintendent of Public Instruction, state of Montana . are ruralschools of numerous third class districts where villages havebeen in complete control. Many parents have had just causefor complaining bitterly of this neglect. Teachers who lackthe training and experience of city teachers have been em-ployed for the shorter terms at $10 to $25 less per library books and reference books have usually not beenfound in these rural schools. Other teaching equipment,such as primary materials, maps, globe, dictionary and ma-terials for construction work are often lacking. The mate-rials and equipment no longer usable in the city or largervillage schools have been sent out to supply the rural often such materials are considered good enuf for coun-try children. Frequently the trustees all, or nearly all, livein the city, and the welfare of city schools has been theirchief, if not only, concern. Supervision is frequently un-known, as the city superintendent scarcely ever visits theschools. SUPERINTENDENT OF PUBLIC INSTRUCTION 37. This school was made possible within one year after a new district hadbeen formed out of this same city district. Twenty children now have amodern building, well equipped, and 170 days of school. Contrast with theschools on foregoing page. There can be no good reason for this general neglectof rural .children. The claim that rural people have notproved up on their lands is no longer tenable. If districtsby reason of poverty cannot support good schools for all theirchildren, including those that may be located in remoter sec-tions, then provisions should be made by which aid might beextended to them. The state cannot afford to allow any ofits children to be neglected in their educational time has come when every child should be accounted forand when opportunities for a good eighth grade educationshould be offered to all children everywhere. Some of the larger districts have achieved this e
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