Herald—I suppose the most magnificent newspaper office in the world. [Sidenote: _New York._] The great glory, however, of the city is its Park. It is on the central ridge of the island—on very uneven ground, with the native rock everywhere cropping up through the surface, and with many depressions, in which are pieces of water peopled with various kinds of waterfowl; it is between two and three miles in length, and is throughout kept in faultless order; it has already cost the city twenty millions of dollars, and is one of the more than imperial works of the American democracy. An English merchant, carrying on business at New York, and who had for several years been the president of the St. George’s Society of that city, and in that capacity brought very much into contact with the English immigrants, assured me that he had often had to blush for the ignorance of his countrymen. ‘Of all the immigrants,’ he said, ‘who came to the United States the Englishman was the least educated, and so the most shiftless. Even the wild Irishman had generally been better taught, and knew more.’ [Sidenote: _Supplementary Schools._] Among my letters of introduction for New York was one to a gentleman who is personally and actively engaged in the working of some of the most useful institutions of the city. Under his guidance I visited and examined several of their industrial schools, in which the children of the lowest and most vicious part of the Irish and German population of the city are educated. Sixteen of these schools have already been established, and are now at work. They do not at all enter into competition with the common schools, but are a supplement to them, occupying very much the place of our ragged schools. They are partly supported by the city, and partly by voluntary contributions. This is far better than that the city should take upon itself the whole of the cost; because in that case everything would be done by paid agents, who, as experience proves, are seldom able to establish an influence over the classes for whose benefit these institutions are designed; while good and Christian people are generally to be found, who will, for love’s sake and for the work’s sake, go among the disorderly and depraved, and endeavour to awaken whatever dormant sparks of parental affection, of religious sentiment, and of the sense of responsibility may remain within them, and will thus induce them to send their children to school. And not only will these ministers of good words, illustrated and expounded by kindly acts, aid the regular teachers in bringing children into the school, but also in attaching them to the place where they were first made comfortable and happy. In all these schools I either found ladies actually present at the time of my visit, or heard that they were in the habit of being present almost daily. Their chief effort is to instil into the minds of the children a good moral and religious tone, and to bring them to feel that there are