The consolidation of rural schools The first step in reorganizing the rural schools is consolidation.
Not only is this the case, but effective supervision of the teaching is wholly impossible because of the large area assigned to the county or district superintendent of rural schools.
See Galpin and Weisman, "Play Days in Rural Schools," Circular 118, Exten.
The present tendency in the centralization of rural schools seems to be in the direction of locating them at the natural community centers.
The introduction of nature study, agriculture, and home economics is becoming general in rural schools.
Owing to the expense and the lack of accommodation, it is not possible to install such equipment in rural schools.
In rural schools, the time of each lesson must be comparatively short, though no Household Management teacher should spend more than forty minutes on purely theoretical work without a change of some kind.
In rural schools with a limited equipment, it may be that only one jar can be prepared.
We expect to publish lists of all schools, with teachers' names, that take up this work in improving the premises of rural schools.
Some of the best work in our nature-study movement has come from the rural schools.
An increase in the number of rural schools so that all of the children of the rural districts can be accommodated, is also necessary before this problem is entirely solved.
The above list will hopefully provide you with a few useful examples demonstrating the appropriate usage of "rural schools" in a variety of sentences. We hope that you will now be able to make sentences using this group of words.
