Rural schools constitute about 70% of all public schools in Russia today. There are regions and territories where the number of such schools is even 80%, e.g., in the Vologodskaya Region. 40% of all school age children study there. In comparison with urban schools, rural, and especially remote rural schools are very different. Some of them are stable, productive, and provide quality education; others are desperate in their constant search for material supplies and professional teachers. This can be explained by their secluded location, poor economic state of the local community, and a decreasing number of students. Such factors have a serious impact on the status of the school, its financial and staff stability, on the organization of the teaching process as well as on the children themselves and their personality formation.