According to the 1970 Census, approximately 33% of the 18,000,000 people living in New York lived in small towns, villages, and open country. Nonetheless, the State's major educational concerns have remained urban oriented. Although rural schools have some strengths (community centered, locally administered programs, desirable environment, and basic American democratic values), pupils coming out of rural schools compare unfavorably with their counterparts in suburban areas. Among the major weaknesses of rural schools are: limited local financial bases; limited opportunities for cultural enrichment; restricted or more traditional approaches to curriculum; less opportunity to observe mainstream business, industry, transportation, etc.; less provision of special services for guidance, health, and recreation, etc.; generally less qualified teachers; and less opportunity or "feel" for developing an educational program geared for change. Improving education in rural New York requires measures which provide: adequate financial support; adequate staffing of schools with well-trained professionals and para-professionals; adequate, up-to-date curricula in both academic and vocational areas; adequate physical facilities enabling professional educators to take full advantage of opportunities for learning; adequate services (guidance, health, and recreation) to provide a climate for mental and physical growth; and adequate opportunity for lay people to have a voice in running rural schools. (JC)