THE PHENONMENON OF RURALITY OCCURS ALONG A RURAL-URBAN CONTINUUM, WITH THE DEGREE OF RURALITY DEPENDING UPON ENVIRONMENTAL, OCCUPATIONAL, AND SOCIO-CULTURAL CONSIDERATIONS. A HIGH DEGREE OF RURALITY IS LIKELY TO EXIST IN AREAS WHERE POPULATION CENTERS DO NOT EXCEED 2,500 PERSONS, OCCUPATIONS ARE PRIMARILY BASED ON NATURAL RESOURCE AND/OR LAND UTILIZATION, AND SCHOOLS CHARACTERISTICALLY HAVE SMALL ENROLLMENTS, COURSES LIMITED TO ACADEMIC OFFERINGS, AND LITTLE CHANCE FOR EXPANSION OR CONSOLIDATION. THE POPULARLY-HELD CONTENTION THAT RURALITY IS EDUCATIONALLY UNDESIRABLE WAS NOT BORNE OUT IN A RECENT SURVEY OF 1,500 RURAL TEACHERS WHICH INDICATED THAT MANY TEACHERS WERE IN AGREEMENT ON THE ADVANTAGES OF RURALITY, BUT WERE IN FAR LESS AGREEMENT ABOUT THE DISADVANTAGES, IF ANY. ALTHOUGH SUCH ADVANTAGES AS CLOSELY-KNIT FAMILY UNITS, HEALTHY PHYSICAL ENVIRONMENTS, GREAT AMOUNTS OF TEACHER-STUDENT-HOME INTERACTION, AND LIGHTER TEACHER WORK LOADS PAINT A ROSY PICTURE. A MAJOR EDUCATIONAL DISADVANTAGE IS THAT RURAL YOUTH DO NOT REALIZE FARM MECHANIZATION IS STEADILY REDUCING THE AVAILABILITY OF UNSKILLED FARM-RELATED JOBS. THIS REALIZATION IS NOT ACHIEVED UNTIL THE UNTRAINED YOUTH MEET THE FRUSTRATION OF UNEMPLOYMENT. THIS SINGLE MAJOR EDUCATIONAL DISADVANTAGE OF RURALITY CAN BE OVERCOME BY BROADER TECHNICAL-VOCATIONAL OFFERINGS, ADEQUATE COUNSELING SERVICES, AND BETTER PREPARED TEACHERS. (DK)