ome and reconciled to his father, 13; ministerial life, 16-20; mission
to the Indians, 20-25; appointed to Cobourg circuit, 25; controversial
writings, 26-27; becomes editor of _Christian Guardian_, 27; his
political principles, 44; seeks equal rights in religion and education,
45-46; controversial conflict with Strachan, 46, 67-72; replies to
Strachan's speech of 1828, 76-79; ordained an elder of Methodist Church,
1829, 81; Canadian Methodist Church established, 81-82; becomes editor
of _Christian Guardian_, 82-83; establishment of Methodist College,
84-86; his attitude towards union of Canadian and British Methodists,
94-96; his political views, 97; attacked by W. L. Mackenzie in the
_Colonial Advocate_, 98; schisms among the Methodists, 99-106; in
political life, 107-110; his letters to the London _Times_ on "The
Affairs of the Canadas," 111; discusses Clergy Reserves and other
questions with Lord Glenelg and Mr. Stephen, 111-112; resumes editorship
of _Guardian_, 114; his platform, 115-117; sums up popular demands, 118;
his letters to the Marquis of Normanby, 120-121; president of Victoria
College, 126; defends Metcalfe, 126, 129-130; denounced by Reformers,
130-131; letters on Clergy Reserves, 132; letter of 1867, 132; writes on
education policy, 134-135; on the Upper Canada Academy, 137-143;
receives degree of D.D., 143; Dr. Ormiston's tribute to, 144-146;
defends university scheme, 150-154; supports Macdonald's University
Bill, 157; opposes Baldwin's University Bill of 1849, 159; outlines new
scheme, 159; his views on a provincial university, 161-162; appointed
superintendent of schools, 164; studies school systems in Europe and
United States, 1844-1846, 164; his reports, 167-168; his reforms,
168-170; Common School Act of 1846, 170; his governing principles,
172-173; establishes normal schools for training of teachers, 173; his
unerring instinct in choice of men, 173-174; elements of his system of
schools, 175-178; his personal influence, 179; meets opposition in
carrying out reforms, 180-182; School Act of 1850, 182-183; question of
text-books, 183-184; educational depository, 184; museum, 185; school
libraries, 185; free schools and compulsory education, 190-191; quality
and efficiency, 192-195; municipal relations, 196-199; his personal
influence as a factor in developing the school system, 201-203; the
School Acts, 203-208; criticisms, 209-211; creation of office of
minister of education, 211-213; the separate