In the second half of 19th century, the growth of the public primary school network was exponential. However, in rural areas, the schooling process was gradual. One factor that explains this phenomenon is the reluctance of teachers to work in rural schools. The teachers considered that the multiplicity of problems that affected rural education was due to the small presence of the State. This absence was evident in the infrequent arrival of state officials in rural and peasant areas, as was the case of school visitors. This paper analyzes the occasional presence of the State in schools located in rural areas during the first half of the 20th century based on the experience of teachers. Based on official documentary sources, the press of the period, legislative documentation, and pedagogical press, we delve into the experiences of rural teachers as state officials and the conditions of teaching work in rural schools. We concluded that the limited presence of the State promoted the emergence of some teacher voices that demanded the implementation of reforms in rural education.