In the very first instance he and his colleagues had to arrange the working of the Board itself, which, as a representative body of considerable importance, needed rules to be framed for the conduct of its debates. He soon found the benefit of a definite procedure, because public elementary education was new, and many questions which having been since settled are now regarded as beyond dispute, were then in an inchoate condition, and tossed about with diverse forces of argument. Many of his colleagues were positive thinkers, fluent debaters, and persons with independent or original ideas, so he had to preside patiently over protracted discussions on grave subjects wherein, after a survey of the arguments, his own mind was soon made up. So fast has been the progress of public opinion, that nowadays, after the lapse of seventeen years, we may wonder at the heat and pertinacity with which several educational topics were debated before him: such as the exercise of the powers for compelling attendance at the schools,--the introduction of sound religious teaching,--the principles on which the Board should calculate the educational wants which it was to supply,--the curriculum of the subjects which should be taught in the schools, as coming within the scope of elementary education,--the part to be taken by the Board in carrying into effect the beneficent principles of the Industrial Schools Act throughout the metropolitan area,--the gradation of the fees payable by the scholars, and so on. He rejoiced in the Resolution passed by the Board in 1871, that “The Bible should be read, and that there should be given such explanations and such instructions therefrom in the principles of religion and morality as are suited to the capacity of children; provided that no attempt be made to attach children to any particular denomination.”