The training of the rural teacher has never been given the same consideration as that of town or city teachers. It is true that normal schools are available to all alike, and that in a few States the rural schools secure a considerable number of teachers who have had some normal training. But this is the exception rather than the rule. In the Middle Western States, for example, where there is a rich agricultural population, whole counties can be found in which no rural teacher has ever had any special training for his work. Professional requirements have been on a par with the meager salaries paid, and other incentives have not been strong enough to insure adequate preparation. State normal schools have, therefore, been of comparatively little assistance in fitting teachers for the rural school. First of all the rural school teacher ordinarily does not go to the normal school, for it is not demanded of him. Again, if perchance a prospective rural teacher should attend a normal school, a town or city grade position is usually waiting for him when he graduates. For, in spite of the growth of our normal schools, they are as yet far from being able to supply all the teachers required for the urban grade positions, to say nothing about the rural schools. The colleges and universities are, of course, still further removed from the rural school, since the high schools stand ready to employ those of their graduates who enter upon teaching. In some States, as for example, Wisconsin, county normal schools have been established with the special aim of preparing teachers for the rural schools. While this movement has helped, it does not promise to secure wide acceptance as a method of dealing with the problem. Greater possibilities undoubtedly exist in the comparatively recent movement toward combining normal training with the regular high school course. Provision for such courses now exists in New York, Pennsylvania, Ohio, Texas, Minnesota, Iowa, Kansas, Nebraska, and a number of other States. Combining normal training with high school education has first of all the advantage of bringing such training _to_ prospective teachers, instead of requiring the teachers to leave home and incur additional expense in seeking their training. From the standpoint of the public it has the merit of economy, in that it utilizes buildings, equipment, and organization already in existence instead of requiring new.