The key to the success of these schools, and of so many other city schools in America, is that they are graded, and that each grade has a room and teacher exclusively to itself. The whole time of the teacher is devoted to one class. No member, therefore, of the class can ever during school hours be idle. This system, too, naturally employs more largely than any other the oral method of conveying instruction. The teacher stands up before the class, and teaches it. The eye and the ear are always busy. There is no drowsiness, no whispering, no poring over books, or pretending to be poring over them. All the teachers in this school, excepting one, were women. The superintendent of the whole school appeared to attend equally to all the classes, and to be responsible for the state of each. Boys and girls are taught together in all grades except the highest. The district in which this fine school is situated is inhabited chiefly by German Jews, and more than half the 600 pupils were children of such parents. The Roman Catholic children were only six or seven per cent. of the whole. In the State of Ohio they do not, as is done in the State of New York, allow the Roman Catholics a part of the school rate for the maintenance of separate schools. If they wish to bring up their children in schools of their own, of course they are at liberty to do so, but they must pay for such schools themselves. [Sidenote: _America has but One City._] I observed at Cincinnati, and in some other cities, that the American Jews affect in their synagogues a Moorish style of architecture. As American cities can have no historical buildings, there is nothing in them to counteract the prose of commerce, and of the American method of laying out cities, except the churches. And as many of them (the practice being general among all the denominations) are embellished with towers or spires, their redeeming effect on the appearance of the town is very considerable.