On a Sunday, while I was at Chicago, the gentleman who had given up to me his berth in the sleeping-car to Cincinnati, took me to see one of the large Sunday-schools, which have been organised on a very extensive scale in this great Western city, and from which great results are expected. The one I went to see is held in a Congregationalist church. It is customary at the end of the meeting to give out the number of those who are present, as everybody is supposed to be interested in the maintenance and spread of the movement. At the meeting I witnessed there were 998 persons present, of whom 84 were teachers. They now have in the city 75 of these schools; of these, however, only five are organised on the scale of the one I am speaking of. One of the five is held in an Episcopal church, I believe that of the Holy Trinity. The pupils in these Sunday-schools are not confined to one class in society, or to children, or to the members of any particular communion. All classes attend them; so do many grown-up persons, and all religious denominations, except the Roman Catholics, are to be found among the taught and the teachers. The work of the day commenced by singing three hymns, which were evidently intended to excite religious emotions of a highly enthusiastic kind. The leading manager then recited the Commandments, all present repeating, after each commandment, the petition of our Ante-Communion service. To this was added what follows the commandments in the American Episcopal service. ‘Hear also what the Lord Jesus Christ says: “Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is like unto it, Thou shalt love thy neighbour as thyself. On these two commandments hang all the law and the prophets.”’ The last chapter in St. Mark’s Gospel was then read, the chief manager reading the first verse, and all present simultaneously reading the second, and so on throughout the chapter. The object of their reading it in this alternate method is to prevent monotony, and to keep up attention. The pupils had been requested to commit five verses of this chapter to memory. These verses were now repeated simultaneously. This was all that was learnt by heart; and even the learning of this was left entirely to the discretion of each pupil. A prayer was then offered; but, as a preliminary to it, the subjects it was proposed to make mention of in the prayer were announced, with a few brief and pointed comments. The whole assemblage was now divided into classes of fourteen in each, with a separate teacher for each. This was done without a single person leaving his seat, by the simple process of reversing the back of every alternate seat; so that, where before there were a hundred pews holding seven persons each, there were now fifty holding fourteen each. The change was effected in a few seconds. Each teacher now commented on, and