The history and civil government of the state of Nebraska

Preface To First Edition

There is little need for any remarks concerning the demand for a text-book upon the civil government of the state, in addition to the words of the state superintendent in the introduction. The basis upon which a study of that branch is demanded is forcibly and sententiously stated there.

I have prefaced the volume with a short historical sketch of the state, which, I trust, will be found to be sufficiently complete for this place. Much has been written about the historical events of the territory and state, but none of it is in such form as to be accessible to the general reader. A knowledge of these events is important, as a good in itself, and as a means of properly apprehending that system of government which grew out of, and is the fruit of, those events. Hence, no scholar, certainly no teacher, can afford to be ignorant of the prominent and governing facts in the history of his own state. For these reasons, I hope that the historic sketch will be found to be indispensable in these pages.

The bill of rights lays down some general principles, stating the inherent rights and privileges of the citizen. These rights constitute the foundation of a free government. As much of the language used in the bill of rights is in the technical terms of the law books, I have appended explanatory remarks in the hope of making the meaning plainer.

The author believes that the plan of the work will com¬ mend itself to the trained judgment of the experienced teacher. It is a treatment of the details of local govern-

IV

Preface To First Edition

ing agencies in advance of the more general ones; the study of the concrete before taking up the abstract, so far as yopthful apprehension and experience are con¬ cerned.*

Just what matters, and how much of them, are needed in this volume after the skeleton of the government is given in Divisions I. and II., must be a matter of taste and judgment, concerning which there is probably no unani¬ mity among teachers. That too much has not been in¬ cluded, will, I trust, be demonstrated in the school-room; that more might have been advantageously included I am ready to concede.

As the book is intended for a place in the district schools, as well as in the graded schools, it has been con¬ sidered important that the volume should not be too bulky, nor too expensive, nor contain more than pupils can go over easily in one term.

The questions are not intended to be exhaustive. The intelligent teacher can easily add such others as may be needed to secure a full understanding of the text.

No writer who does honest work can fail to see some of the imperfections of the results. That the earnest, conscientious teacher will find some important facts omitted herefrom, can hardly be doubted, but the author believes that there is enough in these pages to render the volume of some value in the educational system of the state.

Crete, March 20, 1885.

Preface To Revised Edition

The three regular sessions of the legislature of the state, which have been held since the first edition of this text¬ book was issued, made many important changes in the laws and organization of the state government. These changes have caused a call for a revision of that part of the book treating the civil government of the state. In the revision, the matter that has become useless has been cut out, and the new laws and new parts of the state ma¬ chinery have been put into their appropriate places. Thus, this text-book is substantially a new work, showing the state government as it exists at this date. More than three fourths of the text have been entirely re-written in the hope that clearness of statement and of style may be added. Many pages not entirely re-written have been amended in many particulars.

Circumstances have seemed to compel another important change in the text. The first edition was written with a partial intent to furnish to the voters who had limited op¬ portunities for studying the frame-work of the state government, some means for such study. To that end, there were placed in the latter part of the volume many pages relating to laws, to the rights of citizens, and to many details of government not necessary to the pupils, but extremely valuable to the parents of the pupils. Most of Division IV., entitled “Miscellaneous Laws,” was of the character indicated. The new law of the state under which the districts own the text-books, keeps the text¬ books out of the hands of the parents, and thus renders Division IV., practically useless. Inconsequence thereof,

VI

PREFACE TO REVISED EDITION.

nearly all of Division IV. has been omitted, a few pages only having been transferred to Division III. in this edition.

In deference to the advice of many friends more closely cognizant of the needs of the schools than the author, he has retained the questions as in the first edition. In the questions, he has made frequent attempts to call out some expression of thought and judgment from the pupil. It is hoped that the teacher will supplement the printed questions by others designed to test the pupil’s understand¬ ing of the lesson. “Why” is a very valuable question, and is seldom out of place.

The author trusts that he may be pardoned for suggest¬ ing to teachers that frequent reference to the constitution of the state will add to the value of the ordinary lesson. The pupils should be encouraged, or, better, required to find a constitutional warrant for every portion of the text studied. The constitution of a state or nation is not so very dull a piece of composition, if properly studied, as it is usually considered to be. A great deal of original work can be done by pupils, especially in the earlier chapters. This kind of work will add interest to the study of the subject.

The revision and enlargement of the historic sketch of the state have been done under such a pressure of time and of other imperative duties that the author asks the generous indulgence of the teacher who uses the sketch as a basis for information or of instruction. No attempt has been made to present an exhaustive history of the state. Some effort has been made looking to finding a mean between too great prolixity and too much condensation. The author has considered that the earlier period of the history of the state, that period a little indistinct by data not quite definite, a little hazy by

PREFACE TO REVISED EDITION. vii

lapse of time and absence of records, would be most desired, most valuable to pupils. He has therefore, tried to set forth a larger proportion of accessible facts of that period than of later periods.

All students of history finds authorities often so con¬ flicting as to render it difficult, if not impossible, to de¬ termine the facts. In this sketch the author has tried to find the most credible data, and has followed such author¬ ities as seemed to him the most reliable. In a sketch of this character, for use in schools, it has not been deemed best to encumber the pages with notes of authorities.

The author has reason to hope that educators of the state will find the present edition of Nebraska Civics as worthy as they found the first edition.

Tecumseh, Neb., July 1 , 1892.

Table Of Contents

DIVISION I.

PAG E

GEOGRAPHICAL DIVISIONS.

CHAPTER II.—The Legislative Department. 24

Its Parts, 24. Composition of the Senate, 24. Of the House, 24. Qualifi¬ cations of Members, 24. Privileges of Members, 25. Sessions, 25. Or¬ ganization, 25. Quorum, 25. Rights of each House, 26. Expulsion of Members, 26. Powers of Piotection, 26. Journal, 26. How Members Vote, 26. Officers, 27. Rules, 27. Committees,27. Bills, 28. Enacting Clause, 28. Title, 28. Method of Legislation, 29. Committee of the Whole, 30. Action of the House, 31. After Engrossment, 31. Action of the other House, 32. The Final Stage, 32. When Laws lake effect, 33. Publication, 34. Electing U. S. Senator, 34. Adjournment. 34. Prohi¬ bitions of Power, 34. Local Laws, 35. Others, 35. Constitutional Com¬ mands, 36. Census, 36. Appropriations, 37. Vacancies, 37. Free

TABLE OF CONTENTS.

IX

Schools, 37. School Funds, 37. Equal Taxation, 37. Funding State Debt, 37. Auditing Claims, 38. Local Officers, 38. Railroads, 38. Militia,

38. Suits against the State, 38. Constitutional Grants, 38. Judicial Districts, 39. Votes of Militia, 39. Reformatories. 39. Cities and Vil¬ lages, 39. Railroad Charges, 39.

CHARTER III.—Executive Departmei t. 40

Some Qualifications, 41. The Governor, 41. Makes Appointments, 41. Message, 42. Reports, 42. Pardons, 42. Military Rank, 42. The Lieu¬ tenant-Governor, 43. The Secretary of State, 43. The Auditor, 43. The Treasurer, 44. The Attorney-General, 44. Commissioner and Board of Public Lands and Buildings, 44. Board of School Lands and Funds, 45. Board of Public Printing, 45. Board of Transportation, 45. State Board of Health, 46. Bureau of Labor and Industry, 46.

CHAPTER IV.—Judicial Department. 47

Powers of Courts, 48. The Police Court, 48. Justice’s Court, 48. The County Court, 49. Jurisdiction of Courts, 49. The District Court, 51.

The Supreme Court, 52. Mandamus, 53. Quo Warranto, 53. Habeas Corpus, 53. Court of Impeachment, 54. What Courts are for, 54.

DIVISION III.

ADMINISTRATION.

CHAPTER I.—Rights of Suffrage,. 56

Who are Voters, 56. Who are not Voters, 57. What is residence, 59.

The Militia, 60. Registration, 60. Protection to Voters, 60. Illegal Voting, 61. Bribery, 61. Challenge, 62.

CHAPTER II.—Elections. 62

Opening the Polls, 62. The Ballot Box, 63. Manner of Voting, 63. Challenge, 64. Closing the Polls, 64. The Canvass, 64. Sealing the Ballots, 65. Contests, 66.

CHAPTER III—Revenue,. 67

For vvliat Purpose, 67. From whom Raised, 67. What Property Ex¬ empt, 67. The Assessment, 68. Review, 69. The Levy, 70. The Tax List, 71. How Taxes are Collected, 71. "When Delinquent, 72. Tax Deed, 72. Peddlers, 73. Taxes in Cities, 73. How Money Paid Out, 73.

CHAPTER IV.—Education. 74

The Reason, 74. School Districts, 75. Who are Voters, 75. School Meetings, 75. Duties of Officers, 76. Teachers, 76. Teacher’s Certifi¬ cates, 76. County Superintendent, 78. State Superintendent, 78. Institutes, 79. Compulsory Attendance, 79. Children in Workshops,

80. Free Text Books, 80. School Funds, 80. State University, 82.

State Normal School, 84, Private Colleges and Other Schools, 84.

CHAPTER V.—Public Institutions. 87

Their Purpose, 87. Insane, 87. Blind, 88. Deaf and Dumb, 89. Friendless, 89. Boys’ Industrial School, 89. Girls’ School, 90. Peni¬ tentiary, 90. Feeble Minded Youth, 91. Industrial Home, 92. Sol¬ diers’ Home, 92.

X

TABLE OF CONTENTS.

CHAPTER VI.—Miscellaneous Matters. 93

State Historical Society, 93. Sta'e Agricultural Society, 94. State Hor¬ ticultural Society, 94. County Agricultural Societies, 95. Public Li¬ braries, 96. Loads, 98. State Militia, 99. Vacancies in Office, 102. Official Oatlis, 103. Official Bonds, 103.

Constitution of Neb. aska. 105

CHAPTER I.—Explanations. 138

By Coronado, 138. By Onate, 140. By Missionaries, 140. By Penalosa,

141. By the Mallet Brothers, 144. Father Marquette’s Map, 145. Visit by Lewis and Clarke, 146. By Captain Hunt, 146. By Major Long, 147.

By Captain Booneville, 147. By Colonel Dodge, 147. By Fremont, 148.

CHAPTER II.—The Indians,. 148

The Omalias, 148. The Pawnees, 149. The Otoes, 150. The Winuebagoes, 151. The Santees, 151. The Poncas, 151. The Iowas, 152.

The Sacks and Foxes, 152.

CHAPTER III.—Anti-Territorial Days. 152

Political Changes, 153. First Settlem nts, in Sarpy County, 153. Fort Calhoun, 154. Indian Battle, 154. Missionaries, 155. First 4th of July Celebration, 156. Fort Kearney, 157, School at Bellevue, 158. Mormon Invasion, 158. Omaha, 158. Immigrants to California, 159. Rawhide Creek, 159. Gold and Coal in Nebraska, 160. Bellevue, 160.

Ferry at Omaha, 160. Settlements in 1853, 161. Mrs. McMurpliy’s Diary, 161. Election at Bellevue, 162. Convention at St. Joseph, 163. Treaty with the Indians, 164. Settlements in 1S54,164. Nebraska be¬ comes a Territory, 164.

CHAPTER IV.—Territorial Day. 1 G 5

First Officers, 165. Death of Governor Burt, 166. First Census,

165. First Election, 166. Club La\\, 167. Brownville, 167. Richardson County, 168. Fontenelle, 168. Nebraska City, 169. Bellevue, 169. The “Underground Railroad,” 170. Indian Affairs at Fontenelle, 170. Big Powder Expedition, 171. Battle near Ash Hollow, 171. Settlements in Cuming, Saunders and Knox Counties, 172. In Platte County, 173. In¬ dians and other settlers at Fremont, 173. Johnson, Cuming and Gage Counties, 174. Congregational Association Formed, 175. Indians At¬ tacked at Eight Mile Grove, 175. Gold at Denver, 17:. Settlements in Seward and Saline Counties, 176. “AV ild Cat” Banking, 176. The Paw¬ nee AVar, 177. The Slavery Question, 179. Slaves in the Territory, 181 .

The First Nebraska Cavalry, 182. The Curtis Horse, 183. The Seco d Cavalry, 184. Battle of AATite Stone Hills, 184. Southern Refugees, 186. Indian Troubles on the Frontier, 186. Indian Raid upon the Little Blue, 187. Legislative Actiou, 187. First Homestead, 188. Census of 1855, 188. Territorial Governors, 188.

CHAPTER A r .—'The State of Nebraska. ^

Early Attempts to Form a State, 190. Enabling Act Passed, 191 . Con-

TABLE OF CONTENTS.

IX stiiution Formed, 191. State Officers Elected, 191. First Legislature, 192. Congressional Action, 192. Nebraska Admitted, 193. Re-location of the Capital, 193. Governor Butler’s Impeachment, 194. New Con¬ stitution Demanded, 195. “The Great Sioux War of 1890-1,” 195. Governors of Nebraska, 197. U. S. Senators from Nebraska, 197. Members of the House, 197. Population of the State, 198.

BOUNDARIES.

Nebraska is bounded on the east by the states Iowa and Missouri; on the south by the states Kansas and Colorado; on the west by the states Colorado and Wyoming; and on the north by the state South Dakota.

The more specific lines bounding the state are as fol¬ lows: Beginning on the 40th degree of north latitude in the center of the channel of the Missouri river, thence along the center of that channel till it reaches the point of its intersection with the 43d degree of latitude; thence due west to the 27th degree of longitude; thence due south to the 41st degree of latitude; thence due east to the 25th degree of longitude; thence due south to the 40th degree of latitude; thence due east to the place of beginning in the center of the channel of the Missouri river.

DIVISION I.

GEOGRAPHICAL DIVISIONS.

The state is divided into smaller bodies for purposes of government. Beginning with the smallest subdivision, they are as follows:

1. Villages.

2. Cities.

3. School Districts.

4. Precincts.

5. Townships.

6. Counties.

7. Judicial Districts.

8. The state is also divided into six congressional districts, for purpose of representation in the lower house of Congress; but this division has no effect upon the state government.

Each of the above named seven subdivisions has special officers whose duties and authority fall within that sub¬ division. We will take up the subdivisions of the state, as indicated above, in the order named.

DIAGRAM OF THE GEOGRAPHICAL DIVISIONS.

f Villages.

| Cities.

Counties. \ School Districts.

The State. •( | Precincts.

[ Townships.

| Judicial Districts, i Congressional Districts.

GEOGRAPHICAL DIVISIONS.

Chapter I.—municipal Corporations

The American people have inherited a desire for self-government. Their ancestors of the Anglo-Saxon race have exercised self-government for so many centuries, that we have come to regard this as a right which cannot be taken away from us without our consent. The Decla¬ ration of Independence asserts this right for the collect¬ ive people of a nation, and the assertions of that Decla¬ ration are being more and more accepted by the people of other nations. But the early Angles and Saxons, and their cousins of the great Teutonic race, exercised this right of self-government in their smaller tribes and communities. Each community and each tribe chose its own rulers in peace and its own leaders in war, and, in a crude way, regulated the actions and the rights and priv¬ ileges of individuals. Of course, there was no Teutonic nation, nor Saxon nation, as we understand the word ‘ 4 nation,”' today, but the various tribes and communities acted together for the common interests of all. On this account, there is not the same reason for local self-government now that there was then. But the habits and customs and the traditions of a people are strong, and we cling closely to the usages and habits of our Anglo- Saxon ancestors. Besides, people in the United States are growing in their fitness for self-government. Intelli¬ gence and moral forces are increasing among us; these are at the basis of fitness for self-government.

In all governments, there is need for some rules gov¬ erning conduct that ought to be the same in all parts of the government. There are other rules w T hich are needed in some places and under some conditions, which are not needed in other places and under other conditions. We can easily see that there are some rules that ought

GEOGRAPHICAL DIVISIONS.

to apply to all schools. We can also see that in a school having a thousand pupils and twenty-five teachers, there must be some rules which are not needed in schools having but one teacher and about thirty pupils. In the same view, we can see that rules are needed for one hundred thousand people living to¬ gether in a small space, different from those needed in farming communities.

Inasmuch as the forms of government, and methods of doing business, with which we are familiar, seem better to us than do those with which we are not familiar, it is thought best to permit each community needing some of these special rules to make them for themselves. But, as all the people of the state are interested in the welfare of those of each community, the state always makes some restrictions upon the power of these several communities, so that the rights of all may be preserved. In this state the same restrictions are imposed upon one com¬ munity as upon another of the same size.

Again, the people of each community are better acquainted with their own citizens than the people of other portions of the state can possibly be. The people of each community are, thus, better able to make proper selection of officers for carrying out the rules specially needed by that community. As people are governed through officers appointed for that purpose, the right of self-government includes the right to elect the officers of the government.

These communities, which I have been describing, and which need rules which others do not need, are often called corporations. In earlier times, when war seemed to be the principal business of a large class of the people, each community was, in a measure, at war with every other

GEOGRAPHICAL DIVISIONS.

community. And so, these communities were accustomed to surround themselves by walls for defense. On this account, they were called “municipal corporations.” Be¬ fore the pupils have completed their Latin course, they will have learned that this word, municipal , is formed by the, union of two Latin words, mnnio and capio\ the rather free translation being, received into walls, protect¬ ed by walls. Such cities claimed, and were strong enough to obtain, special privileges, among which were many privileges of self-government. Some of them had so many privileges that they were called free cities. In America, while these communities exercise the right of self-govern¬ ment in respect to matters in which the people of other communities can have but little interest, the individuals of those communities yet are subject to the same general laws that control other citizens of the state.

In this state, these corporations are divided into four classes, and are graded according to the population of each; these are villages, cities of the second class, cities of the first class, and metropolitan cities.

A Village. The smallest of these corporations, can be formed whenever there are two hundred people living near together who so desire. The village has fixed boundary lines and must include all the people and all the land inside of those boundary lines.

The Officers of a village are: five trustees, called “board of trustees,” a clerk, a treasurer, an attorney, an overseer of the streets, and a marshal. All these officers must be voters within the village, and the members of the board of trustees must also be tax-payers of the village and must have resided within the village three months before their election. The voters of the village elect the members

GEOGRAPHICAL DIVISIONS.

of the board, yearly, and the board appoints the other officers, yearly.

Tiie Board of Trustees meet at such regular times as they may set, and one of its members is elected its chair¬ man. This board has power to make all the rules needed within the village.

The rules which the trustees of villages and the councils of cities make for the government of the people, are called “by-laws,” and “ordinances.” The board of trustees of villages have power to pass by-laws and ordinances to pre¬ vent and remove nuisances; to prevent, restrain, and sup¬ press gambling houses and other disorderly houses; to restrain and prohibit gambling; to license and regulate theatrical and other amusements; to establish night watches; to provide pest houses; to prevent the introduc¬ tion and spread of contagious diseases; to establish and regulate markets; to erect and repair bridges; to erect, repair and regulate wharves, and the rate of wharfage; to regulate the landing of steamboats, rafts, and other water¬ craft; to provide for the inspection of lumber, building materials, and provisions; to require and regulate the planting and protection of shade trees in the streets, and the erection of stairways, railways, doorways, awnings, hitching posts and rails, lamp posts, awning posts and all other structures and excavations near the sidewalks and streets; to levy taxes for revenue; to provide for grading, paving and repairing streets, avenues, alleys and the con¬ struction and repair of bridges, culverts, sewers and side¬ walks; to levy a license tax upon occupations; to tax dogs; to authorize gas works and water works; to establish and change the channels of water courses; to provide apparatus for extinguishing fires; to limit the erection of wooden buildings; to regulate_levees, depots, depot grounds, the

GEOGRAPHICAL DIVISIONS.

passage of railways through the streets, and railway crossings; to establish and regulate standard weights and measures; to provide for the inspection and weighing of hay, grain, coal and fuel.

The clerk of the village keeps a record of the actions of the board of trustees, draws and signs orders for the pay¬ ment of the money of the village, and performs such other duties as the board may require. The treasurer receives the money of the village and pays it out on the order of the board of trustees. The attorney is the law r yer for the village. The overseer of streets has charge of grading and repairing streets and sidewalks. The marshal acts as a sheriff for preserving order, and for enforcing the rules of the village.

Cities of the Second Class. Whenever a village has fifteen hundred inhabitants or more, and has less than ten thousand, it may be organized into a city of the second class. The officers of cities of this class are: a mayor, a clerk, a treasurer, a city engineer, a police judge, an over¬ seer of streets, an attorney, and a city council.

The mayor presides at all meetings of the city council, has a superintending control of the officers and affairs of the city, may veto any ordinance passed by the council, and is required to take care that the ordinances of the city are enforced. The clerk, treasurer, and attorney perform about the same duties as do officers of the same names in villages. The city engineer makes all surveys, estimates and calculations concerning the cost of improving the streets, building and repairing bridges and public build¬ ings and for establishing grades, and performs such other like work as the city may require. The overseer of streets has charge of opening, grading, and repairing streets, side¬ walks, culverts, bridges, etc., in the city. The voters of

GEOGRAPHICAL DIVISIONS.

the city elect the mayor, clerk, treasurer, engineer, yearly, and the police judge every two years. The mayor and council appoint the attorney and overseer of streets, yearly.

The council is made up of two persons elected from each ward into which the city may be divided; each person is elected for a term of two years, and the two persons from each ward are elected in separate years. There can not be less than two wards, nor more than six. The powers of the council are somewhat broader than are those of trustees of villages.

The city council is authorized to control billiard tables, liquor shops, nuisances, domestic cattle running at large, the use of fire-arms, gun powder, weights and measures within the city; racing, railroad crossings, depots, levees, w T ater courses, streets, alleys, culverts, bridges, fires and chimneys; the council may establish and support hospitals, night watch, market houses, sidewalks, water works, gas works, cemeteries, fire limits, fire engines and other ap¬ paratus for extinguishing fires; may open, widen, aban¬ don and repair streets and alleys; may light the streets and license saloons, and provide for the inspection and weight of grain, coal, <fcc. In cities that own and maintain water works, the mayor and council annually appoint a water commissioner.

Any ordinance which the mayor may veto, may be passed over the veto by a vote of two thirds of the mem¬ bers elected to the council.

Cities of this class are divided into two grades; those having a population less than five thousand, and those having a population more than five thousand. There is some difference in the powers of the two grades of cities,

GEOGRAPHICAL DIVISIONS.

the most populous cities having the most power, but the difference is not very much.

Cities of the First Class. Cities having a popula¬ tion over ten thousand and less than eighty thousand, are cities of the first class, and are divided into not less than six wards. In these cities the voters bi-ennially elect a mayor, a clerk, a water commissioner, a city attorney, a city engineer and a police judge, and a council formed by two members from each ward. The mayor and council appoint a street commissioner, a chief of the fire depart¬ ment, a board of public works with three members, a gas inspector, an inspector of meats and live stock, and a sealer of weights and measures. The mayor, and two other voters of the city elected bi-ennially, constitute the “excise and police board,” which, appoints the chief of police and other police officers. The duties of these officers are similar to the duties of officers of the same titles in cities of the second class.

The powers of the city council are more broad and ex¬ tensive than those of councils in cities of the second class, and they embrace more subjects. As sewerage, water works, gas works, street railways, public buildings, hos¬ pitals, police forces will necessarily be more expensive in large cities than in smaller ones, with enlarged opportuni¬ ties for frauds, and increased liabilities to mismanage¬ ment, the authority granted to cities of the first class is correspondingly more minute, so that the public interests may be more carefully guarded.

Cities of this class are divided into two grades: those whose inhabitants do not exceed twenty-five thousand, and those whose inhabitants are between twenty-five thousand and eighty thousand. The powers given to each grade of cities of the first class differ somewhat in extent.

GEOGRAPHICAL DIVISIONS.

Metropolitan Cities. Cities having a population of eighty thousand or more are called metropolitan cities. In every other year the voters elect a mayor, a city clerk, a police judge, a treasurer, a comptroller. The council is constituted by one councilman from each ward and as many councilmen-at-large as the number of wards, and the councilmen are elected for two years. The mayor and council appoint a board of public works of three mem¬ bers, a city engineer, a street commissioner, an inspector of buildings, a city attorney, an assistant city attorney, a city prosecutor, a boiler inspector and a commissioner of health. The mayor, and four electors of the city ap¬ pointed by the governor of the state, constitute the “board of police and fire commissioners,” and this board appoints the officers of the police force and of the fire de¬ partment; a “board of health” is composed of the mayor, commissioner of health, the sanitary commissioners of the district in which the city is located, the chief of police and two members of the city council. The general duties of the officers of cities of the metropolitan class are of the same character as the duties of similar officers in smaller cities—but their authority and powers are much broader and larger than are those in smaller cities.

QUESTIONS.

What are the purposes for which municipal corporations are organized ? Give the historic reasons for their organization. What is a municipal corporation V When may a village be formed ? Name the officers of a village and their duties. What are the powers of a village board ? Name the various grades of cities aud their distinctions. Name the officers common to all the cities and their, duties. Why is the highest grade city called a metropoli¬ tan city ? What is one great fault in city government ?

IO

Chapter Ii.—school Districts

Each county is divided into as many school districts as the people may demand and the county superintendent may approve. The superintendent is obliged to form new districts and to change old ones on the petition of two thirds of the voters of the districts affected. The law forbids the formation of a district extending a distance of more than six miles in one direction upon section lines, or one that does not contain four sections of land, unless it contains property assessed at not less than twelve thousand dollars; but, if the district so lies along streams of water courses as to make it impracticable for it to contain four sections of land, it may be formed without regard to the amount of land or valuation of property. The name or title by which a school district acts is: “School District No.-, of-County, State of Nebraska.”