Most novel of all undertakings for the wiping out of illiteracy are the traveling schools (_escuelas ambulantes_). Provided for by the original organic school law of 1884, these schools were not, because of lack of funds, put into operation until 1914. Up to that time there was a conviction that their need was insignificant by contrast with the greater problem of illiteracy in the cities, and that to scatter funds available for combating illiteracy was not prudent. How serious this mistake was appeared in 1914 when it was ascertained by systematic count that of nearly 35,000 children of the Territories not in school only 6,000 lived in towns. Located first in Province of Catamarca, and in the mountain regions of Rio Negro and the Chubut, these schools are built of materials easily transportable, and accommodate an average of 25 pupils. Sites are selected for them which are most accessible to the largest number of children in the district. Teachers traverse such regions on foot or muleback, carrying necessary equipment for instruction, and remain four and one-half months at each place, giving instruction in reading, writing, elements of arithmetic, and hygiene. A decided advantage is found in this succinct curriculum, the average of successful study by the pupils of these schools being, it is claimed, fully on a par with that of the pupils of the nine months’ primary schools, who are required to take the standard number of subjects. Within their first two years of existence, 20 of these schools were established, as reported by the National Council of Education in December, 1916; and 12 were added in 1917. The report of the inspector general of the Province of Mendoza concluded as follows: This new type of school must exist for many years in Argentina to answer the needs of the actual distribution of the population, the lack of adequate means of communication, and the impossibility of maintaining fixed schools in the greater part of the zones engaged in agriculture and cattle raising. It behooves the authorities, therefore, to continue the improvement of the system in such manner that its efficiency shall be steadily greater, and that results shall amply compensate for their maintenance. An interesting phase of social conscience is shown in the generous offer of the women pupils of the third and fourth years of the normal school at Santa Fe to instruct illiterates afternoons and nights in reading, writing, the elements of arithmetic, national language and history, and practical personal and school hygiene. This offer has been highly commended both by Argentine and foreign educators as a step toward solving the problem of illiteracy, worthy of imitation nationally and locally.