Essentials in civil government; a text-book for use in schools

Preface

Of the whole number of pupils who can study Civil Government with profit more than nine-tenths are in the upper classes of the grammar schools and in the lower classes of the high schools. In these classes there are at least two million young people who can be led into a just appreciation of the rights and duties of citizens. Here is a rich field for the sower, an opportunity vast in its proportions for improving the quality of American citizen¬ ship and elevating the American electorate.

The aim of this little book is to help those teachers who are trying to give the masses of their pupils sound and sys¬ tematic instruction in Civil Government: it is intended for use at the top of the grammar school or at the bottom of the high school. Its primary aim is not to teach facts. You cannot start young people on the road to good citi¬ zenship by gorging their minds with facts about govern¬ ment. The primary aim of the book is to establish political ideals and to indoctrinate in notions of civic morality.

In the first few lessons (Lessons I-V) the pupil studies the little world in which he moves and has his being. He takes a peep at his own moral nature and he studies the governments of the home and of the school. Then he takes up the great subject of citizenship (Lessons VI-XI) and learns of civic rights and civic duties. Lessons XII-XV 3

PREFACE treat of the powers of government. In these four lessons the great underlying principles of our government may be learned, and while studying them the pupil ought to catch something of the spirit of American government. “The letter killeth but the spirit giveth life.” With Lesson XVI the pupil begins to study the forms and workings of the ^larger governments. Lessons XVI-XX are given to local government, Lessons XXI-XXVI to State government and Lessons XXVII-XXXYI to the National Government. The subject of Taxation is treated in Lessons XXXVII- XXXVIII. In Lessons XXXIX and XL the subject of Party Government receives attention.

Will the general teaching of Civil Government in the schools tend to elevate the citizenship of the masses? It will if a lesson in Civil Government is made a lesson in political ethics. Good citizenship is an affair both of the head and of the heart, and training in citizenship must quicken the conscience as well as inform the mind. In the preparation of this book this truth has never been lost sight of. Wherever it has been practicable I have tried to help the teacher to combine instruction in Civil Government with instruction in morals.

S. E. FORMAN.

Washington, D. C.

LESSON I

PAGB

Government and Laws.11

Meaning of the Word “Government”—The Study of Govern¬ ment—What Government Does for Us—Laws.

LESSON II

The Government op Self.,15

Self-Control—Self-Control can be Cultivated—The Reward of Doing Right—The Government of Self the Foundation of All Government.

LESSON III

The Family.19

Husband and Wife; Marriage—Parents and Children—The Duties of Parents to Children—The Rights of Parents in Re¬ spect to Their Children—Importance of the Family Govern¬ ment.

LESSON IV

The Government op the School.24

Pupils Should Know Something of School Government— School Officers—The Powers and Duties of School Officers—

The Teacher.

LESSON V

The Government of the School 0 Continued) .28

Rules that Pupils Must Obey—Duties of Teachers and Pupils.

LESSON VI

Citizenship: Who are Citizens.33

Introduction—Meaning of the Word “Citizen” — Aliens— Naturalization.

LESSON VII PAOB

Citizenship: Civil Rights.37

Civil and Political Rights—The Right to Personal Security— Personal Liberty; Habeas Corpus—The Right of Private Property.

LESSON VIII

Citizenship : Civil Rights {Continued) . 41

The Right of Religious Freedom—The Right of Freedom of Speech—The Right of Freedom of the Press—The Right of Assembly—The Right of Petition—The Right of Protection in the Home—The Right of Due Process of Law—The Right to Equal Protection of the Laws—The Right of Protection on the High Seas and in Foreign Lands.

LESSON IX

Citizenship: Who are Voters. 46

The Right of Suffrage—Persons Who May Not Vote—Regis¬ tration.

LESSON X

Citizenship: Elections. 50

At the Polls—Counting the Vote; Majority, Plurality—The Right of Holding Office.

LESSON XI

Citizenship : Duties of Citizens. 55

A Few Words about Duty—Obedience to the Law—Defense of One’s Country—Earning a Living—The Duty of Study¬ ing Political Questions—The Duties of Voters.

LESSON XII

The Powers of Government: Majority Rule.60

Introduction—The Power of the People—Democracy a Gov¬ ernment of Reason—Democracy a Government of Justice.

LESSON XIII

The Powers of Government: Representation .... 67 Pure and Representative Democracy—The Representative’s Term of Service—How a Fair Representation is Secured.

LESSON XIV

The Powers of Government: Checks and Balances . . Introduction—The Three Departments of Government—The Lower and the Upper House—The Veto Power—The In¬ dependence of the Departments.

LESSON XV

The Powers of Government: Local Self-Government . Introduction—The Three Grades of Government—The Rela¬ tion of the Local Government to the State—Local Self- Government—The Services of Local Government.

LESSON XVI

The County.

Introduction—County Government Not Everywhere the Same—The County Seat—The County Commissioners or Supervisors—The Court Officials of the County—Other County Officials.

LESSON XVII

Town Government.

Early Town Government in New England—The Town Meet¬ ing—Town Officers.

LESSON XVIII

The Township.

The Nature of Township Government—Township Meetings and Township Elections—Officers of the Township.

LESSON XIX

Municipal Government...

Why Municipal Government is Necessary—Village and Bor¬ ough Government—The City Charter.

LESSON XX

Municipal Government {Continued) .

The Three Great Departments of City Government—The City Council—The Mayor; Municipal Executive Department-^ Commission System of Municipal Government—Services of City Government.

I*AQ»

LESSON XXI

The State.

The Thirteen Colonies—The Thirteen Original States—The Admitted States—The Outlines of a State Government.

LESSON XXII

The State Constitution.

Meaning of the Word “Constitution”—Description of a State Constitution—How the Constitution of a State is Made— How a Constitution is Changed.

LESSON XXIII

The State Legislature.

When and Where the State Legislature Meets—The Two Branches of the Legislature—Election of Members of the Legislature—Organization.

LESSON XXIV

The State Legislature {Continued) .

How a Law is Made—The Initiative and Referendum—What the Legislature of a State May Do—Honest Men for the Leg¬ islature.

LESSON XXV

The Governor and His Colleagues.

The Governor—Other Executive Officers—Impeachment.

LESSON XXVI

Judges, Juries, and Courts of Law.. .

The Judicial Department—The Justice of the Peace—The Circuit Court—The Supreme Court—Civil and Criminal Cases.

LESSON XXVII

The National Constitution.

Introduction—The Articles of Confederation—The Constitu¬ tional Convention of 1787—Amendments to the Constitu¬ tion.

PAGE lesson xxvm

The Two Houses of Congress—The House of Representatives —The Senate—How a Law is Passed in Congress—The Power of Congress Limited.

LESSON XXIX

Congress (Continued) .162

What Congress May Do—What Congress May Not Do.

LESSON XXX

The President; His Election. 168

Introduction—The Nomination of a Presidential Candidate—

The Election of the President—Inauguration.

LESSON XXXI

The President and His Cabinet. 175

The Powers and Duties of the President—The Great Execu¬ tive Departments—Cabinet Meetings—The National Civil Service; the Civil Service Commission—Salaries.

LESSON XXXII

Introduction—The Department of State—The Department of War—The Department of the Navy.

LESSON XXXIII

The National Executive Departments ( Continued ) . . . 188

The Department of Justice—The Department of the Treasury —The Post Office Department.

LESSON XXXIV

The National Executive Departments (Continued ) . . .194

The Department of the Interior—The Department of Agri¬ culture—The Department of Commerce—The Depart¬ ment of Labor—Executive Work outside the Depart¬ ments.

LESSON XXXV

Territories and Dependencies . .

Introduction—Hawaii—Alaska—Our The District of Columbia.

.201

Island Possessions—

LESSON XXXVI

The National Courts.206

The Kind of Cases Tried in the National Courts—The Three Grades of National Courts—Special National Courts.

LESSON XXXVII

Taxation: The Property Tax.212

Introduction—Taxation a Power of the Lawmaking Depart¬ ment—The Property Tax—How Each Taxpayer’s Share is Determined—The Collection of Taxes.

LESSON XXXVIII

Other Taxes.217

The Income Tax—The Inheritance Tax—Licenses; Fees—

Poll Tax—The Franchise Tax—Duties and Excises—Em¬ inent Domain.

LESSON XXXIX

Party Government : Organization of Political Parties . 222 Introduction—The Organization of Political Parties—Nom¬ ination of Candidates by a Direct Primary Vote.

LESSON XL

Party Government : The Citizen and His Party .... 227 The Choice of a Party—True Leaders and False Leaders—

Loyalty to Party.

Constitution of the United States, Text .232

Index.248

ESSENTIALS IN CIVIL GOVERNMENT

I. GOVERNMENT AND LAWS

“ Order is Heaven’s first law.”

Meaning of the Word “ Government.”—In the Latin

language the word gubernator means a pilot , a steersman , one who guides; and from this word gubernator we derive our word governor. A governor, therefore, is one who guides something, and the word government means guidance or management. Thus when we speak of the government of a home, we refer to the management of the private affairs of the home; when we speak of the government of a State, we refer to the management of the public affairs in the State. The word government will be used a great many times in this book, and we shall learn that there are many kinds of government. We shall speak of “self-government,” of “family government,” of “school govern¬ ment,” of “State government,” of “national government.” Wherever the word government occurs, it will mean guid¬ ance, management, control.

The Study of Government.—You are now going to study the subject of government; that is, you are going to study 11 how the affairs of mankind are managed; how men and women are guided in their journey through the world amidst other men and women; how society is held together and controlled. The study is of great importance, and should be of great interest, for the happiness of men and women depends largely upon the kind of government that guides and controls their lives.

The study of government should interest children as well as adults; for children also are deeply affected by the government under which they live. In his earliest years the child is under the government of his parents. As soon as he is old enough he is sent to school, where a new government enters into his life and controls his ac¬ tions. He now lives under the government of the school, as well as under the government of the home. He must obey his teacher, as well as his father and mother. When he goes out into the streets, and parks, and fields, he finds that there is a third government to restrain him and reg¬ ulate his conduct. If he is very noisy, or if he runs upon flower beds in the park, or if he takes fruit from the or¬ chard of a stranger, he is promptly checked by a policeman or other officer, and may be punished for his offense. This third government which the child must obey is the government of the city, or of the State.

And thus it is all through life; no matter where we go, or which way we turn, government always and everywhere follows us and regulates our actions. If the governments that control us are wise, and just, and kind, we are made happier by them; if they are harsh, or foolish, or tyranni-

GOVERNMENT AND LAWS cal, our lives are made miserable by them. By studying and understanding the different forms of government un¬ der which we live we may prepare ourselves to make them better.

What Government Does for Us.— You have but to look around you to see how great and how useful are the services of government. Government keeps peace and good order among men; it protects life and property; it punishes crime; it keeps an army and navy for the defense of the nation; it supports courts of law where men may find justice; it regulates commerce and industry; it coins and prints the money we use; it collects and distributes our let¬ ters; it gives assistance to the poor and unfortunate; it cares for the public health; it supports the public schools; it keeps the streets and roads in repair. Many other serv¬ ices of government might be mentioned, but these are enough to show you that we owe a great deal to government.

Laws. —The rules that governments make to guide our actions are called laws. A law states what we are to do and forbids what we are not to do. When a law has been made it must be obeyed. No man can disobey a law with¬ out being liable to punishment for his disobedience. We may not like a law, we may think a law unjust or unwise, yet so long as it is a law we must obey it. Moreover, when a person violates a law, he is punished, even if he did not know there was such a law when he violated it. Ignorance of what the law is wall excuse no one. Laws are made for the government of us all, and if we do not know what they are it is either our fault or our misfortune.

How laws are made and changed, and how people are forced to obey them, and punished for disobeying them, will be explained hereafter. At present it is enough to know that any government worthy of the name is always strong enough to enforce the laws that are made. It is the duty of all who live under a government to obey the laws of that government without being compelled to do so. If we think a certain law is bad, it is our right and our duty to try to have the law changed. Are you compelled to obey any laws that you think are unjust?

1. What is the meaning of the word governess f governmental? un¬ governable? gubernatorial?

2. Explain the use of the “governor” on a steam engine.

3. Name the people whom you know to be officers of government.

4. What would happen if people on the street were allowed to do just as they pleased?

5. What is a hermit?

6. Of the services of government mentioned in the lesson which stands first in importance? Which stands second? Which third? Which fourth? Give reasons.

The Stocks—an Old-fashioned Punishment

II. THE GOVERNMENT OF SELF

“ He that ruleth his spirit is better than he that taketh a city.”— Bible.

Self-Control. —Before you begin to study the different forms of government under which we live, I wish to call your attention to something that is at the foundation of all government. I wish you to think for a few moments upon the subject of the government of one’s self, or self-control. You doubtless feel in yourself the power to control your own actions in many ways. You can be studious, or you can be idle; you can be respectful, or you can be impu¬ dent; you can be kind, or you can be cruel. I think you will not deny that there is within yourself a government which controls your private actions; a will that directs the actions of your mind and body.

We should constantly be asking ourselves whether our wills are carrying us in the right direction. True self-control consists in deciding to do what is right and doing it. Anger, appetite, laziness, envy, jealousy, pride, re¬ venge, tempt us to do wrong. Love, duty, conscience, whisper to us to do right. For which shall we decide— for the wrong or for the right? If we decide for the wrong, we may in the end become the slaves of our passions and be destroyed. For which, then, shall we decide?

Self-Control can be Cultivated. — I believe you all think that you ought to control yourselves and do right, but 15 some of you may feel unequal to the task of always doing right. Now, self-control lies in the will. If your will is strong, you will be able to govern yourself under the most trying circumstances; if it is weak, you will not. But remember this: A weak will can be strengthened by exer¬ cise, just as an arm can be strengthened by exercise.

If a boy who has learned to smoke feels that smoking is injuring him, he should leave off the habit at once. When a cigar is offered to him he should refuse to take it. This may be hard to do at first. Let him refuse a second time and he will find it easier; a third time he will find it still easier. By continuing to refuse he will at last find that his desire to smoke is gone. His will conquers his appetite and he is master of himself.

If ? girl who indulges in the ugly habit of saying spiteful and untruthful things about her acquaintances becomes ashamed of herself and desires to do better, she should begin by exercising and strengthening her will. When she hears some one saying unjust things about another, instead of helping along with the abuse, she should keep silent, even if she must bite her tongue to do so. By re¬ fusing for a time to speak falsely or unjustly about people, she will find that it is not necessary to bite her tongue to prevent herself from joining in when she hears slan¬ derous remarks. She will probably be inclined to use her tongue either to rebuke the slander or to say something good about the person slandered.

Young people will find that a strong will bent on doing right will carry them safely past temptation.

THE GOVERNMENT OF SELF

The Reward of Doing Right. —Thoughtless young peo¬ ple sometimes ask: “What is the use of doing right? What is the use of checking bad impulses and exercising self-control?” If you will look around you, and reflect upon what you see, you will find an answer to this ques¬ tion. You will find that the people who exercise control over themselves are happier than those who are carried along by passion and appetite.

Sometimes, it is true, wicked and violent men seem to prosper and even to be happy. But they are not really happy. If you could learn the secret of their fives, you would find that bad, dishonest men lack one thing that is more precious than anything else in fife. They may have wealth, and honor, and high social rank, but they have not their own self-respect, and no one can be truly happy without this. With self-respect one can never be thor¬ oughly unhappy. You may be unfortunate or unsuccess¬ ful; people may scorn you or neglect you, yet if you always firmly do the right thing, you will always have a good conscience and your own self-respect.

The Government of Self the Foundation of All Govern¬ ment. —There is another reward for those who exercise a strict control over themselves. Their government of self makes them good citizens and fits them to take part in the government of others. A community is composed of indi¬ viduals, and the character of its government will be like the character of the individuals who compose it. If it contains a large number of rogues, swindlers, idlers, drunkards, then its government will certainly be bad, for the government of a people is never much better than the people themselves. If a community consists of honest, industrious, moral citizens, then it will have a good gov¬ ernment. Good government begins with the individual, it begins with you personally. If you intend to take a part in public affairs when you grow up, and if you intend to help in making your government better, you should begin by trying to order your own life aright.

1. Learn the following facts about the will:

(а) The will grows strong by exercise.

(б) The will may be assisted by favorable surroundings. If you de¬

termine to leave off an old habit and form a new one, put your¬ self under favorable conditions, make new associations, avoid temptations, take advantage of every outward aid.— James.

(c) The will should never lose a battle.

(i d) The will should act when it is called upon to act; it should never shun a battle.

(e) We may strengthen the will by doing things now and then simply because we don’t want to do them.

2. Name the faults which stand opposed to each of the following virtues: courage, 'perseverance, industry, cheerfulness, simplicity, selfreliance, liberality.

3. Arrange the following virtues in the order of their importance, placing the most desirable virtue first: temperance, truthfulness, fru¬ gality, prudence, honesty, modesty, unselfishness, patience, charitableness, reverence. Give reasons for your arrangement.

4. Arrange the following faults in the order in which you dislike them, placing the fault you dislike most first: anger, stinginess, revenge, hypocrisy, tardiness, jealousy, self-conceit, envy, cruelty, stubbornness.

5. Define conscience. When you do wrong, is it the fault of your conscience or of your will? How may the conscience be improved?

III. THE FAMILY

"There is in the family an angel possessed of a mysterious influ¬ ence of grace, sweetness, and love; an angel who renders our duties more cheerful and our sorrow* less bitter. This angel is woman. Whether as mother, wife, or sister, woman is the joy of existence. She is a treasure of gentle consolation sufficient to soothe every sorrow. It is through woman that the family points to Eternity. Hold then the family sacred, my brothers. Reject every attempt to undermine it, for it is of God.”— Mazzini.

Husband and Wife; Marriage. —The government that comes closest to the lives of young people is that of the family. At the head of the family stand the father and mother, who are united as husband and wife by marriage. Marriage is regarded by the law as a contract, but it is a very strong contract, and it ought to be a very sacred one. It is a contract that cannot be, and ought not to be, easily broken. Marriage is the bond which holds the family together, and it is of the utmost importance to us, both as individuals and as a people, that the family be held to¬ gether as firmly as possible.

The blessings of the family as an institution ought to be ever before our eyes. In the family we grow in char¬ acter as we can grow nowhere else. In no other place can we learn the lessons of devotion and sacrifice and unselfish¬ ness that we learn in the home. Besides being a nursery of virtues and a source of happiness for its individual members, the family brings countless blessings to society at large. Indeed, we may say that the family is the foundation upon which all society rests. If you should destroy the family, you would destroy cities and States and governments and even civilization itself. And just as the family holds society together, so the marriage tie holds the family together. This great truth should never be forgotten. Nations have sometimes forgotten it, and they have always suffered for doing so.

Parents and Children.—Parents regulate the conduct of children, protect them, educate them and provide them with shelter, food, and clothing. It is in the home, while members of the family, that children must look for their greatest happiness. The law that should gov¬ ern, and that usually does govern, in the family is the law of love and duty. Parents, as a rule, devote their lives

THE FAMILY to the happiness of their children. What should children do in return?

It has been found that parents are not always kind and loving and just towards their children, and that children are not always grateful and obedient to their parents. It sometimes happens that the parent or the child fails to do his duty. When this does happen, the government of the State steps in and commands what must be done. Let us learn something of the rights and duties which the law will not allow parents or children to disregard.

The Duties of Parents to Children:

(1) Support .—The first duty the parent owes to the child is to support it, to provide it with food, clothing, and shelter. If a father should be so hard-hearted as to turn his child out of doors and refuse to give it food, a stranger could take the child into his house and feed it and charge the father with the expense, and the law would compel the father to pay the bill. This duty of parents to support their children continues until the children are twenty-one years of age. After that time children may not look to their parents for support. It is not often that the law interferes with the parents in these matters; love alone is nearly always strong enough to hold them to their duty.

(2) Education —A second duty which parents owe to their children is to educate them. In many of the coun¬ tries of Europe, and in most of the States of our own country, parents are compelled by law to send their chil¬ dren to school. In every State schools are provided for children free of cost, and parents are expected to send their children to them.

The Rights of Parents in Respect to their Children.—

Parents have not duties only; they have rights also.

(1) Obedience .—They have the right to the obedience of their children. The child must obey its parents in all reasonable commands. If it refuses to obey, it may be punished in such manner as the parents think fit. The punishment, however, must be reasonable; it must be such as not to endanger the health of the child or injure it in mind or body.

(2) Service .—Parents have the right to the service of their children. Until children are of age they must work for their parents if their parents need their service. If they earn wages, their parents have a right to take their earnings.

(3) Assistance in Old Age .—If the parents are old and poor and unable to take care of themselves, their children may be compelled to assist them. Just as parents are compelled to support the child when it is young and help¬ less, so the child is compelled to support its parents when they are old and helpless.

Importance of the Family Government.—The govern¬ ment of the family is the smallest of the governments that we shall have to study, but it is not the least important. A town or State is simply a number of families bound to¬ gether, and if all the families of a town or of a State were well governed, there is no doubt that the town or the State itself would be well governed. You see how important,

THE FAMILY then, it is that we should do all in our power to make our homes what they should be. Children can serve their country simply by doing their duty in their homes. They can repay the love and sacrifice of their parents by loving and unselfish deeds. Brothers and sisters may bless their homes by living at peace with one another. We should never forget that the law of the home is the law of love, serv¬ ice , and sacrifice .

1. What is the average number of persons in a family in your neigh¬ borhood? (Find the number of persons in the families of your ac¬ quaintance and divide this number by the number of families.)

2. Are parents responsible for the actions of their children?

3. Who is the most unselfish member of the home?

4. Is it a kindness for parents to live beyond their means for the sake of their children?

5. Name some bad habits that children are guilty of in their homes.

6. What sacrifices do parents make in order that their children may be kept at school?

7. How may parents be repaid for these sacrifices?

8. Make out a list of those virtues that are good for the home.

9. (Not to be answered in the class but to be answered silently.) Are you doing what you can to make your home happy? Are you allowing jealousy to enter into your home life? Are you as unselfish in your home as you should be? Are you tyrannical and willful in your actions?

IV. THE GOVERNMENT OF THE SCHOOL

“The school should be pervaded by a spirit of honesty and truth¬ fulness. It should inspire its pupils with a manly resistance to all temptations to deceive or be false.”— E. E. White.

Pupils Should Know Something of School Government.

—For several years you have attended school, and while in school you have found that you are under a government;

that you cannot do as you please; that teachers and school officers regulate your conduct in many ways. This gov¬ ernment of the school, in the lives of young people, is next in importance to the government of the family. The present happiness, as well as the future welfare of pupils, depends in a large degree upon how the school which they attend is governed. Pupils, therefore, should understand something of the nature of school government. If you will study this subject carefully, you will understand your teachers better, and your school life may thereby be made 24

A Schoolhouse

THE GOVERNMENT OF THE SCHOOL pleasanter. Very frequently trouble arises in a school¬ room merely because the teacher and the pupils do not un¬ derstand each other.

School Officers. —At the head of the school is a body of officials whose duty it is to appoint the teacher and super¬ vise the affairs of the school. This governing body may control only the one school, or it may control several. It is known by different names in different States. In some States it is called the School Committee; in others, the Board of School Trustees, or the Board of School Directors, or the Board of Education. In a few States it is called the Board of School Visitors. The governing body is either elected by the voters of the district or is appointed by some other authority. In all the States every public school has a set of officers,—whatever they may be called,—who exercise a very close and a very complete direction of its affairs. In other words, every school has its governors and its government.