This 1945 National Education Association yearbook focuses attention on the post-World War II problems of rural schools and encourages national, state, and local leaders to lay plans for strengthening rural education programs. The articles examine social and economic problems faced by rural Americans, the implications of these problems for rural schools, and some practical steps for improvement. Part 1 of the document presents goals for rural America, concerning rural work, living standards and services, and rural-urban relationships. Part 2 presents basic economic and social data, identifies major problems affecting rural education, and discusses establishment of standards for rural education and other services. Considering farm size, efficiency, and crop types as factors, agriculture can be made to earn a living for rural families. Education's role lies in placing the right farmer on the right farm. Other factors affecting rural education include rural incomes, taxation, and population trends. Part 3 discusses specific problems faced by rural schools, including curriculum, teacher recruitment, funding, organization, and administration. The goals of rural education involve guidance programs, health care, and vocational education. Standards of teacher competency should be understood as part of rural efforts to attract and hold good teachers. School administration needs should be assessed in the context of community size, school attendance, and system organization. Rural education also implies certain needs for student transportation, buildings and equipment, and community education activities. Federal and state funding is important as a means of equalizing educational opportunities for all rural students. (TES)