In some country places the dwellings are so scattered that the question of schooling becomes a very difficult one. In thinly-populated districts, if an attendance of twenty children can be secured, a full-time school is established; under this number the part-time system is arranged for, one teacher attending at two different schools on alternate days. In other scattered districts payment is made to assist parents in conveying their children to school; in any case a great many ride, and it is no uncommon sight to see three or four youngsters astride upon a sturdy pony, with their school-bags slung over their backs. Often when the attendance is not sufficient to warrant the Educational Department in erecting a school-house, the parents will club together to build a room, at a very small cost, as they provide the labour themselves; while the importance which is generally attached to education is proved by the fact that there are some 600 State schools in Victoria, with an attendance of between twelve and twenty pupils only. In still more sparsely populated districts a teacher goes from house to house within a certain radius, giving a lesson, setting tasks, and correcting them at his next visit; while in New South Wales travelling schools have been established, where the teacher moves about, gipsy-like, with a van, which is at once his home and school, fitted with blackboards and books and all the impedimenta necessary for housekeeping—far less, it must be owned, than would be required by an English man or woman of the same class, for they all seem, somehow, to travel lighter out here, and both the personal and domestic machinery of life is far less complicated:—tea, flour for a damper, sugar, matches, a blanket, a waterproof sheet, and a billy-can, and there is little to fear save thirst—and incidentally bull-dog ants. In Melbourne one may, with a settled income at one’s back, live as complicated and luxurious a life as is possible in any other city. But, on the other hand, when one has learnt the two great lessons of how to do without and how to put up with, one can get more fun for less money here than in any other country that I know of. The rural school-teachers may—and probably do—have a much rougher time than they would in England, but beyond a doubt they have a brighter and healthier; while their life is certainly far removed from the utter drabness which characterizes the existence of the ordinary middle-class man or woman at home.