. Biennial report of the Superintendent of Public Instruction of the State of Montana . parent tradthe rural schoolhouse for years. We must groom schools must be ineffective schools. Thpart of the community, responsive to its needboys and girls attending, some of whom mamay want to go into other lines of work. People in rural sections, as wellas in urban, more than ever aretaking an interest in their organizations, PTA groups,and others are finding out justwhat kind of a school their districtis operating and are doing every-thing in their power to secure abetter one. The objective
. Biennial report of the Superintendent of Public Instruction of the State of Montana . parent tradthe rural schoolhouse for years. We must groom schools must be ineffective schools. Thpart of the community, responsive to its needboys and girls attending, some of whom mamay want to go into other lines of work. People in rural sections, as wellas in urban, more than ever aretaking an interest in their organizations, PTA groups,and others are finding out justwhat kind of a school their districtis operating and are doing every-thing in their power to secure abetter one. The objective is equalopportunity for every boy and girlin Montana, whether he residesnear a one-room school or near alarge city system. The State De-partment of Public Instruction hasonly one person designated bylaw for the supervision of these rural schools. Elementary educa- Hodgson school—1950 tion in cities and towns is just as varied as in rural sections. The same problems present them-selves as to modern, well-equipped buildings, qualified teachers, courses of study and Additional Services Rendered by the Rural School Supervisor In addition to the problems involved in the work of the rural supervisor as are found in coursesof study, self-evaluation blanks, and the aims and purposes of the elementary schools, the ruralsupervisor has had direct personal contact with county superintendents and rural and elementaryteachers through means of visits to rural schools and small towns, annual county institutes in mostcounties of the state where some 4,000 teachers have been contacted, a three-week workshop forcounty superintendents at Eastern Montana College of Education, a three-week workshop for manyrural teachers at the same school, and another at the Western College of Education, three-day re-gional conferences for county superintendents at several centers in the State besides being a parti-cipant as resource contributor to college extension courses in Livingston, the S
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