The main purpose of the present study is to make an analysis, largely on the basis of statistical material, of the rural high school as to: (1) its internal organization; (2) its cooperative relationship with the community through community organizations; (3) the nature and extent of its extra-classroom activities; and (4) the nature and variety of curriculums. Such other problems are considered as having an important bearing upon these four main questions. Various interpretations have been given to the term rural high school. In the present study, the rural high school is defined as one in which 50 per cent or more of the pupils are from farm homes. This definition has been accepted because it simplified to some extent the problem, and because the pupil seems to offer the best basis upon which to build a useful definition of the term. The data for the study were obtained largely from two sources: (1) from the visitation by the writer of 54 rural high schools distributed over 18 States; and (2) from replies to questionnaires received from 231 principals of rural high schools representing 47 States. Additional information was gathered from recent reports and bulletins issued by various State departments of education, from bulletins of the United States Bureau of Education, and from special studies of certain phases of the work of small high schools. Following an Introduction, topics covered in this bulletin include: (1) General organization of the rural high school; (2) Organization of the teacher's work; (3) The principal's work in the rural high school; (4) Supervision and the improvement of teaching; (5) The school and the community; (6) Extra-classroom activities in the rural high school; (7) The curriculum; and (8) Important problems of rural secondary education, with suggestions for improving. (Contains 39 tables. Individual sections contain footnotes.) [Best copy available has been provided.]