Country schools in eastern and central Kansas are explored from six different aspects: country schools as historic sites; teachers (their roles, rules, and restrictions); reading, writing, arithmetic, and recitation (a day in a rural school); country schools and the Americanization of ethnic groups; country schools as community centers; and country schools today (consolidation, closings, and current uses). Establishment of country schools is traced from temporary sod or wood structures erected by local families to stone structures built to state prescribed specifications. Teachers are characterized as being poorly trained and paid, but highly respected and serving as community role models. The schools are described as having limited curricula and even more limited resources (often there were as many different textbooks as there were families in school), but many eighth graders were able to pass very comprehensive examinations for graduation. Although the majority of early settlers were already "Americans" when they reached Kansas, the schools are shown to have had considerable impact on American Indians and German Mennonite immigrants from Russia. Country Schools are identified as area social, cultural, and oftentimes religious centers. The consolidation movement is traced from 1901 and present uses of school buildings (museums, community buildings, etc.) are illustrated. (BRR)