There is considerable difference of opinion among educators in regard to the wisdom of preparing rural teachers in academic institutions of secondary rank. Many fear that this may result in lower standard of academic work, while others insist that such teacher preparation will add dignity and a now sense of responsibility to the tasks of the secondary schools. The question as to the wisdom of this instruction is of little concern to the present study. The real thing of concern is tile expediency of teacher training in secondary schools. It is well to bear in mind, as has been shown in a previous study made by the Bureau of Education that one-third of the great army of 350,000 rural teachers now in the service have little or no professional preparation for their work. According to the same study, it appears that the average rural teacher remains in the teaching profession less than four school years of 140 days each. This means that a number of teachers equal to the entire personnel must be brought into schools every four years or that about 87,500 new teachers must be provided annually. The present study aims neither to encourage nor to discourage the establishment of county training schools and teacher-training departments in high schools. The study was made to let the public at large see what has been accomplished for rural-teacher training in this kind of institution and particularly to offer suggestions in the hope of making the schools now operation more effective, as well as to assist the States that are now contemplating the organization of rural-teacher training in secondary schools. (Contains 2 footnotes.) [Best copy available has been provided.]