THE GREAT BOAT RACE. We copy below from the New York Suz a) ‘minute account of the great University Boat | together, and the Harvards gave away. “Chiswick Ait” (24 miles) the boats were “level.” After proceeding fifty yards further the Oxfords began to gain, though tempor- Race; also statements and opinions from seve-| grily, and the Harvards again got even with ‘ral other sources :— | them, y : sf ained rapidly ‘hiswick, where SCENES ON THE RIVER. [ Oxford gained rapidly at Chiswick, ee . it became clear that the pace apparently tol The steamer London Pride was anchored, onthe Harvards, who were rather wild at tabrenst of the ‘Thames Conservatory yacht |i, part ofthe race. From this point the "The Prince of Wales, it is affirmed, stood upon | : : ; : ia aye her deck, surrounded by several members of OXFORDS RAPIDLY DH ANEAD, the royal family. All carried large lorgnettes. | and in a few strokes obtained a lead of two “The umpire’s boat was buta few feet distant. lengths. The Harvards, rowing pluckily, “Vhos. Hughes, the umpire, was surrounded) held them there for half a mile, when they ‘by a group of distinguished gentleman, among | fell astern, and Oxford at thirty-eight strokes them Mr. Gladstone, Bulwer Lytton, the! per minute, shot Barnes’ Bridge (3 1-2 miles) Count de Raris, John Stuart Mill, Charles | three lengths ahead. Reaile and others. ‘The arrangements being) Along Barnes Beach the Harvards refresh- under the directions of the Phames Conserva-' ed their stroke (Mr. Loring) with river water, tors, that body of gentlemen exerted them-| thereby retarding the boat. The Americans selves to the utmost to insure ‘‘a fuir ficld| then tried to spurt, but found the effort in " THURSDAY, SEPTEMBER 9, 1869, unmerside Gournal. No notice can be taken of annonymous com- munications. We must know the names and addresses of our correspondents as a guaranty of their good faith. We cannot undertake to return communications that are not used, THE DENOMINATIONAL SYSTEM. Tue Laaniner of August 380th con- tains a temperate and well-written article on the Education question. We con- gratulate our contemporary on having again returned to the paths of decency. We hope it will Le long ere he again suffers a relapse. By the way, with much that appears in that article, we cordially agree. ‘The in,portance of edu- cating the people cannot Le over-esti- mated, ‘The ruling class must be intelli- gent, or woe be to those over whom they reign. In former days the rulers were by no means numerous. Power was de- posited in the hands of a select few. The many had no voice in their own goyern- ment. It was their duty simply to order themselves lowly and reyerently to all their betters, and to honor and obey the King and all those in authority under him. In those good old times it never entered the heads of the people—the vulgar herd —that all power and all authority pro- ceeded from them,—that they were in- deed the only true sovereigns. But all that is changed now. ‘The people in these days feel their power, and whether they are fitted to exercise that power or not, they loudly assert their right to make and unmake their rulers, and by conse- quence to make and unmake their laws. Seeing, then, that such vast powers, both for good and for evil, are. exercised by the common people in this and similarly governed countries, how necessary is it that they should be taught to use those powers for the common good. If in other ages it was necessary to educate the prinee, the priest, and the noble—the ruling castes,—it is no less necessary in this, the age in which we live, to educate our sovereign, the people. ‘This, we think, is the main reason why statesmen in these days are at such pains to devise some plan of general education. They sce that political power, in the hands of vice, of ignorance and of poverty, is a dreadful weapon that may yet prove the destruction of our modern. civilization. They sce,too,that itis impossible to keep such power out of the hands of the mass- es—that it is steadily and not very slowly gravitating downwards, and that if they do not bestir themselves, ignorance and violence will come upon the land like a flood, sweeping away in its course every good, every beautiful, and every precious thing. It is granted then that the edu- cation of the people—of the whole people —is necessary to the happiness and the well-being of the people. ‘Ihe next ques- tion is, who is to undertake to impart this education? ‘There are many an- swers to this question, all deserving at- tention, ‘The parent, says one; the Church, replies a second ; the State, de- clares a fourth, ‘The Hwaminer's answer to this question is by no means free from ambiguity. He would, it seems, have the business done by the Church, assisted by the State. The State, according to his scheme, is to find the funds, and the Church to supply the teachers and to di- rect the instruction. ‘This is, in another form, the old plan of making the State subservient to the Church, ‘This plan may be a very good one for the Church, but we are by no means sure that it is such a good one for the people, even in countries where a uniformity of religious belicf among the people renders euch a scheme practicable, ence has proved to men that ecclesiastics and the ‘religious” generally are not the best instructors of youth. If we cast a glance over those countries of the world in which the education of the people is completely in the hands of the clergy, we will not find cither the moral or the in- tellectual results such as might have been anticipated But the Unglish system— or a modification of the English system— is the one for which the Maaminer econ- tends We cannot, we confess, see the beauties of that system. It is admitted to be a failure by those best capable of judging of its results, ‘The most advanced We think experi-| educationists in both England and Scot- land are endeavoring to introduce into those countries a national undenomina- tional system, similar to that which ob- tains in this Island. In this they are op- posed by bigots and tyrants. They will, however, succeed in the end. We will now permit the English themselves. to bear witness to the failure of the denomi- national system, “The truth is,” says one writer, ‘* the system is as ineffectual in practice as it is indefensible in theory, and its failure as anational scheme is now generally ac- knowledged. But the system is not merely inefficient, it is unjust. ‘The poor- er districts pay their taxes equally with the richer.” This is how the injustice is perpetrated. ‘* As grants are only given to meet local subscriptions, it is necessary—if the system is to be univer- sal —that persons should be found in every part of the country able and will- ing to contribute to the establishment of schools. Now so far is this from being the case, that no such persons are forth- coming in districts which most stand in need of aid. Hence arises the anomaly that the assistance of the State is given most liberally when its aid might best be dispersed with. A striking instance is given by Sir Johz Pakington, He men- tions four poor parishes in London which have an aggregate population of 138,900 having received £12 Os. 8d; and four rich perishes which lLaving an aggregate population of 50,000 had received £3908, The results of the so-called religious teaching are well exposed in the follow: ing pitty sentences :— «Tho plan has been fairly and persi tently tried, and the result is prvot posi- tive that the inculcation of theological dug- mas upon children is in the main useless, even for sectarian purposes.