An interesting example of the practical application of these principles was afforded by a visit to what we should call in England an "upper class" Sunday School. I had already met the superintendent, Miss Warren, and she had explained one most interesting feature of her system--namely, that each month she held a staff meeting of parents and teachers to discuss the lesson, the children, and the school. In each department of the school there was a superintendent; a grade leader who ensured a continual supply of teachers (absentees having to send in their names to her beforehand); a teacher and an assistant teacher for each class, the latter being there to learn her art; and a pupil teacher to hear the memory work. Some of the teachers received a salary, and all the children paid a small entrance fee. These fees, however, did not suffice for expenses, owing to the very good apparatus in use, but the deficit was made up by the church. A conspicuous feature of the school was a large diagram which hung near the superintendent's table. It consisted of five rings: the small central circle represented "Parish and Home," the next ring "Community," the next "Diocese," the next "Nation," and the outer ring "The World." At the end of the session an appeal was made by the secretary each Sunday for one of the above "fields of service," which took the form of a stirring address on the need for supporting the work. The secretaries were always some of the elder pupils, and their appeals were remarkably well expressed for such young persons. After the address the secretaries of each class were asked to vote a sum of money for the cause, which they did after discussion with their class-mates. The school had a choir of girls led by a talented musician, and they all united to teach the children hymns. Miss Warren took me to see Dr. Gardner, and, considering the excellence of the system at which the American religious educationist aims, it was encouraging to find him taking great interest in the proposed caravan tour. He even went so far as to ask for details of the plan, and to request that an account might be sent to him for publication. On the appearance of this article he appealed for volunteers and money in order to start a similar campaign on the plains of the U.S.A., where no religious instruction was at present provided for the children. After ten days in New York, we went on to stay with friends in Toronto. Here we took the opportunity of inquiring into the methods of, and opportunities for, religious education in Canada. We were greatly helped in this by an introduction to the Rev. Dr. Hiltz, General Secretary of the General Board of Religious Education for the Church of England in the Dominion of Canada. The following is a summary of the information given by him or gleaned from other sources.