Identifier: biennialreportof3582mont (find matches)
Title: Biennial report of the Superintendent of Public Instruction of the State of Montana
Year: 1894 (1890s)
Authors: Montana. Dept. of Public Instruction
Subjects: Montana. Dept. of Public Instruction Education
Publisher: Helena, Mont. : Independent Pub. Co
Contributing Library: Montana State Library
Digitizing Sponsor: Montana State Library

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tate Superintendent, to visitand supervise the schools of her county, to make out all reports necessary, to assist in makingbudgets and provide levies for them as a member of the County Budget Board, to see that propertext books are in all the schools, to conduct an institute among its teachers once each year, to ap-portion all school monies, to act in controversies and appeals and to abandon school districts whennecessary. The county superintendents listed above are those in office on January 1, 1951. Others whoheld the office of county superintendent at some time during the years 1948-50 were: Broadwater—Miss Cecilia Hazelton Jefferson—Mrs. Lydia Carpenter (Deceased) Judith Basin—Mr. Robert McGuire Carter—Mrs. Laura B. Hall Lake—Mr. J. B. Kiracofe Deer Lodge—Mrs. Elizabeth W. Dougherty Lincoln—Mr. W. J. Anderson Fallon—Miss Edwina Eichenberger Lewis and Clark—Miss Jessie Morgan Hill—Miss Marian Bainbridge Prairie—Miss Irene M. TuslerMrs. Lucille Bulman —10—
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Mountain Brook School—Flathead County ISOLATED SCHOOLS This picture gives some idea of the conditions existing around the 994 one- and two-roomschools in Montana. Some of these are close to trading centers, while many are isolated schoolsfar from any settlements. In many of these communities the roads are impassable for a good part of the year. The teach-er and pupils live more or less by themselves during this time and must exercise great initiative andpatience to keep life at an even tenor. Not only are poor roads a factor in this isolation, but the deepsnows, the blizzards, and the intense cold add their quotas to the discomfort involved. Because of its size and sparsity, Montana will always have to have many of these small, iso-lated rural schools. However, these schools are not to be considered with pity, as most of themare so constructed and equipped that the educational process going on in them is equivalent tomany larger schools. The main handicap is the unwillingness of man

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