The one-teacher school in the United States is usually housed in the meanest type of school building, the supplies furnished the rural children are the scantiest, the school term is usually the shortest, the rural teachers represent the most inexperienced, and community support of the school is usually less enthusiastic than the support accorded any other type of school in the State. The one-teacher school has inherent possibilities of development, but the State must play its part in the form of wise legislation before it realizes its educational possibilities for rural children to be given educational advantages equal to those of urban schools. Lack of supervision handicaps rural schools, making it difficult for them to secure and retain the services of trained teachers. Rural people are deserting the farms in order to provide their children with educational advantages. One of the most vital immediate needs of farming sections today is a sufficient number of educational leaders capable of training teachers in service and possessing the ability to arouse communities to give enthusiastic support to local schools. Topics covered in this bulletin include: (1) The need for adequate supervision of one-room schools; (2) The attitude of the supervisor; (3) Solving the problem of organization; (4) Making visits yield results; (5) Teachers' meetings an agency for improvement; (6) Extension courses for teachers; (7) The "rural teachers" council; (8) Gaining the support of the local community; (9) The local or county school festival; (10) Securing adequate supplies for rural schools; (11) The growth of the supervisor; and (12) Suggestions for the superintendent without assistants. (Contains 3 footnotes.) [Best copy available has been provided.]