Iv former articles we hawe en deavoured to point out the chief reasons in favour of adopting the new Ordinance, and the facts-adduced above bear out the arguments, we have advanced from time to time. So far as the question is a. breeches-pocket one there cau be no. dnubt whatever that the Ordinance is decidedly advan tageous to the ordinary householder, and calculated to promote the cause of education. This requires no proof, but the opponents- of tlie Ordinance insist on introducing; the religious ele ment, contending tbat as the education in schools under the Ordinance will be entirely '•'• secular "' it must of necessity be " irreligious," or as they say " godless."' The poeition they take up is, that if the schools are entirely removed from the influence of particu lar denominations, if " distinctive doctrinal teaching " according to the peculiar tenets of each denomination is. not provided for, and if the clergy: men representing these denominations are not allowed to " supervise " the schools, everything in connection with them must deteriorate in a moral and religious point of view. They do not deny that, apart altogether from this question of " religious teaching " — by which is meant the inculcation of dogmas — the Ordinance is calculated to improve the character of the teach ing and secure ita wider diffusion. Nor, so far as we are aware, do they attempt to deny that, while the char acter of the teaching generally is cer tain to be improved, the cost to indi viduals will be greatly reduced. They oppose the Ordinance solely on so called religious grounds. In fact, to put the case briefly and plainly, they wish to retain the schools as " nurseries for the )church." They have repeat edly said so in as many words, and even if they had not, the general tenor of their"arguments inevitably leads to this conclusion and to no other. Tbe issue, therefore, is very simple. On the one hand we have the advooates of the Ordinance, who offer three things — a better class of education, a greatly increased attendance at the schools, and a much smaller charge to those who have children to educate. 