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Cornell University Library 
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 The school republic, school. citx..helES J 
 
 3 1924 031 434 230 
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Cornell University 
 Library 
 
 The original of tliis bool< is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924031434230 
 
BOOKS ON CITIZENSHIP. 
 
 THE L,ITTL,E CITIZEN, also called "THE TOUNG CITIZEN," by 
 Charles F. Dole, is questions and answers for young children. 
 
 Cloth, 35c. 
 
 THE CITIZEN'S CATECHISM, by Charles F. Dole, revised by many 
 eminent social and political scientists. It presents the prin- 
 cipal ideas of citizenship. State and City School Superinten- 
 dents in every part of the country have written commenda- 
 tions of this book, and the opinion has been expressed by 
 several of them that ability to answer its questions intelli- 
 gently should be a requisite to naturalization of foreigners. 
 It has been adopted for use in the public schools of New 
 Tork, Philadelphia, New Haven and other places. Cloth, 35 cts. 
 
 TALKS ON CITIZENSHIP, by Charles F. Dole, follows the arrange- 
 ment of topics in the "Citizen's Catechism." The two books 
 can be used to advantage together or separately. Cloth, 50 cts. 
 
 THE AMERICAN PATRIOT, by Charles F. Dole, discusses in the 
 most simple and charming way the principles and right t)rac- 
 tlces of citizenshi'p. Cloth, 50 cts. 
 
 CITY PROBLEMS, by Delos F. TPllcox, Ph. D., for grammar and 
 high schools. Five chapters on Fresh Air, Light and Room 
 for Play; The City's Waste; Life, Property and Good Order; 
 The City's Finances; The Citizen — His Rights and Duties. 
 
 Cloth, 35 cts. 
 
 BOOKS ESPECIALLY FOR SCHOOL CITY USE. 
 
 OUTLINE OP AMERICAN GOVERNMENT, for teachers and pupils 
 of high schools and lower grades, prepared especially for 
 schools that adopt the Gill School City government, by Wilson 
 li. Gill, Lli. B., and Delos F. Wilcox, Ph. D. Cloth, 50 cts. 
 
 THE GILL, SYSTEM OF MORAL AND CIVIC TRAINING, as exem- 
 plified in the three School Cities and State at the New York 
 State Normal School, New Paltz, is a symposium by the prin- 
 cipal, faculty and students, the author of the system and 
 other educators. It contains the School City Charter, School 
 State Constitution, ordinances of the city council, and many 
 details to assist those who wish to adopt this system. 
 
 Cloth, $1.00 
 
 A SOCIAL AND POLITICAL NECESSITY, by 'Wilson L. Gill, LL. B., 
 advocates moral, civic and industrial training. Cloth, 36 cts. 
 
 THE SCHOOL REPUBLIC — School City Helps, for teachers and 
 pupils, by Wilson L. GUI, LL. B. Cloth, 50 cts. 
 
 THE SCHOOL CITY, general information concerning the School 
 City, extracts from reports, etc. Paper, 10 cts.; Cloth, 35 cts. 
 
 For badges and School City supplies address Patriotic League. 
 
 Published by 
 
 THE PATRIOTIC LEAGUE. 
 
 15 South Seventh Street, Philadelphia. 
 
The School Republic 
 
 School City Helps 
 
 For Teachers and Pupils 
 
 A System of Moral and Civic Training 
 
 BY 
 
 WILSON L. GILL. LL.B., 
 
 President o( The American Patriotic League 
 
 President of The National School City League 
 
 General Supervisor of Moral and Civic Training 
 
 Public Schools of Cuba, under American Administration 
 
 Member of General Committee of The Society for the Reform 
 
 Of School Discipline, Great Britain and Ireland 
 
 Vice-President of The Universal Peace Union 
 
 THE AMERICAN PATRIOTIC LEAGUE 
 New York City and Philadelphia 
 
Copyright, 190e 
 By the Patriotic League. 
 
(Contents 
 
 A SCHOOL CITY TALK WITH THE TEACHER 
 
 The School City In Brief Page 1 
 
 School City Points for Consideration 3 
 
 Misconceptions 14 
 
 ORGANIZING 
 
 Chapter I Directions for Teachers 3 
 
 II Suggestions for the Organizer 9 
 
 III Steps in organizing 13 
 
 IV Address to Teachers and Pupils 20 
 V Laws 29 
 
 VI Punishments 31 
 
 LEGISLATIVE 
 
 VII Parliamentary rules 33 
 
 VIII Order of business 34 
 
 IX Account of a meeting of city council 35 
 
 Minutes of a meeting. Normal School 36 
 
 Minutes of a meeting. Intermediate 41 
 
 JUDICIAL 
 
 X Law terms 42 
 
 Court cries 43 
 
 XI Court procedure 43 
 
 XII Account of trial, forms of documents, etc. 46 
 
 EXECUTIVE 
 
 XIII Messages and reports 58 
 
 ELECTIONS 
 
 XIV Nominations conventions, elections 63 
 XV Charter 68 
 Blank for record of organization 81 
 
H School Cit^ XTalk 
 Xraiitb the XTeacbet. 
 
 ^bc Scbool Citi? in Brief. 
 
 The School City is a tried and successful method of moral 
 and civic training. It is not a "thing" which will "work" itself 
 or which the children, unaided by the teachers, can use to advan- 
 tage. It must be treated as mathematics or other school work. 
 
 The School City is true, faithful and kindly citizenship 
 brought to the individual early enough in his life to enable him 
 to incorporate it into his habits and character. 
 
 It is based on the spirit and plan of the Declaration of 
 Independence and Constitution of the United States and the 
 practice, rather than the mere knowledge of the Golden Rule. 
 
 To preaching and academic teaching of morals and civil 
 government, is added, under instruction, daily and constant 
 practice of the art of right living, including faithful citizenship. 
 
 Its plan is very elastic, being simple for those who wish 
 to use but a few features. Other features may be added from 
 time to time when wanted. 
 
 It educates in social relations. 
 
 It trains not by precept, but by action. 
 
 It educates by employing the normal and personal activities 
 of the student for education. 
 
 It develops by imposing responsibility. 
 
 It systematically imposes responsibility which raises the 
 individuals who accept it to a higher moral and civic plane. 
 
 It puts into the individual who is thus raised, the desire 
 and ability to lift all his associates to the same level. 
 
 The School City, in large measure, replaces repression of 
 wrong-doing by expression of that which is right. 
 
 There are no spies or monitors appointed by the teacher. 
 In some School Cities there are no police, for every citizen 
 is pledged to obey the laws and to insist that all the rest shall 
 do the same. Where there are police, their chief function is 
 to help those who need help and to make things go right; it is 
 not to get people into trouble and make arrests. 
 
2 a Scbool Cits Xralft 
 
 It is an enlightened public opinion with power to stamp 
 out all wrong-doing in a legal and orderly way, and to encour- 
 age right thought and action. It can easily make an end of 
 .hazing and all other forms of anarchy in schools and colleges. 
 
 It is the best means for securing obedience and for pre- 
 paring children for self-government. Therefore it requires no 
 special course of coercion or other preparatory training to pre- 
 cede it. 
 
 It does not detract a pupil's attention from his other school 
 work, but on the contrary by improving his spirit increases his 
 interest in his studies and all school affairs. 
 
 It takes nothing from the teachers' authority. It is an 
 added authority under the guidance of the teachers. 
 
 It requires no time in addition to that ordinarily provided 
 for moral and civic instruction. 
 
 In those schools where time is not already provided for 
 moral and civic instruction, it is desirable that from one to 
 two hours a week should be allotted to School City work. 
 
 It requires enthusiastic and judicious supervision. When it 
 "spreads" without this, it is apt to be misunderstood, misused 
 and the cause damaged. 
 
 In many cases the principal and teachers of a school, with- 
 out asking any higher authority, can and do take up the 
 School City method and experience nothing but pleasure and 
 good results. 
 
 In many other cases, the principal and some if not all the 
 teachers desiring to use the method, cannot do so without 
 embarrassment and courting failure, unless they have a posi- 
 tive order from competent authority, which in those cases is 
 very helpful and adds to the comfort of the work. 
 
 Many teachers not yet informed or even unfavorable to 
 the use of the School City method, when required by undoubted 
 and competent authority to use it, have become successful 
 users of the method and thankful for it. 
 
 The responsibility in reference to this matter should be 
 assumed by school boards. State legislatures and the United 
 States Congress. Friends of the cause should work with this 
 in view. 
 
Scbool (titi2 points for (ron0i^eration. 
 
 FEAR TO LAUNCH AWAY 
 
 A letter has just come to me from the teachers in a school 
 In the Northwest who have read the literature of the School 
 City. The writer says: "We are exceedingly interested in the 
 plan, but we 'linger tremblingly on the brink and fear to launch 
 away.' " 
 
 My reply is, since you and the other teachers of your 
 school are anxious to serve the welfare of our country and of 
 the individual children of your charge, I think all fear will 
 disappear when the following points become clear to you: 
 
 SCHOOL CITY AS SIMPLE AS KINDERGARTEN 
 
 The School City plan is as simple and easy as a set of 
 kindergarten games, which are commonly used by children 
 from three to six years of age. Whatever apparent complications 
 there are, they are useful for the same and other reasons that a 
 variety of games is more useful in a kindergarten than just 
 one game alone would be. The School City, however, should 
 not be considered a game, except as life in general may be 
 so considered. 
 
 Any hints and suggestions that are at all comprehensive 
 are necessarily so voluminous, that the impression is almost 
 sure to be given, and in the case of the School City falsely, 
 that the system is diflBcult because of its seeming complexity. 
 
 WHAT "IT DOES" AND WHAT THE TEACHER DOES 
 
 Failure or success in the use of any good method depends 
 upon the spirit and skill with which it is used. It is conveni- 
 ent to say "It does" thus and so, but we must interpret that 
 expression as meaning, "The teacher using the method with 
 such intelligence, tact, enthusiasm and persistence as is neces- 
 sary for good results In any school work accomplishes the 
 result described." 
 
 SELF-GOVERNMENT UNDER INSTRUCTION 
 
 The School City is pupil-self-govemment under instruction. 
 It is a method of moral and civic training. The pupils are led 
 
4 H Scbool 
 
 by their teachers to govern their own school community, and 
 to perform the duties of active citizenship, intelligently and 
 faithfully. 
 
 PRACTrCE AS WELL AS PRECEPT 
 
 The School City is a simple method of teaching the practice, 
 as well as the precepts of morality and citizenship. It gives 
 citizenship to an individual at a time in his life when it is 
 practicahle to guide him in it and help him to form the hahit 
 of thinking and acting correctly in regard to his fellows and 
 the community in which he lives. 
 
 USE AND MISUSE 
 
 The School City method and plan have been used long 
 enough to produce many thoroughly successful examples, and 
 what is of considerable importance, some examples of misuse 
 which furnish valuable suggestions of things to be avoided. 
 Let us avail ourselves of both. 
 
 CITIZENSHIP AN ART AS WELL AS SCIENCE 
 
 The duties of citizenship are so simple, easy, few and far be- 
 tween where citizens in general are faithful, that statesmen 
 and scholars have failed to recognize that 
 
 The habit ofjmrming the few duties of citizenship is an art, and 
 must be learned as other practical arts, by a long appren- 
 ticeship under competent instruction. Conducted with the 
 right spirit, this is both simple and easy and a joy to all 
 concerned, but the right habits of life cannot be formed 
 except by long practice. 
 
 INDUSTRIAL REVOLUTION — Social, Political, Educational 
 
 Since the development of great factories and other establish- 
 ments which separate boys and girls from their parents dur- 
 ing the character forming period of their lives, successful 
 civic apprenticeship can be carried on in the schools and no- 
 where else so well, if at all. 
 
 SCHOOL CITY EXPERIMENTAL STAGE PAST 
 
 The School City method of moral and civic apprenticeship 
 was developed, tested, found to be in accord with human and 
 especially child nature, economical in the use of time and 
 energy, successful for its purjMJSe and the experimental stage 
 past in 1897. 
 
METHOD ALL RIGHT— Application Depends on Teacher 
 
 Since that time, in schools in which proper provision has 
 been made for time and authoritative supervision, it is self- 
 evident and admits of no argument, that the degree of its 
 success depends not upon the age, race, nationality, class or 
 condition of the pupils, but upon the attitude, intelligence, skill 
 and diligence of the teachers who use it. 
 
 SCHOOL CITY PLAN — Training in Democracy 
 
 In the School City every pupil is an apprentice citizen, be- 
 ing trained to high and conscientious efllciency in a true 
 democracy. The citizens, under a charter granted by the Board 
 of Education or other authority, make their own laws, elect 
 their own mayor, members of their city council or legislative body 
 and judge, and preserve order, kindly relations and good con- 
 duct by their own choice and action. No other "machinery" is 
 necessary. Other offices may be added when wanted, such as 
 clerk of court, sheriff, city clerk and treasurer. Administrative 
 departments may be added when wanted, such as health, games, 
 fire, parks, police, military, etc. Grown people and children 
 alike do not know how to do these things except as they are 
 taught. The individual is taught to think and act indepen- 
 dently and in co-operation for his own welfare and that of 
 the community. Liberty, not license, is developed. 
 
 SIMPLE AS OTHER KINDERGARTEN WORK 
 
 The School City for little children is not more complicated 
 or difficult than other kindergarten work. For older children 
 the plan is more developed, according to the capacity of the 
 teachers and children and the particular circumstances of the 
 school and community. 
 
 TIME REQUIRED 
 
 Its Influence is constant. It does not necessarily interfere 
 with recitation time. In the aggregate, an hour a month for 
 citizens and an hour a week for officers Is all the time that 
 must be given specially to it. More time may be used with 
 advantage. From one to two hours a week ought to be appro- 
 priated for this moral and civic training. 
 
 SCHOOL aOVERNMENT— "Discipline" 
 
 Incidentally good order is maintained without effort, but 
 when this is the object, and not humane and patriotic service, 
 
6 a Scbool 
 
 neither will be attained. SctLOOl government, or as it is im- 
 properly called, "discipline," has been a process of repression 
 to keep the children quiet and in order. 
 
 TEACHER'S AUTHORITY UNCHANGED 
 
 The teacher's authority to deal with whatever may arise 
 in the school, is not interfered with in the slightest. The 
 children are told that if they accept the privileges and raepon- 
 sibilities of American citizenship and if of their own free will 
 they will maintain such order as the people require shall be 
 preserved in every school, the teachers will do all they can 
 to advise and help them understand how to make their govern- 
 ment a success, but when they are unable as citizens to pre- 
 serve order, the teachers must act as before. The teacher, 
 if skilful, seldom if ever is compelled to use arbitrary power. 
 
 TEACHER HELPS TO INDEPENDENCE 
 
 In teaching mathematics you help your pupils to reassn cor- 
 rectly and to solve the problems, but you insist on independent 
 thought and results at the earliest moment. You must treat 
 the children's solving of the problems of daily life, or in other 
 words, of moral and civic training or the School City, in the 
 same way. 
 
 THE PLAN IS ELASTIC— Essentials 
 
 Great latitude may be allowed in the details. It is not 
 necessary to do anything in connection with the republic "just 
 thus and so." These are the essentials; that the spirit of kind- 
 ness, justice and respect for others' rights and self-respect 
 are maintained; that equal rights for all are preserved; that the 
 legislative, executive and judicial branches of government are 
 kept separate; and that no person is allowed to hold more 
 than one office at one time. 
 
 COMMON SENSE 
 
 Add to this, ordinary common sense and a little tact, and 
 remember that the teachers are not citizens, or officers in the 
 School City, but are instructors in this as in other branches 
 of the work, and that the pupils are apprentices in the art 
 of right living, including faithful, kindly citizenship. 
 
Cits XTalfe 7 
 
 SMALL ERRORS 
 
 The teachers may make many small errors in this work 
 without fatally injuring it, and a moderate amount of skill will 
 bring large returns from normal children. 
 
 ENTHUSIASM 
 
 Keep this well in mind; enthusiasm is necessary for any 
 work, but especially for any so purely of the spirit as this is, and 
 the children are wholly dependent upon their teachers for in- 
 spiration and the power to maintain their interest. Any such 
 remark as, "The children after a time lose their interest or 
 become tired of it," simply means that the teacher has ceased 
 to take such a part in reference to this work as is necessary 
 in the teaching of arithmetic or grammar to prevent the chil- 
 dren's becoming tired of those studies. 
 
 PUNISHMENTS 
 
 The School City method is not one of punishments. I do 
 not attempt to introduce a new system of punishments, but 
 as rapidly as possible reduce the necessity for resorting to 
 such punishments as have been customary in the schools. If a 
 wrong is committed, either in or out of the presence of the 
 teacher, he is as much at liberty as before the introduction 
 of the School City, to deal with the case as may seem best 
 under the circumstances. If he has gotten the method well 
 in hand, and has a little tact, most cases, unless they are 
 too trivial, he will refer to the School City Court. The School 
 City judge is apt to follow, in matters of punishment, the ordi- 
 nary practice of the teacher. Sometimes the children invent 
 punishments especially suited to the case. No judgment is 
 carried out, except it has the approval of the principal or 
 teacher representing him. If the teachers will be good enough 
 to write me, describing punishments that have proven to be 
 satisfactory, and also ways by which in individual cases they 
 have been able to avoid the necessity of punishing, I will 
 endeavor to inform others using the School City method. 
 
 LOVE VS. PHYSICAL FORCE 
 
 It is better to win the love of a child and thus accomplish 
 your object, than to break his spirit or otherwise force him 
 into subjection. If In the case of a particular child a teacher 
 is unable to win his affections, and cannot by the School City 
 process accomplish what is needed, he must use his old method 
 
8 a Scbool 
 
 or whatever may seem to him best, under the circumstances. 
 If there is another school in reach, it is probable that it will 
 be wise to let some other teacher try him. Many times the 
 pupil exhibits to the new teacher a side of his character by 
 which he may be successfully approached. 
 
 THE INDIVIDUAL CHILD 
 
 The School City furnishes the teacher a systematic means 
 for getting at a large number of the pupils, and eventually 
 every one, individually and separately, as a special advisor and 
 friend, which is of exceeding great advantage to both the pupil 
 and the teacher. This advantage should be sought for and 
 cultivated with the greatest interest and care. Such individual 
 work and sympathy will many times reach the heart of a child 
 and completely win him when other ordinary means have 
 proven unsuccessful. 
 
 THE SLOW BUT SURE CHILD 
 
 Many a time you vyill find that you can depend on the slow 
 child better than upon the quickest and brightest to aid you 
 in working out your School City problems. It is your own 
 personal contact and sympathy which counts most with these 
 and all the other children. Each one needs some specific 
 teaching and encouragement. Of course this requires more 
 care and thought than the ordinary wholesale treatment of 
 children, but it is this kind of treatment that helps a child to 
 mark happy epochs in the building of his life's character and 
 history. 
 
 REPUBLICAN "MACHINERY" WITHOUT THE SPIRIT OF 
 DEMOCRACY 
 
 Americans of the present generation have witnessed in 
 the conduct of their own city governments, that very bad 
 tyranny may be imposed by means of the machinery of a repub- 
 lic. Such machinery in a school is positively harmful unless the 
 teachers and pupils are actuated by the true spirit of democracy, 
 which cannot be maintained except by the "eternal vigilance" 
 of the teacher, such as in all ages "is the price of liberty." Not 
 only is it necessary that the teacher should be vigilant, but he 
 should train the pupils in vigilance. 
 
 SCHOOL CITY SPIRIT 
 
 The spirit of the Declaration of Independence and Consti- 
 tution of the United States, which is that of the Golden Rule, 
 
Cits Ualfs 9 
 
 is the spirit of the School City. The School City is not so much 
 a matter of curriculum as of spirit, of school management and 
 treatment of the pupils, by which they are taught or led as 
 independent citizens of a democratic republic to do right be- 
 cause they understand and of their own volition choose the 
 right, instead of being directed or driven as the subjects of 
 a beneficent or evil tyranny. Kindly leading replaces coercion; 
 the teacher helps the child to cultivate a good conscience and 
 to be governed by it, rather than by the teacher's conscience, 
 however enforced. In other words, the child is taught how to 
 recognize the right, to decide positively in favor of it and to 
 govern his actions accordingly. Ordinary education aims to 
 teach one to see and to think correctly, but it goes no further. 
 This incomplete process leads to apathy in moral and civic 
 matters. The School City method carries the process of the 
 schools to the conclusion of a wise and just decision and a reso- 
 lute and prompt execution. The old method appeals to punish- 
 ments, fear and selfishness, the new to the highest sentiments. 
 The positive, visible good things accomplished by the young 
 citizens, from the very first day, give encouragement and hap- 
 piness to them and all concerned. The old method tends toward 
 moral and civic decadence, as is revealed in the present civic 
 conditions in the municipalities of our country. The new 
 method leads directly into moral and civic righteousness and 
 activity. 
 
 THE COURT 
 
 Some persons protest that "children are not judicial," and 
 so they are not, and never, even when grown, become such 
 except they learn to be by some process. Large numbers of 
 cases have proven that children, even very young ones, can be 
 and are easily trained in the School City to be judicial. This, 
 as well as every other feature of moral and civic training must 
 be a matter of instruction by a teacher. This is very simple 
 in the practice of the School City Court. 
 
 It is not weU to encourage the children to bring trivial 
 things before the court. If a child has committed a wrong 
 he should be encouraged to plead guilty. If it is his first 
 offense, unless there is something extraordinary in the case, it 
 is good practice, on his promise to try not to do it again, to 
 suspend judgment. Of course he should never be spoken to or 
 of as the "prisoner," "culprit," or "criminal," but as the "de- 
 fendant." If he pleads guilty there is no use for witnesses, and 
 
10 H Scbool 
 
 if he did tlie wrong, he will generally, if encouraged, plead 
 the truth. It is best as a general thing not to encourage pub- 
 licity of the court proceedings. Hold the wrong, but not the 
 wrong-doer up to disapprobation or even scorn. However, 
 teachers very properly some times think best to have a particu- 
 lar case tried before the whole school, both for moral reasons 
 and civic instruction. Of course, a session of the court should 
 never be held without the presence of a teacher to advise and 
 approve. No decision of a child judge is carried into execution 
 before it is approved by the teacher. In some schools the char- 
 ter provides that the teacher or principal shall constitute a 
 supreme court to whom all decisions of the School City court 
 may be appealed. 
 
 CONSTITUTIONS, CHARTERS, LAWS 
 
 Constitutions are made by people who are not under author- 
 ity and are free to legislate for themselves. A charter is given 
 by a government, permitting people who are subject to it to 
 govern themselves within limits which it defines. Under a 
 constitution the acts of the legislature are called laws; under 
 a charter, ordinances; and the acts of commercial and some 
 other corporations and societies, are ordinarily called resolu- 
 tions. These are all laws for those who must be governed by 
 them. Pupils of a school as such can not properly inake a 
 constitution, but may organize a government under a charter 
 granted by the principal, school board or State legislature, or as 
 in the case of the schools of Cuba, some other authority. There, 
 the U. S. Military Government, with absolute authority, issued 
 the School City charter which I prepared for the purpose. 
 
 THE CHARTER 
 
 The charter which I have furnished in this book, can of 
 course be adapted to any special State or circumstances. At 
 the same time it is in accord with the spirit and plan indicated 
 by the Declaration of Independence and Constitution of the 
 United States and it is typical of good American municipal 
 government. For this reason I advise you not to change it, 
 till you have had at least a year's experience with it. Some 
 persons feel that it is beneath their dignity to accept such a 
 paper without first changing it, but generally I have found that 
 to be an indication of the kind of ignorance which leads "fools 
 to enter where angels fear to tread." 
 
CltB TTalft II 
 
 TJie School City Ctarter is a law, -with, the same necessity to 
 be observed as any other law or directions issued by the same 
 legislature or other authority. In it the instructors as well as 
 pupils should find the orderly and legal way of performing their 
 duties In relation to the School City. 
 
 In printing the charter again, I should use the statement 
 of the "Objects of the School City" on page 69 as Article I of 
 the charter, and I should Incorporate the "Principles of Citizen- 
 ship," on page 70 in Article VII, page 72. 
 
 NORMAL SCHOOLS 
 
 Teaching children to solve the practical problems of daily 
 life is more delicate and a thousand times more important than 
 teaching mathematics. Of course normal students ought to have 
 all the training possible in this, and the School City furnishes 
 the means. 
 
 BADGES 
 
 Badges are sure to be used. I avoided the introduction of 
 badges, but the children themselves will construct them if they 
 cannot get them otherwise. I am inclined to think that the bet- 
 ter and more substantial the badges, the better will be their in- 
 fluence. I have designed some simple badges which may be 
 had through the Patriotic League, 15 South Seventh street, 
 Philadelphia. 
 
 KEEP IN TOUCH 
 
 If those who use the method will keep in communication 
 with me, it is quite possible that I can be of use to them, by 
 now and then making a helpful suggestion. I shall be glad 
 to have letters from teachers four times a year, or preferably 
 once a month, if they will use some little form of report which 
 can be made without much writing. I shall be exceedingly glad 
 to have accounts of Incidents which have arisen or may arise, 
 which illustrate how individual children have been helped by 
 the use of the School City method, or by advising and leading 
 them, rather than authoritatively directing them. 
 
 The following form for a report has already proved to be 
 useful: 
 
12 
 
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Citi9 Ualft 13 
 
 REPORT BLANK— Back page 
 
 Name of this School Republic 
 
 Is it a School City? a School Town? a School State? 
 
 Names of teachers in charge of departments: 
 
 In general charge? Health dep't?. 
 
 Legislative? dep't?. 
 
 Executive? dep't?. 
 
 Judicial? dep't? 
 
 How many rooms of children are there in the school? 
 
 Approximately how many children? Boys? Girls? 
 
 How many grades? What grades? to inclusive. 
 
 How many School Republics are in this building? 
 
 When was this School Republic organized? 
 
 What grades has this School Republic? to inclusive. 
 
 Are the children white or colored? 
 
 If of foreign parentage, what nationalities predominate? 
 
 When are sessions of court held? 
 
 When are meetings of legislative body held? 
 
 What new work has been undertaken? 
 
 Add paper if there is not enough room on this. 
 Other information: 
 
 Send the original of this report to the person who supervises 
 School Republics. Keep a copy in the school for reference. 
 Send a copy to Wilson L. Gill if you have not a supervisor of 
 moral and civic training. 
 
 The object of this report is to assist in analyzing the conditions 
 with which the School Republic has to deal, to indicate 
 changes in these conditions and to show where special atten- 
 tion is needed. 
 
 An account of incidents illustrating good results of the method 
 with individuals or the whole school is not necessary, but 
 will add to the value of the report. 
 
 The School Republic may he a School Town, School City, or 
 several of these may be joined in a School State and several 
 of these in a School National Government. 
 
 Copies of this blank will be sent post paid for 10 cents a dozen, 
 or 30 cents a hundred, by The Patriotic League, 15 South 
 Seventh street, Philadelphia. 
 
fIDisconceptions 
 
 "MODIFICATION OF THE SCHOOL CITY" 
 
 As frequently used, this is a misnomer and is misleading. 
 Any school government that in spirit and plan is in harmony 
 with the Declaration of Independence and the Constitution of 
 the United States, is a form of the School City, but not a 
 "modification" of it. There are School Towns, School Cities, 
 School States, and there may be School National Governments, 
 all of which are forms of the School City or Republic, but any 
 modification or departure from the spirit or plan of these historic 
 documents vitiates its value for civic instruction and then it 
 may be a "modification of the School City." 
 
 TOO COMPLICATED 
 
 People without successful or any experience with the School 
 City who are inclined to cavil and set up theories as opposed 
 to well attested facts, and there are some such, make such 
 errors as the following: 
 
 The children, or part of them, of a school may elect one 
 or two from each room to represent them; to these representa- 
 tives are given all the powers of government, legislative, execu- 
 tive and judicial. This, the careless thinker says is less com- 
 plicated than to give the executive power to one pupil or party 
 of pupils, the legislative to another and the judicial to a third. 
 It may be slightly less complicated on paper or for the teacher, 
 but it is more complicated for the children. In fact, however, 
 the difference in complication is so slight that you might as well 
 argue about whether it is best to break the big or the little 
 end of an egg. If one teaches correct civics and the other 
 incorrect, the difference is serious and worthy of consideration. 
 
 MONITORS 
 
 The School City has no relation to the monitorial system. 
 Monitors are spies to extend the monarchical or dictatorial 
 authority of the teacher. On the other hand, officers in the 
 school republic are elected by the pupil citizens to enforce 
 their own laws, which give expression to the best sentiment 
 and the civic conscience of the school. 
 
a Scbool CitK) lEalft 15 
 
 "CHILDREN ARE NOT JUDICIAL" 
 
 No person is judicial till he learns to be, and a child can 
 be taught this the same as other things. We know this by 
 largre experience. See the paragraph on "The Court." 
 
 "BOSSED" 
 
 "I don't want my child bossed by another child." In a prop- 
 erly conducted School City there is no "bossing." If a child 
 persists in breaking a law which he has helped to make, it is 
 right that his fellow citizens of the school should take legal and 
 orderly steps to prevent his further interference with their 
 rights. If he appears before the school court, it is in the pres- 
 ence of the teacher who is giving instructions in these matters 
 and corrects unjust judgment as he would correct any other 
 error in the school work. Most offenses of school children are 
 not in the presence of a teacher, and if abated, must of necssity 
 be through the instrumentality of the children themselves and 
 the development of a better spirit. This is easily accomplished 
 by the School City method, which always appeals to one's better 
 self. 
 
 TATTLING 
 
 Tattling and other disagreeable practices may develop in 
 any school, but the teacher can with a little tact check, by 
 means of the School City method, all such things. The teacher 
 ought to show the children the difference between the tattling 
 of a busybody and the giving of such information of wrong- 
 doing as will enable the authorities to enforce the laws of the 
 democracy. Our institutions demand the latter, and in that 
 light the person who conceals the wrong is a party to it and 
 is, to use terms so harsh that they may not be misunderstood, 
 a traitor, to that extent, to our country. Our schools and col- 
 leges failing to take cognizance of this matter have permitted 
 if not directly encouraged such disloyalty to our democratic 
 institutions and the cause of honesty, morality and decency in 
 general. Our educational institutions can easily rectify this 
 wrong by means of the School City method. 
 
 PREPARATION FOR SELF-GOVERNMENT 
 
 I have heard a very intelligent and prominent school master, 
 who has made a great success of his School City, remark: "I 
 worked four years to prepare my school for self-government be- 
 fore introducing the School City." His pupils lost four good 
 years of the purifying, life-giving spirit of a righteous democ- 
 
i6 a scbooi etts Ualft 
 
 racy. In those four years some hundreds of children graduated 
 from his sehool without ever having come in contact with any 
 government except that of a tyrannical monarchy, however kindly 
 it may have been, and they did not learn to govern themselves, 
 even if there was an outward show of obedience to their teach- 
 ers. A broken and cowed spirit is not the best material for a 
 live and valuable democracy. The School City itself is the 
 best means for preparing for self-government. 
 
 ON TRIAL— THE SCHOOL CITY OR THE TEACHER? 
 
 The School City method of character buUding has been 
 proven in so many schools to be correct, not only in theory 
 but in practice and results, that when it is introduced into any 
 school hereafter, the test that follows will not be of the efficacy 
 of the method, but of the intelligence, enthusiasm, tact and 
 perseverance of the person or persons using it. If the chil- 
 dren's interest wanes, it is because the teacher's interest has 
 already waned. If any wrong appears, it comes to the sur- 
 face at once and the method provides the means for checking 
 It instantly. Should it continue and develop, it discloses the 
 fact that the teacher is not using such intelligence and dili- 
 gence as is necessary for good results in teaching mathematics 
 or any other subject in the school. This feature is of great value 
 to a teacher who is not thoroughly successful, but is desirous of 
 finding what his weak point is, that he may correct it. 
 
 On the other hand, the citizens of a successful School City 
 will be a living monument to the worth of their teacher, one 
 which even the most careless observers will notice and appre- 
 ciate. In the words of Rev. Thomas R. Slicer, of New York City, 
 "It is an easy and effective test of the capacity, flexibility and 
 real human interest of a teacher. The rule-of-thumb teachers 
 'do not want it,' but the teacher of that type is not himself 
 wanted. The task-master still exists here and there, but he 
 becomes more and more rare, while the guide and friend is 
 increasing. This is the type sought for by those who commit 
 their children to the teacher's care." 
 
 Peace and good will to all mankind, and a higher and hap- 
 pier civilization are coming, and the children are the ones, led 
 by good teachers, who can and who will usher in the better 
 times for all humanity. 
 Germantown, Philadelphia, WILSON L. GILL. 
 
'^be School Citv 
 
 MORAL AND CIVIC TRAINING 
 
 CHAPTER 1 
 
 Directions for 'Ccacbcra 
 
 It is absolutely necessary to the full success of the 
 School City method of moral and civic instruction and 
 practical training, that the teachers shall fully under- 
 stand and appreciate the following facts and that they 
 shall faithfully, lovingly, enthusiastically and persist- 
 ently shape their actions, day by day in accord there- 
 with. First of all, it is not a machine for the children, 
 unassisted, to operate. As such it would fail. It is 
 a method for the use of teachers. As such it has 
 proved to be in accord with nature, and a practical 
 success. 
 Object of Public Schools 
 
 The one great object of the public schools of any 
 country is to prepare all the people of the land, while 
 they are children, to be good, faithful and prosperous 
 citizens, to be respectful and obedient to established 
 law and authority whether in the home, school or 
 nation and to be protectors of the government and all 
 its best interests. 
 
 A republic, to be strong, honest, just, kind and in 
 all ways successful and happy, must depend on the 
 strength, honesty, industry, justice, happiness and 
 general success.of the individual citizens of the repub- 
 lic. Therefore if we are to have a perfect republic, 
 each individual child who is to be a part of the repub- 
 
4 School City R«lp8 
 
 lie must be so trained by his parents and public school 
 teachers, that his character may be such as it is de- 
 sirable for the character of the nation to be. 
 Good Character 
 
 The formation of good character is or should be 
 the first object of the schools. If all the men, women 
 and children of the nation possess good character, are 
 honest, truthful, industrious, frugal, observe the 
 Golden Rule, cooperate for the general good and are 
 happy, the great object of education will have been 
 secured. School men in general have ignored this 
 fact and acted on the false idea that the main object 
 of public education is to brighten the intellect and 
 store the memory with a mass of information. Con- 
 trary to this we should desire that the children shall 
 be made not only bright, but with strong nerves and 
 strong bodies, mentally, morally and physically 
 healthy, self-supporting, and though, independent in 
 character, thoroughly accustomed to cooperate for 
 the good of all. 
 Enemy of the People and Traitor to the Republic 
 
 On the other hand, if the individual's character is 
 bad, if he is untruthful and tends towards deception 
 in school or dishonesty in any of his dealings, and 
 does not care for the welfare of all other persons, it is 
 bad judgment to sharpen his wits by mathematics or 
 by any other means. If the individual is selfish and 
 willing to take a mean advantage of another person 
 in trade or in any dealings, and if by schooling you 
 make him sharp, then, unless at the same time you 
 train him to be honest and kind, you do so to the 
 injury of the community and to the filling of the jails. 
 
for tTeacbevs 5 
 
 and ignorantly or by criminal neglect you are acting 
 
 the part of an enemy to the people and traitor to the 
 
 Republic. 
 
 Duty of Teachers to Build Good Characters 
 
 In view of this fact every public school teacher 
 should keep constantly in mind that every circum- 
 stance in the day must be used as far as possible to 
 help build up and strengthen the good character of 
 the children, and to purge them of all wrong ideas, 
 habits and influences. 
 
 Order and Obedience Failure of Monarchical 
 
 Method 
 Order in the school must be preserved and the chil- 
 dren must be truthful, honest, industrious, kind to 
 oneanother and obedient to authority. Endeavors to 
 force the children to keep order and to do right are 
 seldom, if ever, fully successful. Sometimes, if not 
 generally, these endeavors produce the spirit of rebel- 
 lion and anarchy, and however little it may come to 
 open demonstrations, the child's character and the 
 character of the nation is injured. Ordinarily, to pro- 
 tect himself and his fellows from the teacher, the pupil 
 is led to deceive, lie, and to feel that law and order 
 are oppressive and opposed to his happiness. He is 
 quite willing to break the rules or laws of the school, 
 if the teacher does not find it out, and he is willing to 
 conceal from the teacher the wrongdoing of the 
 other pupils. Years of this kind of training in school, 
 prepare him when a man to be a member of a mob 
 which is acting in violation of the law, to witness 
 dishonesty and the robbing of the people without 
 protest, if not himself performing the wrong acts. In 
 other words, the endeavors of the schools force the 
 
6 School Ctt7 Rclps 
 
 children by the monarchial method to keep order 
 and do right tend to lower the moral and civic plane 
 of the people. 
 
 Order and Obedience. Successful School City 
 
 (Method 
 Under these circumstances what can be done to 
 to get good results without bad? The answer is, that 
 you can cultivate the child's conscience, and lead 
 him, so that he will do right because he wants to do 
 right and he will endeavor to prevent other pupils' 
 doing wrong, because he realizes that it is his interest 
 to do so and his right and duty also. The School 
 City is a method to enable the teacher to lead the 
 children, instead of driving them, and to induce them 
 to cultivate their consciences to make honest, gener- 
 ous, wise and fearless decisions, and to act conscien- 
 tiously instead of by compulsion of the teacher's wish 
 or command. This kind of training will help, to make 
 good citizens and a strong republic. 
 
 Study the School City Charter. — Citizens of the School 
 City are citi:{ens of the Repuhlic 
 The teacher should read carefully the School City 
 Charter with its appendices, and should induce every 
 pupil to read and undestand it. The teacher should 
 notice and impress upon the pupils, the fact, that by 
 the granting of this Charter, the children, however 
 young, are made true and actual citizens of the School 
 City, with rights and duties within their sphere, similar 
 to those which their fathers have; that upon girls as 
 well as boys these rights and duties are conferred; 
 that while boys and girls appreciate their citizenship 
 and worthily perform their duties and exercise their 
 rights as such they will be serving the highest wel- 
 
forOt^antzcra 7 
 
 fare of their country, but those boys and girls who are 
 citizens of theSdhool City, who fail to be good citizens 
 are liable to be deprived of their citizenship, either 
 by the other citizens of the School City, or the prin- 
 cipal of the school, who is the represenative of the 
 State to see that order is preserved and that children 
 are led to be intelligent and faithful citizens. The 
 teacher should bear in mind, however, that his 
 skill will be exhibited by his sucess in leading the 
 children, especially bad ones, to be law-abiding cit- 
 izens, rather than to deprive anyone of his citizen- 
 ship. 
 
 Impress the Charter and Moral and Civic Truths by 
 means of Reading, Writing and Language 
 Lessons. 
 
 As far as the teacher can make it practicable to do 
 so, it is desirable that passages from the Charter and 
 appendices shall be written on the blackboard and 
 used for copies in writing exercises and for lessons in 
 English. While every part of the Charter may be 
 used for these purposes, certain parts are especially 
 well adapted, such as the "Object of the School City, " 
 and the "Principles of Citizenship," and in the ap- 
 pendices "The Young Citizen's Pledge, " " Resolutions 
 for Young Citizens, " and the " Bill of Rights. " The 
 laws which are enacted by the City Council or 
 by the citizens directly by means of the " initiative " 
 should be treated in the same way and every pupil 
 should make and preserve a copy of these laws. 
 
 Foundation Principle of Popular Government 
 
 As the Golden Rule is the logical and necessary 
 foundation principle of every successful republic, and 
 
8 School CitT Helps 
 
 as the School City is built upon it, the first law 
 which the children enact should embody it and every 
 effort should be made to have them understand the 
 philosophy of it and its practical necessity, where best 
 results are to be obtained in human transactions 
 These efforts should be made all through the year. 
 Vou can Lead when you cannot Drive Sucessfully . 
 
 Keep in mind this fact of human nature. While it 
 is difHcult and sometimes impossible to drive children 
 to do right, it is generally easy to lead them to do 
 whatever seems right to you. When they accept 
 your suggestions and act accordingly, they have 
 made it their own thought and action, and the matter 
 should be so considered and treated. 
 
 "Those who are compelled by us, hate us, as if 
 despoiled of something; while those who are per- 
 suaded by us, love us, as if they had received a 
 favor. ' ' ( Xenophon. ) 
 
 Principal Present at Sessions of the Court 
 
 The principal ought to be present when the court is 
 in session and give such hints and helps to a wis e 
 decision of the court as will insure careful thought on 
 the part of the judge and a just conclusion. In a 
 court conducted by men, the judge consults authorities, 
 such as the printed decisions of other judges in similar 
 cases. In all cases, however, it is best for the prin- 
 cipal or teacher to use tact in giving advice, so that 
 it shallseem to the pupils as if it were really advic e 
 and not a command. Lead them to think. 
 
 Lead not by Command, hut by Friendly Counsel. 
 
 As far as possible the principal and teachers should 
 maintain the relation to the pupils of friends and help- 
 ers, rather than that of masters to command. If one 
 
for Organizers 9 
 
 pupil has done wrong, endeavor to have his case 
 justly attended to by the School City authorities, 
 rather than take the matter into your own hands. 
 There may be times when the teacher may feel forced 
 to do the latter, but even at such times the pedagogical 
 skill of the teacher will be best shown by his procur- 
 ing order and justice through the action of the pupil 
 authorities. Let this fact be kept in mind: the princi- 
 pal and teachers are officers of the State, appointed to 
 keep order in certain communities of young people 
 whom it is their business to help to be happy, healthy, 
 intelligent, industrious and faithful citizens of the 
 State. 
 
 * ^& ^ * ^ * * 
 
 CHAPTER II 
 
 Suggestions for the Organizer 
 
 Get the Pupils to A nswer Heartily. 
 
 In organizing a School City, read the directions or 
 "Address to the Pupils," which I have written, slowly 
 enough and distinctly, so that every pupil may hear 
 and understand every word, or make an address of 
 your own, and keep in mind the fact that you must 
 arouse their enthusiasm and furnish them good reason 
 for it. 
 
 Get the children to answer the very first question, 
 and secure their answers and cooperation all the way 
 through. Encourage them to applaud and when they 
 do, give them reasonable liberty before checking them. 
 It is good for them to use their hands and lungs once 
 in a while. By this means their enthusiasm may be 
 aroused, their interest engaged and their intelligence 
 qickened. 
 
10 School City Tklpo 
 
 Don't let things Drag 
 
 Let everything be done as promptly as possible. 
 Do not let one half minute be lost. It will take about 
 one hour to organize if everything is done most 
 promptly. That is too long to keep pupils standing, 
 in most schools there are not enough seats for all to 
 sit in one room, and some must stand. If practicable, 
 after the first half hour, have those who have been 
 sitting, or some of them, go out of the room. Let 
 those who were standing take the vacant seats and 
 then have the others return and stand. 
 
 Keep your l^oice Up. Take Nothing for Granted. 
 
 When a candidate is to be voted for, or any ques- 
 tion is to be decided by vote, place the matter before 
 the pupils in such a strong, loud, distinct voice that 
 every one, even the most remote shall clearly under- 
 stand. When you call for the opposition vote, and 
 this must be done every time, do not let your voice 
 fall, taking it for granted that all understand. Keep 
 your voice up, full of force. ' Without exception, every 
 time a vote is taken by raising right hands, use all the 
 words needed to direct them to vote, never once omit- 
 ting to say with emphasis, "raise your hands." This 
 is not alone that all shall understand, but principally 
 for the moral effect. An organizer with a weak voice 
 is at a bad disadvantage, and must try to make up for 
 it by a greater amount of fire, force and enthusiasm. 
 Good citizenship among grown people, as well as 
 children, is dependent upon good sentiment and 
 enthusiasm. You cannot convey these with a weak, 
 uninterested voice. You must stand where ALL can 
 see you. You must not forget this, as most do who 
 
for "Ccacbevs 11 
 
 have to stand in a door-way, part of the audience be- 
 ing in one room, and the rest in another. 
 
 Save Time 
 
 To save time, vote by raising the right hands. Do 
 not let things drag. Go from one thing to another 
 without losing an instant. This is purposely repeated, 
 as much experience shows the necessity of strong 
 emphasis on this point. 
 
 You must use Gumption THrections are Not 
 
 Enough. 
 
 In organizing a School City or anything else, the 
 organizer must use his ingenuity and the best tact he 
 can command, as the circumstances can never be 
 exactly the same in two different cases. When all 
 the children can be assembled without discomfort, it 
 will save time to get them together. When all can 
 sit,, it is best to have them do so. Sometimes two 
 can sit in one seat for an hour, without feeling badly 
 crowded. Many school cities have been successfully 
 organized with the pupils standing in the yard. It 
 would be impossible to make these directions so full 
 as to provide for every contingency which might 
 arise. The best that can be done is to block the work 
 out roughly. 
 Number and Age of Pupils in a School City. 
 
 If there are from five hundred to two or three thou- 
 sand children in one school, it may be better to divide 
 them into two or more School Cities, each one having 
 from two or three hundred to four or five hundred 
 citizens, the younger children in one, the elder ones in 
 another. The first School City consisted of eleven 
 hundred Russian Jews, from five to fifteen years of 
 
12 School City Bclps 
 
 age and was thoroughly successful. Some School 
 Cities have only twenty or thirty children, and are 
 just as successful. In other words the School City is 
 a convenient way of kindly and thoughtfully lead- 
 ing and teaching the children some things which the 
 public welfare as well as that of the children them- 
 selves require instead of driving them in the ordinary 
 way, which, from the very nature of a child, can never 
 be entirely successful in producing the greatest good. 
 The principles involved are as applicable to the train- 
 ing of one child as a thousand. No school is too large 
 for it, and no school is too small; no pupils are too young 
 for it and no students are too old. 
 
 Political Methods of Men, and of the School City 
 
 While it may be possible and desirable in some 
 schools to follow the exact methods and forms used 
 by the politicians of the city in which it is situated, 
 this is generally impracticable, but it is desirable to do 
 so to whatever extent it may be practicable , for the 
 double purpose of teaching those forms, and of giving 
 the greater interest that comes from imitating the men. 
 Some practice among men may be so bad as to 
 make it desirable to teach the children a better one 
 with the view to have it replace the bad one among the 
 men. 
 Primary Meetings 
 
 Caucuses or primary meetings are in use throughout 
 the United States. However good they may have 
 been in times long ago, now, with possible exceptions, 
 they do not serve their original purpose, but have de- 
 generated into instruments of tyranny in the hands of 
 corrupt political bosses. For this reason it seems best 
 
for Organizers 13 
 
 to get rid of them as soon as possible, and replace 
 them with nominations by petition or any other means 
 which will induce intelligent as well as other people to 
 give attention to their political duties, and to both 
 have and express judgment in the choice of candidates. 
 Until this is accomplished, it seems best to train chil- 
 dren to use the primaries as they were intended to be 
 used and also to teach better ways and accustom them 
 to the better practices. To accomplish both, 1 have 
 had some school cities use primaries half of each year, 
 and petitions the other half. Until supervisors of moral 
 and civic training are appointed to take charge of such 
 matters every principal will have to exercise his own 
 judgment in reference to them. 
 
 * ^ * * « * « 
 
 CHAPTER III 
 
 Steps to be ITahen in Organizing 
 
 Avoid addresses by distinguished visitors till the 
 organization is completed. If you have visitors you 
 may tell the pupils who they are, and say you hope 
 they will say a word of encouragement before they 
 leave. 
 
 1. Explain the matter to the teachers and pupils, by 
 means of an "Address to the Pupils." 
 
 2. Nominate 1 1 candidates for members of the City 
 Council, unless there are only two or three rooms in 
 the School, in which case nominate 5. 7, or 9, accord- 
 ing to circumstances. 
 
 If there are five rooms, have the one with oldest 
 pupils nominate three candidates, and each other 
 room two candidates. Do not single out one pupi! 
 
14 School Ctty Belps 
 
 and ask him to name some one, unless you are driven 
 to do it, to start the wheels going, but endeavor to 
 get them to do it spontaneously. As soon as a pupil 
 has given the name of another one, ask those of his 
 class who believe he will make a good member of the 
 Council to hold up their right hands, and if there are 
 nine who support the nomination that way, write the 
 candidate's name on the blackboard and have them 
 nominate all the rest in the same way. If there are 
 not nine hands held up, you must drop the name and 
 ask for another . If the classes are very small and you 
 see that it is impossible to get nine in a class to sup- 
 port any nomination, you must reduce the requisite 
 number to seven or five or whatever may seem neces- 
 sary. 
 
 3. Elect 1 1 members of the City Council, unless 
 there are only two or three rooms. When a candidate 
 is to be voted for, he should go out of the room till 
 after the voting for and against him. Only one pupil 
 is out of the room for this purpose, at one time. This 
 is so that he shall not see who votes for or against 
 him, and that the pupils will be free to act without 
 offending him. Explain this to the pupils. Introduce 
 the Council when elected to the citizens, who may 
 clap their hands if they wish. Tell them this. 
 
 4. The first meeting of the Council should be in the 
 presence of all the citizens. The City Council elects a 
 Mayor, Judge, Clerk of the Court, Sheriff, City Attor- 
 ney, President of the Council, a City Clerk, and a 
 Treasurer. This order is adopted, as the pupils are 
 apt, at this early stage to choose the most competent 
 one for the first office they have to fill. 
 
 The organizer must preside at this meeting, until a 
 
In Organizing 15- 
 
 president of the Council is elected and may do so, if 
 he thinks best, to hasten the work, to the end. The 
 members may stand close to one another in a circular 
 group, two deep, if there are eleven members, in front 
 of the school. The organizer may then say to them : 
 " You must now choose some pupil to be the mayor. 
 You must not choose any one, to be an officer, just 
 because you like him, (or her), but only because you 
 think he (or she) is the best one in the school for the 
 place." Generally, the first pupil nominated and 
 elected to be a member of the City Council is the most 
 competent one of the school, and is recognized as such 
 by all. For that reason it is best to give the members 
 a chance to nominate and elect him to be Mayor. Do 
 not address your remarks especially to him. They 
 may hesitate to make nominations and you may see 
 that it is best to ask one to name some other one. 
 Then ask all, if there is another of them who thinks 
 the one named is the best one to be mayor. If there 
 is another you must put it to vote. Tell those who 
 are in favor of this candidate (naming him and point- 
 ing him out, in case of very little children) to raise 
 their right hands. If a majority raise their hands, he 
 is elected, and may be at Oi ce introduced to the 
 school as their mayor. Encourage the pupils to re- 
 ceive him heartily and to clap their hands, and him to 
 thank them for their kindness. If the first one nomi- 
 nated is not elected,there must be another nominated. 
 If two or more are nominated at one time, the mem- 
 bers must decide which one is wanted by taking a 
 vote, by raising right hands, for one and then another, 
 till the matter is settled. 
 
i6 School Citv Bclps 
 
 The mayor elect is a member ex-officio of the 
 -Council, and may speak in its meetings and suggest 
 candidates for the various offices but he has no vote in 
 the Council. The other officers, except the City Clerk, 
 have no part in the Council proceedings, but if one of 
 them, for instance, the Judge, should make a good 
 suggestion, 1 would not check him abruptly, if at all, 
 but when the election of officers is completed, 1 should 
 make it clear to them, that they are not members of 
 the Council, ex-officio, as the Mayor is. 
 
 When the officers are all elected, have the mVmbers 
 of the Council go back to their seats. 
 
 After the election of each officer by the Council, ask 
 him to come to you, and introduce him to the school. 
 Unless you should think of a happier way, you can 
 use some such words as these: 
 
 "Citizens, I take pleasure in introducing to 
 
 you, your newly elected Judge, Mr. Joseph Kaine. 
 
 If you are pleased with his election, you may 
 
 show it by clapping your hands." 
 
 Encourage him to make some courteous remarks, at 
 least as much as to bow and say, " I thank you." He 
 may add, " I will do my best to perform the duties of 
 my office faithfully and well." This plan serves a 
 good purpose by giving all the children something of 
 interest to do, while they are waiting on the action of 
 the City Council. 
 
 You can make the installation of officers as much 
 more formal as you may think best. If you choose, 
 you may observe some such form as this, after asking 
 the officer elect to come to you, you may say, so that 
 he and all the citizens may hear: 
 
Xn OrQuvizinq 17 
 
 "Mr. Kaine, your fellow citizens, by means of 
 the power delegated to their City Council, having 
 faith in your honor and ability and in your wish 
 to serve the good of all and uphold the honor and 
 dignity of their School City, have elected you to 
 the honorable and responsible office of Judge. 
 Do you solemnly promise to use your best ability 
 to learn the duties of your office, and to perform 
 them faithfully.? If you do, hold up your right 
 hand and say, '/ do/' [Then you can say to the 
 pupils] : Citizens, I take pleasure in presenting 
 to you, your newly elected Judge, Mr. Joseph 
 Kaine. If you think he is a wise choice and you 
 will do your best to support him in the perform- 
 ance of his duties, you may show it by clapping 
 your hands." 
 
 The President of the Council must be a men ber of 
 the Council who presides at the Council meetings. 
 The Mayor does not preside. 
 
 All the other officers must be elected by the Council 
 but may be chosen from among the other citizens. 
 They can be chosen from among the Council, but this 
 is not desirable if as good ones can be found outside, 
 because this adds to the time necessary for organiz- 
 ing. 
 
 5. The principal and the teachers will have to show 
 the officers how to perform their duties. As soon as 
 each officer has been elected, introduce him to the 
 citizens, who may applaud him if they wish, as ex- 
 plained above. 
 
 6. If a member of the Council has been elected by 
 the Council for some other office (except President of 
 the Council) the citizens must elect a new member of 
 
i8 School City Rclps 
 
 the Council to fill the vacancy. Have the class whose 
 member of the Council has just been elected to an- 
 other office, nominate a candidate to fill the vacancy, 
 and then have the v^^hole school vote. If he is elected 
 by the whole school that ends the matter, but if he 
 is opposed by a majority, his class must nominate 
 some one else, 
 
 7. The citizens adopt a code of laws. Read to 
 them carefully, and be sure that they understand the 
 note which explains why a code is suggested to them, 
 instead of their being left to make a code without any 
 help. Make it clear that they are not required to 
 adopt any part of this code, but that if they do, it is 
 their own, just as much as if they had thought it out 
 themselves. There is but very little purely original 
 work done in all the world, and we must not expect 
 of children what but very few men are capable of 
 doing. Sometimes a boy likes to make an exhibition 
 of himself by opposing. You must then use tact. 
 Ignore him, if that seems best, but generally it seems 
 better to ask him if he can think of any better way of 
 expressing the law, or if he thinks the law a bad one. 
 Tell him he is right in voting against it, if he really 
 thinks it is bad, or if he thinks of a better way of ex- 
 pressing it, but if he does not think that way, it would 
 be right for him to vote for it. Be sure not to appear 
 to force any one to vote for the laws, but be just as 
 sure to get unanimous and hearty acceptance of them 
 if you can. 
 
 Read only one law at a time and have the citizens 
 vote to accept or reject it before reading the next. 
 They will never reject one of the laws if you are at all 
 tactful. If there is plenty of time, you can explain the 
 
In Oganiziitg 19 
 
 value and importance of each law, and this is desira- 
 ble if the time can be spared, but each one is sufficient 
 text for a whole hour's address. If it is necessary, for 
 the purpose of saving time, the whole code may be 
 read at one lime and one vote taken for it, instead of 
 presenting only one law at a time. 
 
 8. The President of the Council, the City Clerk, the 
 Mayor and the Principal of the school sign the Code 
 of Laws. 
 
 9. The citizens choose a name for their School City 
 and, if they wish to do it, may give three cheers for 
 their bchool City. 
 
 10. Sing a patriotic song. 
 
 11. Addresses by visitors if desired. 
 
 12. Citizen's meeting adjourns and citizens go to 
 their class' rooms. 
 
 13. Mayor appoints a Commissioner of Police. 
 
 14. Commissioner of Police with the consent of the 
 Mayor and such advice as he can get, appoints a 
 Chief of Police for the school, a Captain of Police for 
 each room and four Policemen for each room. 
 
 15. City Council holds a meeting for 4 or 5 minutes 
 or less, and confirms the appointments of police. 
 
 16. The new oflFicers and police can come before the 
 school, and make this promise or something of the 
 kind, to perform their duties : 
 
 I know the law made by our citizens, "Do unto 
 others as you -would have them do to you," and that it 
 is our duty to observe this law and help all our citizens 
 to act in such a way that good order, cleanliness and 
 kindness shall prevail in our class rooms, in our halls, 
 stairways, play-ground, and wherever any of our citi- 
 zens may be, and 1 will use my best endeavors to pre- 
 
20 School Citv Bclps 
 
 serve order and perform my duties as a citizen and an 
 
 officer. 
 
 13 and 14 may be attended to on the spot, or may 
 be delayed till next day but it is best to do it at once 
 if there is no special reason against it, such as lack of 
 
 time. 
 
 ^ * * * * ^ * 
 
 CHAPTER IV 
 
 Hddress on Ovqanizinq a School City 
 
 Introduction to Teachers and Pupils 
 
 It is not expected that all the children will under- 
 stand everything that will be said to them to-day, but 
 it is hoped that the teachers will understand, and that 
 later the teachers will help the children to understand 
 too. It has been found that the little children, as well 
 as the larger ones, can easily understand enough to 
 enable them to perform their duties, under the guid- 
 ance and help of the teachers. It is important 
 that the teachers should recognize that the School 
 City is a method for their use, and its success will 
 depend on the intelligence, tact and interest of the 
 teachers, not of the children. The children's interest 
 will be easily maintained if the teacher does his part 
 wisely. 
 
 That you may better understand how serious this 
 movement is, atid that it has the approval of the most 
 prominent statesmen in the land the following facts are 
 noted. There is a society called the Patriotic League. 
 President Harrison and President McKinley were mem- 
 bers of the governing board. President Roosevelt, ex- 
 President Cleveland and many other prominent states- 
 men and scholars are now members of that board. 
 
for pupils 21 
 
 What may seem good in the. schools this year may be 
 improved next year, and the object of this society is 
 to help the public schools to make those changes 
 which from time to time are needed. 
 
 The changes that are needed in the schools of the 
 United States at the present time are: 
 
 I. Introduction of a practical method of moral and 
 civic training, to the end that right thinking shall 
 habitually lead to prompt decision and vigorous and 
 conclusive action, in both private and public affairs. 
 
 . 2. Introduction of a practical system of productive 
 industry and frugality. 
 
 3. A practical and healthful division of the children's 
 time among book work, industrial work, play or 
 recreation, and rest. 
 
 Mr. Gill, the President of the Patriotic League, has 
 been successful in devising ways and means for mak- 
 ing these improvements and is the author of the 
 School City which is thoroughly effective in accom- 
 plishing the first of these three needed improvements. 
 
 When you are asked a question, answer it heartily. 
 If something is said that pleases you very much, clap 
 your hands, but only for an instant, for otherwise it 
 will take too long to complete the organization and 
 you will be tired out. Do not make a noise with your 
 feet, for the interruption is too great,, and boys never 
 know when to stop when they begin to stamp. 
 
 ADDRESS TO THE PUPILS 
 
 Do you love your country? Now think carefully. 
 How much do you love her? Would you be willing 
 to fight for her? All of you who would be willing to 
 fight for your country with the risk of being killed, 
 
2Z School City Belps 
 
 stand up. [Give them a chance to stand]. Now you 
 may sit down. 
 
 It is sometimes harder to live for one's country than 
 to die for her. It is comparatively easy to enlist with 
 the crowd in the army, and perhaps be shot in battle. 
 To be patient and kind every day, year after year, re- 
 quires greater force of character than to be a soldier 
 for a few months or even for years. You can live for 
 her by helping her to be healthy, clean, prosperous, 
 noble and happy. She cannot be all these unless her 
 people are also healthy, clean, noble, prosperous and 
 happy. Do you love your country dearly enough to 
 live for her every day, to do the best you can to make 
 her healthy, prosperous, lovely and happy? If you 
 do, stand up. * 
 Subjects, not Citii^ens 
 
 Your ancestors have been subjects of kings. They 
 had no voice in their own government. The laws 
 were made for them and they had to obey. They 
 could do nothing but submit, or else to fight to be free 
 from the king. 
 Free from the King 
 
 At last your fathers are free from the kings. You 
 young people are still subjects. You live in a great 
 republic, but are not citizens of it You cannot make 
 your own laws. They are made for you by the teach- 
 ers, school board and higher powers. You must 
 obey. You have had no chance to learn to be citi- 
 zens. Citizens make laws and compel those who 
 want to do wrong to do what is right, or be punished 
 by the the other citizens and the oflHcers whom they 
 
 * If that is impracticable, say, "raise your hands," and 
 then have them sit down or put down their hand.. 
 
for pupils 23 
 
 elect to attend to their business. A republic cannot 
 be a good strong republic unless the citizens under- 
 stand their rights and their duties, and are in the habit 
 of exercising and defending their rights and perform- 
 ing their duties. The time to learn and to form habits 
 is when one is a child. 
 Cannot Become Faithful Citizens by Study Alone 
 
 You cannot become both intelligent and faithful 
 citizens by studying from books. You may learn your 
 rights and your duties from books. You will not fully 
 understand them till you put them in practice. You 
 cannot form the habits of citizens if you are only sub- 
 jects. You must be citizens to be able to form the 
 habits and the character of citizens. To be intelligent 
 and faithful citizens you must study the books about 
 citizenship and get such help as you can from your 
 teachers and from one another. 
 Boys and Girls Generally are not Citizens 
 
 Not many boys and girls in the world are citizens 
 of their countries. Nearly all are subjects, just as if 
 they had a king or queen. Every school must be gov- 
 erned some way. The general government may de- 
 termine whether the school government shall be a 
 monarchy or a republic. Most general governments 
 pay no attention to the matter. It has not occurred 
 to many men in power that it is a matter of any 
 importance how boys and girls are governed in school. 
 They do not realize that boys and girls who are 
 trained in school to be subjects of a monarchical 
 school government cannot easily, if at all, be intelli- 
 gent and faithful citizens of a republic when they be- 
 come men and women. Government of a school by 
 compulsion — that kind of government is called mon- 
 
24 School City Bclpe 
 
 archy — can be established -without any thought or 
 care. Government of a school by leading — that kind 
 of government is called a republic — cannot be estab- 
 lished without much thought and care. Most men 
 hate to think, and they hate to have any care; conse- 
 quently school government all over the world is mon- 
 archy; not democracy or a republic. The principal 
 of your school wants you to be trained as citizens, not 
 as subjects. By no other means can people be made 
 intelligent and faithful citizens in a reasonable number 
 of years. As citizens of the School City you have the 
 right to make your own laws, to compel each other 
 to obey the laws which you make. You will thus 
 have a chance to live for your country. You can 
 help her people to understand what it is to be citizens 
 and help her to be a strong and healthy republic, 
 by helping yourselves and the other young people to 
 be intelligent and faithful citizens. 
 A City Charter 
 
 Every city of a representative government has a 
 charter, somewhat like the charter of the School City, 
 granted by the representatives of all the people. It 
 tells the rights and duties of the people of that city. 
 It says they may have a city council to make laws, a 
 mayor to attend to the business of the people, and to 
 appoint policemen to help the people to do right and 
 to arrest the people who interfere with other people's 
 rights. It says they may have judges to decide what 
 is right and what is wrong and to tell how badipeople 
 shall be. punished. 
 Charter of Citizenship /or the Boys and Girls 
 
 A School City Charter has been made for you and 
 you may be citizens under it. from this very hour. It 
 
•for pupils zg 
 
 is the charter of your citizensliip. Erom it you can 
 learn what will be your rights and your duties. From 
 it you can leai:n to live tor your coi^ntry. 
 The First Law of Citizenship. Pledge to Love and 
 Serve Your Country. 
 
 It is the first law of citizenship all over the world, 
 that citizens must love their country and love and 
 help one another. All of you who want to be citizens 
 and will pledge yourselves to observe this first great 
 law of all successful citizenship, and all the laws 
 which you yourselves adopt, and will help in every 
 way possible to make your own government success- 
 ful, strong and happy, stand up, raise your right hand, 
 and say, "I do." 
 Pupils Declared to be Citisem. 
 
 In recognition of your pledge I declare you to be 
 from this minute, citizens of your own government. 
 God bless and guide you ! ( Now you may sit down). 
 Vote by Acdamatiop, to Hasten Organi7;ation 
 
 In helping you to organize I ask you to vote by 
 i-aising your .right hands instead of by paper ballots. 
 In this way, we can complete the organiza.tion to-day. 
 
 After one pupil is noniinated to be an officer, before 
 his name is put up for flection he will go out of the 
 room until the result of the vote has bpen announced. 
 Do not nominate or vote for ^ny person to be an 
 qfficer jjecause you like him, Ijut only because you 
 think he will be a gpod officer. When any pupil is 
 nomin.^ted and not ele<jted, he piust reinember that it 
 is not n.ecessarily bpcause Jii,s fellows do not love 
 him, but may )?,e they think he will be better for some 
 pther office, pr,th3t it is be^t,|;hat hp shall wait till 
 another election. He can in.the meantime learn the 
 
z6 School City iHlps 
 
 duties of the office. All cannot be chosen to be ofi&- 
 cers at one election, so you must not feel badly if you 
 are not elected, but remember your pledge to be faith- 
 ful and true citizens. 
 Election of City Council 
 
 Now you must choose some of your own number to 
 be members of the City Council. If there is only one 
 room ;n the school, or two, the Council will have 5 
 members; if there are three rooms, 9 members; if 
 there are four or more rooms, 1 1 members. You 
 must be careful in this selection, as they will elect the 
 Mayor and other officers and will make the laws for 
 your School City. 
 
 This is the way you may nominate and elect the 
 members of the City Council. Any pupil may stand 
 up and name a classmate and if there are nine others 
 of the same class who will support him, they may 
 raise their hands, and his candidacy will be announced 
 to the school and his name written on the blackboard. 
 If there are not nine others to support him, his name 
 will not be announced. ( Sometimes, circumstances 
 will not admit of getting nine classmates to support 
 a nomination, as, for instance, when the class is very 
 small. In all such matters the organizer must use his 
 own judgment ). 
 
 Choose some little boys as well as big boys, so 
 every part of the school will be represented. The 
 main point is to elect the most competent citizens for 
 this place. If this can be done, and at the same time 
 have an equal or nearly equal number of representa- 
 tives from each room or ward, it is desirable to do so. 
 When you shall have completed the nominations, you 
 will hold an election for each candidate, and if all are 
 
for puptls 27 
 
 not elected you will have to make more nominations. 
 Nominations are by one's class — but elections are by 
 all the school. The principal should request a teacher 
 to help the city clerk to make his record of the names 
 of those who are elected or appointed to office, and of 
 such other facts as may be worthy of record in the 
 minutes. 
 
 As soon as all the members are elected, the organ- 
 izer may ask them to come forward, and while they 
 face the school he may say : "Citizens of the School 
 City, I take great pleasure in presenting to you your 
 City Council. If you are pleased with the choice you 
 have made you may show it by clapping your 
 hands." 
 
 As soon as the members of the City Council shall 
 have been elected, they should meet in the presence 
 of all the citizens, so that all may see the mode of 
 procedure, and elect a mayor, one judge, clerk of .the 
 court, sheriff, and attorney, president of the city coun- 
 cil, city clerk and treasurer. As this meeting will be 
 short, the members may sit or stand, as may be most 
 convenient. 
 Police Service an Honor 
 
 Every government requires police service to protect 
 the liberties, rights and property of the people. In 
 Europe, it is sometimes felt that it is the aim of the 
 policeman to exhibit his authority, to make an arrest, 
 if he can find a pretext, to hustle as many off to the 
 jail as possible. In America, the ideal policeman does 
 his best to help people do right, to prevent the neces- 
 sity for arrests; to be as helpful, kind and courteous 
 as possible to everybody, but especially to little chil- 
 dren, women and elderly people; he is not only neijt 
 
28 School Citv TMpa 
 
 and clean, but well informed and gentlemanly in his 
 conduct. His office is one of honor and responsibility, 
 and he is chosen because he is an honest gentleman, 
 healthy and strong in body and mind; and his motto 
 is to be helpful and kind. In the old fashioned school 
 g^ovemment, the teacher fnUst perform the police serv- 
 ice, or else appoint pupil monitors, who, ■ from the 
 nature of the case are given the spirit of the European 
 police. Let us hope that the School City will be able 
 to do much toward bringing the police thtbughout the 
 United States up to the standard of the highest ideal 
 of an American pblicernan. Count it an honor when 
 you are appointed on the School City police force,and 
 a duty to set an example of kindness, courtesy and 
 fidelity. 
 
 Now, my dear friends, you have a general idea of 
 the rights and obligations of independent and at the 
 same time cooperating citizenship. Its siiccess will 
 depend upon the fidelity and skill of your principal 
 and teachers and upon your loyalty to the obligations 
 you have assutiied, and your love and devotion to 
 your native land. I trust that as the days and years 
 shall pass you will more and more fiilly realize the 
 importance of this day's work, and that it will ever 
 prove to be an increasing blessing to you and our 
 country. 
 
 To your honor and patriotism, therefore, I confide 
 this work, believing that you will' prove worthy of 
 your high resolution and of the trust that has been 
 placed in you. Let each one of you here resolve that 
 you will hereafter strive to so live that you will be an 
 example of civic righteousness to all the world, and 
 that your lives will be a fruitful source of happiness 
 
and honor to yourselves, and of glory and prosperity 
 to your country. 
 
 Now we will proceed to the practical work of 
 organizing a School City. [See preceding chapters]. 
 
 CHAPTER V 
 
 !iLaw8 
 
 NOTE: It is not absolutely necessary for you to adopt the follow- 
 ing laws, but you have not yet had experience in law making and so 
 it is advised that you accept them, and later you can amend and add 
 to them whatever may seem best. By following this advice, you 
 will have a Code of Laws to begin with, and you can complete your 
 organization immediately. 
 
 CHAPTER I.— THE GENERAL CITY LAW 
 
 "As ye would that men should do to you, do ye 
 even so to them." This is the general law of this 
 School City, and all other laws and regulations must 
 conform to it. 
 
 CHAPTER II.— THINGS PROHIBITED 
 
 ORDER 
 
 Article i. Anything which disturbs the order in the 
 halls, class rooms or toilet rooms is prohibited. 
 
 Art. 2. Anything which is immodest, profane, 
 rude or intentionally unkind is prohibited. 
 
 CLEANLINESS 
 
 Art. 3. Anything which unnecessarily detracts 
 from the orderly appearance of our School City is pro- 
 hibited. 
 
30 School City Bclps 
 
 HEALTH 
 
 Art. 4. Anything which unnecessarily detracts 
 from the healthful condition of our School City is pro- 
 hibited. 
 
 public' and private property ■ 
 
 Art. 5. Anything which unnecessarily mars or de- 
 stroys property in our School City is prohibited. 
 
 CHAPTER 111.— DUTIES 
 
 Art. I. Every citizen is obliged to call the attention 
 of the authorities to any violation of the laws of this 
 School City. 
 
 CHAPTER IV.— PUNISHMENTS 
 
 Art. I. Any citizen violating any law of this School 
 City shall be subject to punishment not less than a rep- 
 rimand and not greater than a withdrawal of the rights 
 of citizenship. 
 
 Art. 2. Every punishment decreed by the court 
 must be approved by the principal of the school be- 
 fore it is carried into execution. 
 
 CHAPTER V. -OFFICERS 
 
 Art. I. The Police Commissioner with the consent 
 of the Mayor shall appoint one chief of police for the 
 school and one captain of police and four policemen 
 for each room. Appointments must be confirmed by 
 the City Council. 
 
 CHAPTER VI.— TERMS OF OFFICE. 
 Art. I. The term of office of all officers, unless 
 otherwise provided, shall be until the next general 
 election, and unlil their successors are appointed or 
 elected. 
 
Punisbtnents 31 
 
 Art. 2. Captains of Police shall serve two weeks 
 and policemen one week, unless sooner removed for 
 cause by the Commissioner of Police. 
 
 The above laws were adopted almost unanimously 
 by the citizens of our School City at the time they 
 were assembled and organized as a body politic. 
 
 President of the City Council. 
 
 City Clerk. 
 
 Approved _ 
 
 Mayor. 
 
 Approved 
 
 Principal. 
 
 Date 
 
 CHAPTER VI 
 
 pumsbtncntB 
 
 The question is frequently asked; What kind of 
 punishment does the School City inflict? Of course 
 corporal punishment is out of the question. Aside 
 from that, whatever punishments are both right 
 and permitted in a school before the School City has 
 been organized, will also be right afterward, The 
 
32 School City Bclps 
 
 children are almost sure to find some means of pun- 
 ishment peculiarly adapted to the circumstances of 
 their school, but no punishments will be used except 
 authorized by the principal of the school. Every pun- 
 ishment decreed by the Court, must receive the ap- 
 proval of the principal before it is carried into execu- 
 tion. 
 
 The foUovi^ing punishments are among those which 
 
 have been inflicted by the New Paltz School City courts : 
 
 I . Working for a specified time under direction of the 
 
 principal. 
 *. Taking inventory of a picture case. 
 5. Folding a specified number of copies of the Normal 
 Review. 
 
 4. Assisting the janitors in sweeping the school build- 
 
 ing. 
 
 5. Working for a specified time in the printing office. 
 
 6. Remaining out of study hall for one or more days. 
 
 (This punishment is one of those most keenly 
 felt.) 
 
 7. Set up into type a specified amount of English, or 
 
 of Latin, Greek, German, French, or Spanish, 
 translated into English, 
 
 8. Being prohibited from leaving the building during 
 
 school hours, without permission of the prin- 
 cipal. 
 
 9. Deprivation of the rights of citizenship. 
 10. Suspension from school recommended. 
 
 ^ ^ j^ ^ ^ $ % 
 
Jvegt8latt\>e 33 
 
 Hegtslatipe 
 
 CHAPTER VII 
 
 Some parliamentary Rules 
 
 All motions should be seconded before they are dis- 
 cussed. 
 
 A motion to adjourn is not debatable, and takes 
 absolute precedence of all other motions. 
 
 No motion can properly be put to vote while a pre- 
 vious motion is still before the house, except an 
 amendment to the earlier motion, or certain privileged 
 motions such as "to refer," "to lay on the table," 
 "to limit debate," "to close nominations" and "to 
 adjourn." 
 
 The motion "to close nominations" is useful when 
 School City nominations are made, to prevent an un- 
 necessary number, which consumes too much time. 
 Under some circumstances, two, and even one nomi- 
 nation is enough, and a member can at once arise and, 
 after he has been recognized by the chairman, say : 
 " 1 move that nominations for mayor (or whatever the 
 office may be) be now closed." If this motion should 
 be seconded and carried, there will be no more nomi- 
 nations for that office. 
 
 Only one member can have "the floor" at a time. 
 
 Any member can "rise to a point of order" when in 
 his opinion there exists a violation of parliamentary 
 procedure on the part of either a debater or the chair- 
 man. If an appeal is talcen from the decision of the 
 
34 School City Tklpa 
 
 "chair", the one who so appeals must present author- 
 ity for his action. 
 
 Most business can not be reconsidered during the 
 session at which it is transacted. 
 
 A member has no right to discuss a question on the 
 floor of the assembly until he has first addressed the 
 chair and been recognized. 
 
 Recognized authorities in parliamentary procedure 
 in the United States are "Roberts' Rules of Order", 
 Cushing's "Manual", and Reed's "Rules". 
 
 CHAPTER VIII 
 
 Ovdcv of Bustmas fof an HaactnMy 
 
 1. Meeting called to order by President (or, in his ab- 
 
 sence, by Vice-President, Secretary, Treasurer — 
 order of succession). 
 
 2. Roll call by clerk or secretary. 
 
 3. Reading minutes of last meeting by clerk and their 
 
 approval (usually by the Chairman saying, "If 
 there are no corrections, the minutes stand ap- 
 proved "). 
 
 4. Special order of Business — Letters and other com- 
 
 munications (often referred without debate to a 
 committee). 
 
 5. Reports of committees. 
 
 a. Reports (if any) of officers, with motions, duly 
 seconded, to accept and place on file." 
 
 b. Reports (if any) of standing committees (ditto). 
 
 c. Reports (if any) of special committees (ditto). 
 
 6. Unfinished Business. 
 
Legislative 35 
 
 a. Business left pending at the adjournment of the 
 last meeting. 
 
 b. Business previously "laid on the table" to be 
 taken up at this meeting. 
 
 7. New Business. 
 
 a. All business not heretofore provided for. 
 
 b. If there is to be an election of officers it will be 
 in order under the head of New Business. 
 
 8. Reading and approval of minutes of session just 
 
 closing. (This order is especially important for 
 assemblies that meet at rare intervals and insures 
 a more correct account of business done.) 
 
 9. Adjournment — properly, by a motion duly second- 
 
 ed. 
 
 * * ^ ^ ^ »■ * 
 
 CHAPTER IX 
 
 Novmal School Citv Council 
 
 Account of a Meeting 
 
 The meeting was held Friday, October nth, 1901, 
 in the Method Room, the ordinary place, at 3:15, the 
 usual time. There were present the president of the 
 council, city clerk, nine members of the council and a 
 few citizens. What each one said in the meeting is 
 recorded here. 
 
 Presid'int Stanton. [Rapping on desk.] This meet- 
 ing will now come to order. [Silence]. 
 
 City Clerk May E. Davis. [Calls roll, to which 
 each member present responds " Here !"] 
 ist ward, Charles Deyo [Answers] " Here." 
 
 2d " William Blake 
 
 Here, 
 
 3d " Mabel Knapp 
 
 Here, 
 
 4th ' 
 
 ' Bessie DuPuy 
 
 Here, 
 
 5th ' 
 
 ' Josephine McGinnis 
 
 Here, 
 
 6th ' 
 
 Mary Whalen 
 
 Here. 
 
36 School City Relpa 
 
 7th " Eleanor Brown [Mo answer, being absent.] 
 8th " Stella Chatfield Here. 
 
 9th " Mabel Snyder Here, 
 
 loth " Celia Harris Here. 
 
 Clerk. [Rtstng] Mr. President. 
 
 President. Miss Clerk. 
 
 Clerk. All members are present, except Miss 
 Brown, representing the 7th ward. [Clerk sits 
 doivn.'] 
 
 President. The Clerk will read the minutes of the 
 last meeting. 
 
 Clerk. [Reads. ] 
 
 Normal School City Council, October 4th, 1901. 
 
 Meeting called to order by the president. 
 
 All members were present, except Miss Chatfield. 
 
 The minutes of the last meeting were read and ap- 
 proved. 
 
 The following resolution, offered by Miss Mabel 
 Knapp, and duly seconded, was passed unanimously 
 after a short discussion. 
 
 Resolved: That the President of the Council is 
 authorized to appoint a committee of three to present 
 the following petition, which is to be signed by the 
 mayor and the president and clerk of this Council, to 
 the principal of the school. 
 
 To Myron T. Scudder, Esq. , Principal, Stale Norma/ 
 School, New Pall^, New York : 
 
 Sir : — The Normal School City Council of New Paltz, 
 in the State of New York, in behalf of the student body 
 of said School City, do hereby formally and respect- 
 fully protest against the omission of the religious exer- 
 cises, which have formed part of our daily program, in 
 times past, from the founding of this school, until the 
 beginning of this term. We miss these simple services, 
 which have rendered the very walls of our building, 
 sacred to our hearte, and as a body of stndents, inem- 
 
Le^slative 37 
 
 bers of a God fearing nation, recognizing tlie existence 
 of a Supreme Being wiio rules the universe, desire to 
 siiow publicly our respect for Him. 
 
 Therefore, we hereby petition you that the religious 
 exercises, dropped at the beginning of this term, be 
 resumed, and that at some time in each school day, 
 we have some religious exercise, beside the singing of 
 hymns. Respectfully submitted. 
 
 This petition was then signed as required by the 
 resolution, and a committee of three consisting of Miss 
 Mabel Knapp, chairman, Miss Bessie DePuy and Wil- 
 liam Blake was appointed to present it to Mr. Scud- 
 der. 
 
 The following resolution was offered by Miss Celia 
 Harris, was duly seconded, discussed and passed 
 unanimously: Resolved that two new wards be added 
 to our School City, the first, to be the Eleventh ward, 
 to consist of the 30 Cuban young ladies who reside at 
 the Riverside Cottage; and the Twelfth ward to con- 
 sist of the 94 Cuban young ladies who reside at Steen's 
 Hotel and Van Kuren's Cottage. 
 
 Meeting adjourned. 
 
 May E. Davis, Clerk. 
 
 Approved Oct. 11, igoi. 
 
 President. Have you any corrections to be made 
 in these minutes? No corrections being offered, the 
 minutes are approved as read. Are there any commu- 
 nications.'' 
 
 Clerk. \_Reads.'\ To the Normal School City Coun- 
 cil, Ladies and Gentlemen : 1 respectfully call your 
 attention to the fact that teachers and students cross 
 the south lawn instead of keeping to the plank and 
 stone walk. That they do this, is evidence that the 
 established walks are considered indirect and incon- 
 venient and ought to be rearranged. I suggest that 
 you take such action as may be necessary to procure 
 this needed improvement, and that for the protection 
 
38 School Citv Bclps 
 
 of the lawn in the meantime, from indiscriminate 
 wear, and disfigurement, you take such action as may 
 seem to you desirable. Respectfully, 
 
 Esmund Childs. 
 
 ^President. \ refer this communication to the com- 
 mittee on public works, to report at our next meet- 
 ing. \To the clerh.'\ Is there any unfinished business? 
 
 Clerk. There is no unfinished business. 
 
 President. Are any committees ready to report ? 
 
 Miss Knapp. Mr. President. 
 
 President. Miss Knapp. 
 
 Miss Knapp. Your committee appointed to present 
 to the Principal of the School a request for the re-estab- 
 lishment of religious exercises, desires to report, that 
 on October 5th, it was placed in the hands of the 
 Principal and received his immediate consideration. 
 He informed the committee that this matter had been 
 subject to much thought and consultation and that 
 he personally felt that the day's work was incom.plete 
 without these exercises. They had been discontinued . 
 only until experience might show how that could be 
 introduced into the exceedingly complicated program 
 of the school. The school is committed to the one 
 session plan, closing at one o'clock. This necessitates 
 the beginning of recitations at 8:15. In the previous 
 year the first 25 minutes were devoted to general ex- 
 ercises, including Devotions, but since the Annex was 
 in use for two and one-half hours each morning and 
 since it was necessary to have a general assembly of 
 the school, attended by the Annex students as well as 
 by those in the normal building for general roll call 
 and the transaction of business, it was found necessary 
 to put the general assembly hour at 1 1 105 instead of 
 8:15. The devotional exercises could not beheld 
 appropriately at so late an hour in the day and as 8:15 
 was deemed early enough to begin school, these exer- 
 cises were discontinued to await further developments. 
 The Principal, however, is able to make the following 
 
lUgtslative 39 
 
 proposition: If the students desife it, Morning Prayers 
 may be held from 8:05 until 8:13. It would be 
 entirely optional with the students whether they 
 attended these exercises or not. They will be begun 
 as soon as the students wish. It was finally decided 
 that this arrangement be carried out and our accus- 
 tomed religious exercises were re-establisned, begin- 
 ning at 8:03 A. M. 
 
 Miss Whalen. Mr. President. 
 
 President. Miss Whalen. 
 
 Miss Whalen. I move that the report of this com- 
 mittee be accepted and noted in the minutes, and that 
 the committee be dismissed with the thanks of the 
 Council. 
 
 Mr. Deyo. Mr. President. 
 
 President. Mr. Deyo. 
 
 Mr. Deyo. I second the motion. 
 
 President. You have heard the motion, which is 
 duly seconded. Have you anything to say on the 
 subject.? Are you ready for the question? Those in 
 favor of this motion will say "Aye." {Members all 
 vote Aye.] Those opposed will say "No." [No re- 
 sponse.] This motion is unanimously carried, and the 
 committee is dismissed with the thanks of the Coun- 
 cil. 
 
 Miss Harris. Mr. President. 
 
 President. Miss Harris. 
 
 CMiss Harris. I move the adoption of the following 
 ordinance. 
 Ordinance 20. 
 
 Section i. The Secret Service Department shall have 
 control of matters concerning missing articles, and the 
 destruction and defacing of school property. It shall 
 also have control of all other forms of evil which from 
 their nature should not be made public. 
 
 Sec. 2. The Mayor is the head of the Secret Service 
 Department and has the power to appoint as many 
 
40 School Ctt3i> fklt» 
 
 members of the department as he shall deem necessa- 
 ry, and such members shall be known only to the 
 Mayor. 
 
 Sec. 3. All reports of the members shall be made 
 only to the Mayor, and such reports shall be made in 
 writing. 
 
 Sec. 4. All matters for the investigation of the de- 
 partment shall be reported to the Mayor immediately 
 after their discovery or no attention will be paid to 
 them. 
 
 Sec. 5. This ordinance is to take effect immediately 
 upon its passage. 
 
 iMiss Snyder. Mr. President. 
 
 'President. Miss Snyder. 
 
 iMiss Snyder. I second the motion for the adoption 
 of this ordinance. 
 
 President. Discussion on the adoption of this ordi- 
 nance is in order. This is a matter of much import- 
 ance, but as all are familiar with the necessity for such 
 a provision, it will not be necessary to spend much 
 time considering it. What have you to say? 
 
 IMiss (McGinnis. Mr. President. 
 
 President. Miss McGinnis. 
 
 IMiss IMcGinnis. Some person is making a good 
 deal of trouble in the school. 1 think it will not be 
 difficult to find the wrong doer, but if this should be 
 done in a public way, and "an example is made" as 
 they say, the unfortunate one's reputation will be for- 
 ever ruined, in the estimation of the students, but if 
 the matter can be dealt with in a quiet way, both the 
 character and the reputation of the erring pupil may 
 be saved. 1 favor this ordinance. 
 
 President. Have you any thing further to say on 
 the adoption of this ordinance.? \Waiiing a moment 
 and 110 response being made] . Are you ready for the 
 question? Those in favor of the adoption of this ordi- 
 nance say "Aye." [Apparently all vote Aye. [ Those 
 opposed say "No." [No response.] This ordinance 
 
lUgtsUttve 41 
 
 has been unanimously adopted. Is there any further 
 business? [No response.] A motion to adjourn is in 
 order. 
 
 cMiss Hitch. Mr. President. 
 
 President. Miss Hitch. 
 
 OAiss Hitch. I move that we adjourn. 
 
 Mr. Deyo. [Addressing the chair.] I second the 
 motion to adjourn. 
 
 President. Those in favor of the motion to adjourn 
 say "Aye." [All vote Aye.~\ Those opposed say 
 "No." The meeting stands adjourned. 
 « ijt * lif « * « 
 
 INTERMEDIATE SCHOOL CITY COUNCIL 
 
 Minutes of Meetings 
 
 Fifth City Council, seventh meeting, Oct. 11, 1901. 
 
 A quorum was present, all members being in their 
 seats at roll call except Mary Le Fevre and Oscar 
 Palmer. 
 
 Minutes of meeting of October 5th read and ap- 
 proved. 
 
 Appointments by the Commissioner of Police and 
 endorsed by the Mayor, of policemen to serve for the 
 term beginning October 6th and ending October 13th, 
 confirmed by unanimous vote. 
 
 On motion of Hazel Deyo, seconded by George 
 Grim, the following ordinance was adopted, two-thirds 
 of all the members of the Council voting in its favor. 
 
 Ordinance Number 16. .Any and all citizens of this 
 School City may cross every part of the school play- 
 grounds and lawns. * 
 
 Lizzie DePuy, Clerk. 
 
 Minutes approved, Oct. 18, 1901. 
 
 *It should be remembered that all ordinances and judgments 
 of the courts are inoperative until approved by the principal of the 
 school. 
 
42 School City Bclpa 
 
 Jubicial 
 
 CHAPTER X 
 
 Legal ■Ccnris and formaUttcs 
 
 SOME LAW TERMS 
 
 An arrest, in the School City generally consists in 
 the policeman's saying to the person to be arrested, 
 " I arrest you for breaking the law." There is gener- 
 ally no place of confinement, and the policeman has 
 no occasion to touch the offender. It amounts to a 
 notification that he will have to be tried by the Court 
 for the wrong he has done. 
 
 A policeman who sees a wrong done, may make an 
 arrest on the spot, without any warrant or other 
 formality. 
 
 A WARRANT is a Writing by the Court ordering an 
 arrest, a search or a seizure, and is used in School 
 City courts. 
 
 A SUMMONS is an order to a defendant to appear in 
 Court in a civil action, but is not used in the School 
 City at present, as there are no civil cases or actions. 
 
 There are two kinds of cases or actions in the courts, 
 criminal and civil. 
 
 Criminal cases occur when a person does a wrong 
 act. 
 
 Civil cases occur when there is a dispute in refer- 
 ence to some business transaction. 
 
 Criminal and civil cases are tried by the same judges, 
 except in cities where there is enough court business 
 to keep one or more jndges busy on each separate 
 class of cases. 
 
 The Sheriff is an officer of the Court to carry out 
 its orders. 
 
ludtcul 43 
 
 Police are not officers of the Court, but of the exec- 
 utive department of the government. 
 
 All papers belonging to the Court are kept by the 
 clerk of the court. 
 
 COURT CRIES 
 
 Following is the proclamation used on opening the 
 Court: "Hear ye! Hear ye! Hear ye! All manner of 
 persons that have any business to do at this Court 
 held in and for the School City (or State) let them 
 draw near and give their attendance and they shall be 
 heard." 
 
 Then follows this cry to the Sheriff : "Sheriff of 
 this School City (County or State) return the writs 
 and precepts to you directed and delivered, and return- 
 able here this day, that the Court may proceed there- 
 on!" 
 
 At the adjournment of Court the Crier proclaims ; 
 "Hear ye! Hear ye! Hear ye! All manner of persons 
 who have any further business to do at this Court, 
 may depart hence and appear here to-morrow morn- 
 ing at 9 o'clock, (give right time) to which time this 
 court is adjourned." 
 
 These cries are not generally used in the lowest 
 courts, but if desired, may be in all courts of I he School 
 City or State. They certainly add dignity to the pro- 
 ceedings. 
 
 * ^ ^ « ^ 4- * 
 
 CHAPTER XI 
 
 Court procedure 
 
 When a citizen transgresses some regulation of the 
 city, in presence of a policeman of his ward, he may 
 be arrested without warrant, by a simple statement, 
 
 "You are arrested for the offense of 
 
 or "for breaking the law. " Otherwise, information 
 
44 School City rklpe 
 
 is laid before a judge or magistrate, by any citizen 
 and a warrant procured for his arrest, and the warrant 
 delivered to a policeman who will make the arrest 
 The judge appoints the time for holding court. 
 He taps a bell and says: "The court will come to 
 order." He then turns to the clerk and says : "The 
 clerk will call the first case. The clerk then announces 
 the name of the accused and reads the charge. The 
 court instructs the accused that he is entitled to coun- 
 sel, and if he desires it, time is given to secure the 
 same. An officer generally acfts as messenger to secure 
 the attorney. If he says he does not want counsel the 
 judge addresses the accused, "You have heard the 
 charge, are you guilty or not guilty?" If the answer 
 is ' 'guilty" he then directs the city attorney to read a 
 detailed statement of the misdemeanor. The judge 
 then turns and asks : "Have you anything to say why 
 sentence should not be passed upon you.?" This is 
 sometimes answered by an attorney rising and asking 
 for leniency on account of extenuating circumstances 
 which he explains. Then, if the court consists of 
 several judges who together hear the case, the presid- 
 ing judge requests the judges to ask any questions they 
 may wish. After this the court retires and consults 
 concerning the punishment. Upon their return the 
 presiding judge pronounces the sentence, the offender 
 standing to receive it. 
 
 If the plea is "Not guilty," the city attorney outlines 
 his case and calls witnesses. These witnesses take 
 the following pledge, answering "Yes" to the question 
 asked by the clerk, "Do you, on your honor as a citi- 
 zen, promise that the evidence you shall give in the 
 matter of difference between the people of the School 
 
 City (or State) and the defendant, 
 
 shall be the truth, the whole truth, and nothing but 
 the truth.?" They are then examined and cross-exam- 
 ined. The defendant's attorney follows the same line 
 of adtion and presents his case to the court, and then 
 sums up the case. After him the city attorney sums 
 
judicial 45 
 
 up the case, the judg'es retire and deliberate as before: 
 The verdict is brought in and the sentence pronounced. 
 After all cases are disposed of the judge declares the 
 court adjourned. 
 
 It is the sheriff's duty to attend to the enforcement 
 of the sentences. 
 
 The defendant may demand a trial by jury, in which 
 case the trial is adjourned forasuificient length of time 
 to allow the jury to be drawn. This need not be for 
 more than a few minutes. The jury is selected thus: 
 The clerk of the court, in the presence of the judge, 
 (or the presiding judge and one other, if there are 
 several judges,) the sheriff, and as many citizens as 
 wish to be present, public notice having been given, 
 draws twelve names from the jury box in which have 
 been deposited, on separate slips, the names of all 
 the qualified jurors in that court. In a School City 
 any student designated by the sheriff is subject to jury 
 duty. A list of these twelve names is given to the 
 sheriff, who notifies each person named to appear at 
 the time to which the case is adjourned. When the case 
 is called six of the twelve persons selected act as a trial 
 jurv. The attorneys for the prosecution and for the 
 defense have a right to examine each juror as to his 
 qualifications and may object to any juror for cause, 
 the objections to be ruled upon by the judge. After six 
 jurors have been selected they answer "Yes" to the 
 following question : "Do you solemnly promise to trv 
 the matter of difference between the people of this 
 
 School City and the defendant 
 
 herein and a true verdict render according to the evi- 
 dence?" They are then put in charge of the sheriff or 
 constable who is required to make the following 
 affirmation, the clerk saying: "You shall well and 
 truly keep every person sworn on this jury in some 
 private and convenient place, without meat or drmK, 
 water excepted; you shall not speak to them yourself, 
 nor suffer any person to speak to them, without leave 
 of the court, except it be to ask them whether they 
 
46 Scbooi Citv B«lpe 
 
 have agreed on a verdict, until they have so agreed on 
 their verdict." 
 The sheriff or constable answers " I wiU." 
 
 ******* 
 
 CHAPTER XII 
 
 Offense, Hwcat, Ci^l, puniebmcnt 
 
 The account of this case is given for the purpose of 
 helping citizens of the School City to understand how a 
 case may be conducted in a School City Court. The 
 forms are those used in the courts in the State of New 
 York, and are similar to those used in other States. 
 The matter which is in Roman type represents that 
 which is printed in the blank forms. The Italics rep- 
 resent that which is to be written with a pen. 
 
 In a school that has a printing press and so can 
 have printed blank forms, it is well to have them for 
 Information of Misdemeanor, Warrant and Subpoena, 
 similar to the ones used in this case. If that is im- 
 practicable, these forms may be copied with a pen, 
 and even that would be impradticable with the younger 
 pupils, who may furnish the necessary information by 
 going to the Judge and telling him of the occurrence. 
 
 THE OFFENSE 
 
 STEPS LEADING TO A TRIAL 
 
 1. The Law is Broken 
 
 On January 13, 1902, Edmund Doremus, of the 
 Normal School City, pulled Frank Hutton's hair during 
 school hours, and thereby created disorder in the 
 Study Hall. 
 
 2. Information Leading to Arrest 
 
 Any person who knows that a wrong has been done 
 may give the information leading to arrest and for 
 use in making the court record. This information is 
 written on a printed blank form called the " Informa- 
 
'Ifudicial 47 
 
 tion for Misdemeanor," it is signed by the person who 
 furnishes a statement of the facts, and by the Judge 
 or Justice, and then taken possession of and kept by 
 the clerk of the Court, and is read in court when the 
 defendaint comes to trial 
 
 Information for Mlsdameanor 
 
 State of New York, ) 
 Normal School City, f^®' 
 
 ■Co Daisy B. Hitch, Justice of said City Court .... 
 
 Beatrice Tandy being duly affirmed says : 
 
 That she resides in the town of New Palt;^ that 
 
 one Edward Doremus . . of the . . Normal School City 
 on the ijth day of January, 1 902, did wrongfully, 
 unjustly, unlawfully, wickedly, wilfully, and know- 
 ingly commit the offence of creating a disturbance in 
 the study hall as created and defined by the School 
 City Ordinances, in that at the time and place last 
 aforesaid, said Edward Doremus did violently assault 
 one Frank Hutton and did pull the hair of him Frank 
 Hutton 
 
 I therefore pray that legal process may be issued, 
 
 and that the said Edward Doremus may 
 
 be apprehended and held to answer to said offence 
 
 and be dealt with according to law. 
 
 Beatrice Tandy. 
 
 Taken, subscribed and affirm.ed before me,) 
 thts I J day of January, 1 902. f 
 
 Daisy B. Hitch, 
 
 Justice of the Normal School City Court. 
 
48 School City Bclps 
 
 J. Record 
 
 The Judge should direct the Clerk of the Court to 
 m ake a record of it as follows, in a book called 
 
 MINUTES OF THE COURT 
 
 Jan. 13, 1902, Beatrtce Tandy this day makes com- 
 plaint before the Court, that the offence of creating a 
 disturbance in the Study Hall, by violently and wil- 
 fully pulling the hair of one Frank Hutton has been 
 committed; and that he has probable reason to believe 
 one Edmund Doremus to be guilty thereof. 
 
 A warrant was thereupon issued for the arrest of the 
 said Edmund Doremus for said offence. 
 
 January 21, 1902 
 
 Prisoner was brought in court in custody of the 
 sheriff and duly arraigned and was informed of his 
 right of counsel in every stage of the case. He 
 waived the right of counsel or time to procure same 
 and expressed his willingness to proceed to trial and 
 asks for a trial by jury. 
 
 (Further minutes will consist of a record of the 
 trial.) 
 
 4.. Warrant for Arrest 
 
 The following warrant was delivered to Esmond A. 
 Childs, Chief of Police, who thereupon and on the 
 13 th day of January, 1902, arrested the said Edmund 
 Doremus by reading to him said warrant and taking 
 him in custody thereon, and he was thereupon deliv- 
 ered into the custody of Frank R. Eltinge, Sheriff. In 
 a School City, "the custody of the sheriff" is only 
 nominal, but in the ordinary government of adults, 
 the sheriff locks the prisoner up in prison. Any per- 
 son may fill out such a blank, but it must be signed 
 by the Judge. Such a warrant is an order to a police- 
 man or other officer to make an arrest. He keeps this 
 warrant himself, but he should state its contents or 
 show it to the person to be arrested. 
 
ludidat 
 
 49 
 
 ■iiy, \ 
 
 ss. 
 
 Criminal Warrant 
 
 Ulster County, 
 
 Town of Normal School City, \ ""' To the Sheriff or 
 
 ANY Police OfI-icer of said City, Greeting : 
 
 ^bei'Ca8> Infortnation of Beatrice Tandy in writing 
 has been' made before the undersigned, a justice of 
 'said City Coitrt, that on the i^th day of JMuary, 1 902, 
 at t^orriidl School City, that one Edmund Dorernus did 
 commit the offence of creating a disturbance in the study 
 hall by violently and wilfully assaulting one Frank Hut- 
 
 fon and pulling the hair of said Frank Hutton 
 
 These are, Therefore, In the name of the People of 
 the Normal School City, to commniid you forthwith to 
 take the said Edmund Dorernus and to bring him 
 before said City Court at the ScieHce Room in said City, 
 to answer to the rriatters contaiiied iii said complaint 
 and to be further dealt with according to law. 
 
 Dated at said City, the z^th day of January, A. D. 
 19&2. Daisy B. Hitch, 
 
 Justice t)f said City Court. 
 
 t 
 
 3 
 
 a 
 
 
 
 
 ~ ~ S4 
 
 1^ 
 
 
 
 i- 
 
 z: 
 
 
 ^ 
 
 ON 
 
 
 «: 
 
 :? •« 5 i 
 
 
 
 PEOPLE 
 ainst 
 
 t 
 
 ike withi 
 
 [ken and 
 
 within- d 
 
 1 
 
 3 
 
 
 
 J 
 
 ? 
 
 g 
 
 .■^ •* ^ : 
 
 
 
 8 
 3 
 
 
 
 S 
 
 
 g 1 
 
 i 1 
 
50 School City Bclps 
 
 The above blank is printed across the back of the 
 Warrant. 
 5. Subpoena 
 
 The Court subpoenaed the following witnesses by- 
 sending to each witness a subpoena made out by the 
 clerk of the court and delivered by the sheriff: Beatrice 
 Tandy, Wallace Kimball, Charles M. Deyo, E. D. 
 Smith, Anna Gilchrist. These names had been sup- 
 plied by the entry in the Police Blotter, made by the 
 policeman who made the arrest. The entry was as 
 follows : 
 
 On January 13, 1902, at 1 1 105 a. m., I arrested Ed- 
 mund Doremus for causing a disturbance in the Study 
 Hall. Celia Harris, Police. 
 
 Witnesses: Beatrice Tandy, Chas. M. Deyo, Wallace 
 Kimball, E. D. Smith. 
 
 Following is a copy of one of the subpoenas, all 
 being alike, except the name of the witness subpoe- 
 naed. 
 
 Subpoena 
 
 In the Name of The People of the New Paltz Nor- 
 mal School City 
 
 ■Co Beatrice Tandy, Greeting: 
 
 WE COMMAND YOU. That all business and 
 excuses being laid aside, you and each of you appear 
 and attend before the Justices of the City Court, or 
 some one of them at a City Court, to be held at the 
 Normal School Building . . in . . New 'Palfi, N. Y. , 
 in and for the Normal School City of Stale Normal 
 School, ... on the . . . 21st . . . day of . . . January, 
 at 2:30 o'clock in the afternoon, to testify and 
 give evidence in a certain cause now pending in the 
 City Court, then and there, between The Normal 
 School City, plaintiff, and Edmund Dor emns, defendant. 
 For your failure to attend you will be deemed guilty 
 
of contempt of court and liable to forfeit five hours 
 work. 
 
 Witness TDaisy B. Hitch, Esquire, 
 
 one of the Justices of our City Court the 21st 
 day of January, igo2. 
 
 May Mac Henry, Clerk. 
 
 Joseph M. Kaine, Attorney. 
 6. Witnesses Subpoenaed 
 
 Sheriff Eltinge served the subpoena by handing to 
 each of the witnesses a subpoena properly made out, 
 similar to the one above 
 
 On the 2ist day of January, 1902, the court being 
 duly convened, the said defendant was brought before 
 said court by said sheriff. 
 
 TRIAL 
 Court Convenes 
 
 The Normal School City Court met in the science 
 room, regularly used as the court room, with all the 
 now-excused jurors present and with Judge Daisy B. 
 Hitch, Clerk Mary MacHenry and City Attorney Jos. 
 M. Kaine in their respective places. Sheriff Eltinge 
 had the prisoner, Edmund Doremus, in charge. 
 
 y. Court Called to Order 
 
 Judge Hitch tapped the court bell and said: "The 
 court will come to order " 
 
 2. Court Opens with Proclamation 
 
 Clerk Miss MacHenry proclaimed: "Hear ye! 
 Hear ye! Hear ye! All manner of persons that have 
 any business to do in this court held in and for the 
 School City let them draw near and give their attend- 
 ance and they shall be heard." 
 
 3. Cry to the Sheriff 
 
 The clerk, Miss MacHenry, addressed the sheriff 
 as follows : Sheriff of this School City, return the writs 
 and precepts to you directed and delivered, returnable 
 
5z School City Bclps 
 
 here this day, that tlie court may proceed thereon !" 
 
 4. Sheriff Returns the Writs 
 
 Sheriff Eltinge brought forward to the clerk of the 
 court the Warrant as served on Edmund Doremus, the 
 defendant, and of the subpoenas as given to the sev- 
 eral witnesses alrdady mentioned. 
 
 5. Judge Calls up Case 
 
 Judge Hitch turned to Clerk MacHenry and said : 
 The clerk will read the charge against Edmund Do- 
 remus (from the Information on file). 
 
 6. Name 0/ Accused and the Charge 
 
 Clerk MacHenry read from the Minutes of the Court 
 the first entry in the case of Edmund Doremus, defend- 
 ant, recorded above as of January 13, 1902. 
 
 7. Entitled to Counsel and Time to Secure It 
 
 The court, Judge Hitch, instructed the accused that 
 he was entitled to counsel, and if he desired, time 
 would be given to secure it, and that an officer would 
 act as messenger to secure an attorney. Mr. Doremus 
 replied, "I'll be my own counsel, hut I wish to be 
 tried by jury." 
 
 8. A trial by jury having been demanded, the trial 
 was adjourned for a sufficient length of time to allow 
 the jury to be drawn. This took about five minutes. 
 g. yury Drawn 
 
 The justice drew twelve names from the jury box in 
 which the clerk had deposited on separate slips, the 
 names of all qualified jurors in that court. A list of 
 this twelve names was given to an officer of the court 
 who notified each person named to appear at the time 
 to which the case was adjourned. All persons were 
 present, as at the time at which the notice of the 
 court meeting was announced by the city clerk, the 
 names of the jurors were read and a notice given that 
 all non-excused jurors would be arrested for contempt 
 of court, if not present. A list of the jurors and the 
 notice was then posted on the bulletin board. 
 
judicial 53 
 
 I o. Six Jurors 
 
 On the day of the trial six of the twelve persons 
 selected acted as a trial jury. The attorneys for the 
 prosecution and for the defense have a right to exam- 
 ine each juror as to qualifications and may object to 
 any juror for cause, the objection to be ruled upon by 
 the judge. 
 
 11. All Jurors Pledged 
 
 The clerk said to the six jurors: " Do you solemnly 
 promise to try the matter of difference between the 
 people of the School City and Edmund Doremus, the 
 defendant herein, and a true verdict render in accord 
 with the evidence.?" The six jurors answered, "Yes." 
 They were as follows; Margaret B. Lucey, Nellie 
 Vincent, Bessie Burnett, Nellie Durrin, Elizabeth 
 Glanville, Elizabeth Hecht. 
 
 12. They were then put in charge of a constable to 
 whom the clerk said : ' ' You shall well and truly keep 
 every person sworn on this jury in some private and 
 convenient place, without meat or drink, water ex- 
 cepted; you shall not suffer any person to speak to 
 them, nor speak to them yourself, without leave of 
 the court, except it be to ask them whether they have 
 agreed on their verdict." 
 
 The constable, Frank Eltinge, answered, "I will." 
 
 13. Guiliy or Not Guilty 
 
 The judge addressed the accused, saying, "You 
 have heard the charge, are you giiilty or not guilty?" 
 Mr. Doremus answered, "Not guilty." 
 
 14. Case Outlined, Witnesses Called 
 
 The plea "not guilty" having been offered. City 
 Attorney Kaine outlined the case, stating the fact that 
 Mr. Doremus had been arrested for creating a disturb- 
 ance. Witnesses w^re called. 
 
 15. Pledge to Tell the Truth 
 
 The clerk erf the court asked each witness the ques- 
 tion, "Do you, on your honor as a citizen, promise 
 
54 School City fklpQ 
 
 that the evidence that you shall give in the matter Of 
 difference between the people of the School City and 
 Edmund Doremus, the defendant, shall be the trutHj 
 the whole truth, and nothing but the truth?" Thl 
 witness answered "Yes." 
 
 i6. Witnesses Examined 
 
 The first witness examined was Miss Tandy. ThS 
 city attorney said : Miss Tandy, wefe you disturbed 
 on Jan. 13th, at 10:55 a. m. by the prisoner, Edmund 
 Doremus? 
 
 Miss Tandy answered, I was disturbed by noise 
 which came from the seat in which Mr. Doremus sat. 
 
 Tell us of what the noise consisted. 
 
 Mr. Hutton who sat with Mr. DoremtlS was asking 
 Mr. Doremus to stop. He said, "Don'tv Ed. Stop 
 pulling my hair." 
 
 Did Mr. Doremus stop when asked to do so by Mr. 
 Hutton? 
 
 Not at first. 
 
 How long did Mr. Doremus engage in this hair 
 pulling? 
 
 While Mr. Hutton said, "Don't, Ed! Stop pulling 
 my hair ! Doremus, let me up ! Oh, quit ! Oh, say, 
 that hurts ! Will you stop? Ed, stop !" 
 
 How do you know Mr. Hutton said just thdse 
 words? 
 
 Because I heard them distinctly and wrote therA 
 down at the time. 
 
 Will you refer to the memorandum? 
 
 Memorandum is then referred to by witness. 
 
 Were you disturbed before Mr. Doremus thus com- 
 pelled Mr. Hutton to beg for mercy, as it were? 
 
 No. 
 
 How far do you sit from the seat whereon this 
 affair took place? 
 
 I sit six seats to the left and four seats ahead of the 
 seat. 
 
 How do you know Mr, Doremus pulled Mr. Hut- 
 ton's hair? 
 
ludktal 55 
 
 I saw him do it. 
 
 How did this pulling of hair cause a disturbance? 
 
 Mr. Hutton, in begging for mercy and in giving 
 vent to his cry of pain was compelled to make more 
 or less disturbance. 
 
 Did Mr. Doremus make any noise at all during this 
 affray, and if so, how ? 
 
 Yes. By talking and by laughing. 
 
 What did he say ? 
 
 He said, "You will, will you.? I'll teach you. Ha, 
 ha, ha!" 
 
 What did Mr. Hutton do when released by Mr. 
 Doremus ? 
 
 He put his hand to his head, and his face expressed 
 pain. 
 
 Were any other disturbances caused just then by 
 those parties? 
 
 No. 
 
 The witness, having finished before the city attor- 
 ney, and the defendant desiring to ask no questions, 
 was excused by the judge. 
 
 17 Miss Gilchrest and Chas. M. Deyo, being ex- 
 amined, testified to the questions above in nearly the 
 same way. The witnesses did not disagree in any 
 way. Messrs. Kimball and Smith were not called, as 
 sufficient evidence was thought to have been given. 
 
 Mr. Doremus had no questions to ask of the wit- 
 nesses examined by Attorney Kaine and did not desire 
 to have Messrs. Kimball and Smith examined. 
 
 Mr. Doremus did not call any witnesses on his side 
 so no other witnesses were examined by the city 
 attorney, except Mr. Doremus, who was asked a few 
 questions. 
 
 Mr. Doremus, however, said that he had ample 
 reason for doing as he did but did not beg for leni- 
 ency. 
 
 1 8. Defendant Questioned 
 The city attorney asked Mr. Doremus to be sworn. 
 The court then stated to Mr. Doremus that it was 
 
56 School City Bclpe 
 
 his right to refuse to be sworn or to make any state- 
 ment whatever, but Mr. Doremus waived his right 
 and asked to be sworn. 
 
 City Attorney Kaine then asked Mr. Doremus. Do 
 you think you had just reason to treat Mr. Hutton as 
 you did ? 
 
 Mr. Doremus answered, Yes. 
 
 City Attorney. Did you pull his hair, as the wit- 
 nesses have said.' 
 
 Mr. Doremus. I did. 
 
 City Attorney. That is all I wish to ask of you, 
 Mr. Doremus. 
 
 19. Case Summed Up 
 
 City Attorney Kaine summed up his case as follows: 
 Honorable Judge and ladies of the jury, you under- 
 stand the nature of this case. Three witnesses have 
 stated that they were disturbed in the Study Hall by 
 Mr. Doremus. The accused himself declares that 
 whatever the witnesses have said of him is true. He 
 says, however, that he had reason to do as he did. 
 However, it makes no difference what the reason of 
 the disturbance was. A disturbance was created and 
 created by Mr. Doremus, contrary to our School City 
 laws. One of our witnesses, Miss Tandy has said 
 that Mr. Hutton, she believes, would not have dis- 
 turbed the people in the Study Hall had not Mr. Dore- 
 mus forced him so to do. The other witnesses have 
 said the same. Mr. Doremus has been frank in every- 
 thing here today, yet the fact is proved and he 
 acknowledges that he created a disturbance himself 
 and forced another citizen to increase the disorder. I 
 see no reason why he should not be found guilty and 
 sentenced accordingly. 
 
 20. Judge Charges Jury 
 
 The Judge charged the jury in the following words: 
 Ladies of the Jury, you have heard the accusation that 
 the defendant in this action has been guilty of creating 
 disorder in our Study Hall, which is contrary to our 
 School City law. You have heard the evidence pro- 
 
duced to prove the accusation, and the acknowledg- 
 ment of it as a fact by the defendant. It was titterry- 
 unreasonable Of the defendant to demand a trial by 
 jury, since it has become the universal custom to sub- 
 mit to juries for decision nothing except a dispute in 
 relation to the facts in a case and there is no such 
 dispute in this case. The time of the court, of the 
 witnesses and of the jury has been wasted by this 
 unwarranted procedure. If you are convinced that 
 the defendant created the disorder of which he is 
 accused, and which he acknowledges, you must bring 
 in the verdict of "guilty", but if you are convinced of 
 the contrary, you must bring in the verdict "not 
 guilty". You must now retire into the English Room 
 and prepare your verdict. 
 
 Mr. Eltinge, the constable, took the Jury to the En- 
 glish Room. 
 2 1 . /ury Delibiratts 
 
 The Jury selected a foreman. Miss Hecht, and 
 arrived at a conclusion that the defendant was guilty, 
 2 2. Jury Returns to Court Room 
 
 The sheriff brought the Jury back to the court 
 room. 
 
 23. The Foreman Repdrts 
 
 Miss Hecht reported thus: "Honorable Judge, the 
 verdict of the Jury in the case of Edmund Doremus is 
 'Guilty.'" 
 
 24. Sentence 
 
 Judge Hitch passed sentence as follows: "Inas- 
 much as you have broken the laws of this School City 
 by creating a disturbance in the Study Hall, I sentence 
 you to perform five hours' work in the printing office. 
 This sentei'ice is to take effect i'fflrtiediately and the 
 work is to be completed by January 31, 1932.' 
 
 25. Court Adjourns 
 As the work of the court was complete, the clerk 
 ade the following proclamation: 
 
58 School Ctt)^ Relps 
 
 "Hear ye! Hear ye! Hear ye! All manner of per- 
 sons who have any further business to do at this 
 court may depart hence and appear here January 30, 
 1902, at 2 o'clock P. M., to which time this court is 
 adjourned." 
 
 If the Person Arrested Pleads " Guilty'' 
 
 1. The Judge then directs the city attorney to read 
 a detailed statement of the misdemeanor (usually the 
 report of arrest as told by the clerk). 
 
 2. The Judge then turns and asks: "Have you any- 
 thing to say why sentence should not be passed upon 
 you ?" 
 
 3. This is sometimes answered by the prisoner's 
 attorney who rises and asks for leniency on account 
 of extenuating circumstances which he explains. 
 
 4. If there are several judges, the presiding judge 
 requests the others to ask any questions they may 
 wish. 
 
 5. The court (the judges] retires and consults con- 
 cerning the punishment. 
 
 6. Upon their return the presiding judge pronounces 
 the sentence, the offender standing to receive it. 
 
 **j& * * * * 
 
 lExecutive 
 
 CHAPTER XIII 
 
 IMessages and Reports 
 
 Messages and reports made by little children, are. 
 apt to be more simple than those of older students not- 
 withstanding that both will probably, and ought to 
 consult their teachers and parents . The topics may 
 prove in as large a degree educational for the grown 
 
executive 59 
 
 ones at home, as for the pupils. The samples given 
 
 here, it is hoped, will be suggestive to heads of other 
 departments than those represented. 
 
 MAYOR'S MESSAGE 
 
 PRIMARY SCHOOL CITY 
 
 Councilmen : To do my duty as Mayor, 1 present 
 to you this message. 
 
 The citizens have elected you to maite their laws ; 
 this is a great honor. They expect you to make just 
 and wise ones. It is your duty to do so. To help 
 you do so, I maite these suggestions : 
 
 1- That you maite such laws as will secure good 
 order, good habits and good care of property. 
 
 2. That you make all laws simple and easy to un- 
 derstand. 
 
 3. That you make only as many laws as are really 
 needed 
 
 4. That you state only a general penalty for offences, 
 letting the judges fix tiie special ones. 
 
 3. That you promptly decide on the length of all 
 terms of office not fixed by the charter. 
 
 Mar. 2, 1900. Hilda Rust, Mayor.* 
 
 * Of course, Hilda Rust, like every wise chief magistrate, seeks and gets the 
 best advice she knows how to find. 
 
 MAYOR'S MESSAGE 
 To the Normal School City Council: 
 
 Councilmen: — Another official term has begun, and 
 it is my privilege and duty to address you; and to 
 recommend to you such measures as I deem to be 
 needed. 
 
 "ties' 
 
 The first thing for you to consider is the matter of 
 "ties" (that is an even vote for persons who are run- 
 ning for the same office). In our last city election a 
 "tie" occurred. So far as I am acquainted with our 
 
6o School Cttv r>e(p9 
 
 city law, there is no provisioo for such cases. Since 
 the mayor is empowered by existing laws, to fill 
 vacancies in such offices as judge, alderman, etc., by 
 appointment, with consent of the City Council, I con- 
 sidered it right to settle this ' ' tie" ; therefore I declared 
 Isaac Conklin alderman. Inconvenience of this kind 
 is liable to occur at any time; therefore 1 recommend 
 that you make some ordinance providing for the set- 
 tlement of such cases. 
 
 CODIFY THE ORDINANCES 
 
 I suggest that you instruct your Clerk to collect, 
 arrange and publish in some convenient way the ordi- 
 nances which you have enacted since the granting of 
 our charter. 
 
 ORDER IN STUDY HALL 
 
 The order in our study hall can and must be greatly 
 improved. If this cannot be gained by cooperation 
 with our police officers under our present laws, new 
 laws and more severe ones must be passed. 
 
 JURORS 
 
 In accord with Ordinance 9, Art. j, Section 2, thirty- 
 six (36) juri'rs, whose term is five weeks, must be 
 chosen by the City Council. 1 suggest that you take 
 action on this at once, as there are some cases await- 
 ing trial at the present time. 
 
 APPOINTMENTS 
 
 According to Chapter 4, Article 2, Sections 5 and 6, 
 I appoint, subject to the ap^^roval of your most honor- 
 able body, the following officials : 
 
 1, Daisy B. Hitch, Commissioner of Police. 
 
 2, Esmond Childs, Commissioner of Public Works, 
 
 3, Moses Teas, Commissioner of Health. 
 
 4, John MacCartney, Commissioner of Fire Depart- 
 ment. 
 
 5, Mary MacHenry, City Clerk. 
 
 6, Julia A. Lucy, Alderman, in place of Edmund Do- 
 remus resigned, according to Ordinance 10. 
 
judicial 61 
 
 GUARD THE PEOPLE'S INTERESTS 
 
 It is the duty, of the m^iflbers of the City Council, 
 as representatives of ti?e people, to be ever on tiie 
 lookout, gjUarding the. people's interests, and eriact 
 such ordinances as will insure the greatest goo4 tp 
 the greatest number. 1 therefore urge you to investi-; 
 gate the condition of the city, to study the ordinances 
 already in force, and to serve the interests of those 
 whom you represent in the best possible way. Be 
 ever mindful of the responsible position vkfhich you 
 hold. Seek and find the ways in which you can ben- 
 efit your city, so that you may, feel, when, your office 
 shall have expired, that you have done your duty and 
 that you have done it well. 
 
 IVIay E. Davis, 
 Mayor of Normal School City. 
 
 New Paltz, February 17, 1902. 
 
 DEPARTMENT OF HEALTH 
 Moses Teas, Commissioner 
 
 The Commissioner of this Department, directly after 
 election, appointed the follo\ying members of the 
 Board: Joel S. Carpenter, Agnes M. Joseph, Alice M. 
 Dee. 
 
 According to Ordinance 5, Section 3, these appoint- 
 ments were submitted to the City Council and con- 
 firmed by that body. 
 
 At a meeting of the Board, March 17, 1902, the fol- 
 lowing named citizens were appointed to take charge 
 of ventilation : 
 
 Grace Jansen, in girls" toilet and cloak rooms. 
 
 John FoUett, in bpys" toilet and coat rooms. 
 
 Homer-Simpson, in Study Hall; 
 
 Com Tiissioner Teas was directed to take charge of 
 the ventilation of the halls. 
 
 The toilet rooms and halls wire well taken care of 
 everyday.. As th« chapel (or study hall ) is a very 
 difficult room to keep well ventilated.complaints were 
 made concerning the air in that room, but toward the 
 
6i School City Belps 
 
 latter part of the year all seemed to be well satisfied. 
 
 The efforts to secure good ventilation were aided 
 by a careful study of this important subject in the 
 classes in school economy, where students were 
 taught to use the air tester and to test its effectiveness 
 and the conditions in the various rooms and halls of 
 the building. 
 
 There has been an unusual amount of illness 
 amongst the members of the faculty, but the students, 
 as a rule, have been in fair health, yet even here, three 
 suffered from sickness of a serious nature, and one 
 death is recorded. Moses Teas, Commissioner. 
 
 DEPARTMENT of PUBILC WORKS 
 E. A. Childs, Commissioner 
 
 This Department has had charge of all school recep- 
 tions, including ten monthly receptions. 
 
 There has been expense for music, light refresh- 
 ments, care of the building for evening, etc. A collec- 
 tion has been made at the end of each receptii n,whi< h 
 has been sufficient to pay all the expenses and have a 
 surplus, which has been used to buy games, etc. For 
 a detailed financial account, see report of our treasurer. 
 
 The Commissioner has had very competent assist- 
 ants. The collectors have used tact and accomplished 
 their work without being in any way offensive. The 
 committee of arrangements have attended to the deco- 
 rations, arranging of tables for games, etc. 
 
 Under the direction of the Department, the students, 
 from the little tots in the Primary School to the young 
 men and women in the Normal Department, have done 
 much to beautify not only the school and school 
 grounds, but the village. They have rooted out dan- 
 delions and weeds from the lawns, planted flowers 
 and vines, removed many unsightly and unnecessary 
 objects and covered others, such as board fences and 
 sheds with vines, and have kept the grounds and vil- 
 lage streets clear of papers. 
 
 There is much more that should be done by this 
 
6lectton8 63 
 
 Department. One of the most important things to be 
 done, but for which we have not obtained the neces- 
 sary authority is the malting of a reasonable, direct 
 path to the school building, instead of the long walk 
 which runs by straight lines and angles from the rail- 
 road station or southeast corner of the grounds to the 
 school building, and is neither artistic nor direct. 
 
 E. A. Childs. 
 Commissioner of Public Works. 
 June 20, 1902. 
 
 * * « * js * * 
 
 Elections 
 
 CHAPTER XIV 
 
 Nominations 
 
 PRIMARY MEETING 
 
 See the remarks on page 12 relative to this subject. 
 Selection of Delegates 
 
 The following plan is in s.itisfactory use in many 
 schools : From each class-room two boys and two 
 girls are chosen by acclamation or written ballot under 
 direction of the class teacher immediately before close 
 of school, or at any convenient time, as delegates to 
 the convention . 
 
 NOMINATING CONVENTION 
 Chairman 
 
 In the assembled convention, some one rises and 
 says, "I nominate John Smith for temporary chair- 
 man." Another person says "I second the nomina- 
 tion." Perhaps another person's name is mentioned 
 and his nomination seconded. Then the person who 
 made the first nomination puts the question before the 
 assemblage as follows: "All in favor of John Smith, 
 say 'aye'. All in favor of Henry Brown say 'aye'," 
 
64 School Cttv Bclpa 
 
 or thbse Vbliiig in feach case iniay itand to indicate 
 choice. Tiie person receiving thfe majority of votes is 
 choken chairman. 
 
 Secretary 
 
 The chairman-elect steps to the front and calls the 
 meeting to order as follows: "Ladies and gentlemen 
 (or fellow school citizens) I thank you for this honor 
 and 1 hope we shall be able to select suitable candi- 
 dates to place before our constituents for their choice of 
 oflFicers of the School City. 1 hereby call this conven- 
 tion to order. Nominations are in order for secretary." 
 The selection of secretary follows very similar to that 
 of chairman, the chairman putting the names of the 
 candidates before the convention for a vote by accla- 
 mation or written ballot. The secretary is generally 
 a girl in one of the upper grades. 
 Object of Convention Announced 
 
 The chairman now says: ''This convention has 
 been assembled to place in nomination two candidates 
 for each office provided for in the School City Charter, 
 to be voted for at the coming election." 
 Tellers Appointed and Nominations Made 
 
 The chairman continues: "The secretary \yill 
 please read the names of the offices to be filled." 
 After the reading of the list of offices, the chairman 
 says: "I appoint Harry Jones and Mary White to 
 serve as tellers. Nominations shall be by written 
 ballot, but candidates may be announced by their 
 friends before the votes are taken. No nominating 
 speech shall exceed five minutes." After this follows 
 announcerrients and spe6ehes and then thfe thairman 
 Says; "You will n6w' prepare your ballots for the 
 nomination of candidates for mayor. The' tellers will 
 p:<ss ballots arid oriljr one vote is granted tO each dele- 
 gate. The first ballot will be: informfal. " After a mo- 
 ment the chairriian sayS: " Have all voted who v('ish 
 to vote.?" if there is no response he says : " The' polls 
 are now closed and the tellers will count th6 ballots." 
 
Elections 6 5 
 
 The result of the balloting is read i)y the teller first 
 named and the chairman instructs the tellers to distrib- 
 ute ballots for the first formal vote. After this vote is 
 taken the two persons receiving the two highest num- 
 bers of votes are declared placed in nomination to be 
 voted on at the School City election. If time does not 
 psrmit the slow routine voting, voting by viva voce 
 may be used instead of written ballots. Nominations 
 for all the offices are made similarly. 
 ConvenUon adjourns 
 
 The chairman says: "Nominations having now 
 been made to fill all the offices, the business of this 
 convention is finished, and a motion to adjourn is 
 in order." A member of the convention arises and 
 says: "Mr. Chairman, 1 move that we adjourn." 
 Another member arises and says: " Mr. Chairman, 1 
 second the motion to adjourn." The chairman says: 
 " It is moved and seconded that we now j<djourn. 
 All in favor of this motion say 'Aye'." After waiting 
 a moment to give all a chance to vote who wish to 
 vote "Aye," he says: "All opposed say 'No'." If 
 the majority vote "Aye," as they ought to do, he 
 says: "This convention is adjourned," and the mem- 
 bers are then at liberty to leave. 
 
 PRIMARY ELECTION LAW 
 
 NORMAL SCHOOL 
 
 Section i. The Primary election shall be conducted 
 with order and decorum. 
 
 Sec. 2 Any person who fails to observe this law 
 shall be denied the privilege of voting. 
 
 Sec. }. Officers.— The officers elected at the primary 
 election shall be as follows: (i) chairman of the ward, 
 (2) secretary of the ward, (3) one representative to the 
 nominating convention, (4) two inspectors of election. 
 
 Sec. 4. None but citizens shall have a tight to hold 
 office. Ste Charter, Chap. I, Art. 4, Sec. 2. 
 
 Sec. 5. Place. — The ward primary meetings shall 
 be held in rooms as follows : 
 
66 School City Tklpa 
 
 I St ward in Science room 6ti>, Frencii and German 
 
 2d in Drawing 7tii, Methods 
 
 3d in English 8th, Pre. Academic 
 
 4th in Latin 9th, Primary Gymnasium 
 
 5th in Mathematics loth, Normal chapel 
 
 Sec. 6. A plurality vote shall decide all questions. 
 
 Sec. 7. The chairman of each ward shall appoint 
 two tellers to take charge of the voting at the Primary 
 meeting, (The inspectors of election have no juris- 
 diction in this election). 
 
 Sec. 8. Each ward shall submit two reports — one to 
 the City Council and one to the city which shall be 
 posted upon the bulletin board. 
 
 Sec. 9. The time for holding the Primary election is 
 as provided by Charter in Chap II, Art. 2, Sec. 3. 
 
 NOMINATING CONVENTION LAW 
 
 NORMAL SCHOOL 
 
 Section i. Members. — ^The nominating convention 
 shall consist of one (i) member from each ward 
 who shall have been elected at the primary election. 
 
 Sec. 2. Duties. — It shall be the duty of the nomi- 
 nating convention to nominate ten candidates for 
 Judge and two for each of the following oflftces: 
 Mayor, President of the City Council, Sheriff, Attor- 
 ney and Treasurer. 
 
 Sec. 3. Time. — The time of holding the convention 
 is as provided by the Charter in Chap. II, Art. 2, 
 ^■ec. 4. 
 
 Sec. 4. Voting. — A plurality vote shall decide all 
 questions. 
 
 Sec. 5. Result. — As provided in Chap. II, Art. 2, 
 Sec. 4, of the Charter. 
 
 GENERAL ELECTION LAW 
 
 NORMAL SCHOOL 
 
 Section 1. Time. — The time for holding the general 
 election, is as provided in the Charter, Chap. II, Art. 3, 
 Sec. I, from 12:17 to 4 p. m. 
 
 Sec. 2. Place. — The general election shall be held in 
 the Normal gymnasium. 
 
Gteettona 67 
 
 REG3STRAT10N AND INSPECTORS 
 
 Sec 3, All citizens must register for voting before 
 each election. 
 
 Sec 4. Registration may be made during the two 
 (2) school days preceding the general election between 
 the hours of 9 a. m, and j p. m. 
 
 Sec. 5. The Inspectors of Election will take regis- 
 trations in their respective wards. Each of the In- 
 spectors of each ward shall keep a list of the names of 
 those who register. 
 
 VOTING 
 
 Sec 6. Only citizens who have registered previous 
 to the election may vote. Each citizen shall cast but 
 one vote. 
 
 Sec. 7. Inspectors shall have charge of voting, shall 
 count the votes in their respective wards and shall 
 submit a report of said election to the clerk who shall 
 in turn submit the total return to the Principal and 
 also post a copy of the same on the bulletin board. 
 
 Sec. 8. A copy of the official ballot may be seen by 
 applying to the City Clerk. (The Australian form of 
 ballot is used by this city). 
 
 Sec. 9. The arrangement of ballot boxes and voting 
 booths shall be left to the mayor. 
 
 Sec. 10. No two voters shall be allowed to be in 
 the same booth at the same time. 
 
 Sec. II. On entering the booth the voter must mark 
 his ballot according to the directions prescribed thereon 
 and before leaving the booth he shall fold the ballot as 
 it was when he received it. 
 
 Sec. 12. No voter shall be allowed to rema'n longer 
 than three (?) minutes in a booth, nor shall any voter 
 be allowed to use more than three (3) ballots in all. 
 If a ballot is spoiled it must be returned to the In- 
 spector. 
 
 Sec. 13. An erasure or any mark except as provided 
 for on the ballot shall render the ballot void. Inspect- 
 ors shall cast out all such ballots. 
 
 Sec. 14. The Inspectors shall be held accountable 
 for the total number of ballots entrusted to them. 
 
6S School aty Rclps 
 
 Sec. 1 5. The name of the voter as the said voter 
 deposits his ballot shall be checked on ihe registration 
 books of his ward by both Inspectors. 
 
 Sec. (6. Any person who shall violate any section 
 of these laws shall be denied the privilege of voting. 
 * ^ * * * * * 
 
 CHAPTER XV 
 
 Cbartcf 
 
 Many questions are involved in the construction of 
 a School City charter. It is desirable to have it short 
 and simple, and equally desirable to have it long 
 enough to make clear what is to be done. In thfe 
 State of New York, judges are elected by the people, 
 but in Massachusetts they are appointed by the gov- 
 ernor. The States vary in many such matters. It 
 seiems desirable to adapt the charter which I have 
 written, to the laws and practices of the State in whic^ 
 it is to be used, as Hon. Simon Gratz, for many years 
 president of the Board of Education of Philadelphia, 
 Has done for use in Philadelphia, and Judge Chapin and 
 his son, the mayor of Holyoke, have done for Massa- 
 chusetts. 
 
 Municipal reform seems to be in the air throughout 
 the country. Present forms are subject to change 
 everywhere, and for that reason, it may not be so 
 necessary to change the charter to adapt it to any 
 special lo.cal usages. The main thing is to have it 
 constructed on reasonable ground and to teach good 
 principles. Suggestions from anyone, to improve it 
 for future editions will be thankfully received. 
 
 That the charter may not seem so formidable in 
 size, I have cut out some paragraphs that have been 
 prinled as a part of it heretofore, such as a rather full 
 statement of the object o' the School City and means 
 of attaining it, the principles of citizenship and expla- 
 nation of proportional representation. These elimin- 
 ated parts seem worth preserving and are printed 
 herewith. 
 
Charter &9 
 
 Object of the School City and Means of Attaining It 
 
 The object of the School City is to teach citizenship 
 by practical means and to raise its quality to the 
 highest standard; to increase the happiness of student 
 life; to add effectiveness to the teachers' work; to set 
 forth in clear relief, before the teachers and students, 
 that there is another object of education, greater than 
 merely sharpening the wits and storing the mind with 
 general information, which is that the individual while 
 young shall be led to form the habit of acting toward 
 others honestly and generously, to govern himself 
 fearlessly and wisely always, and to use to the best 
 educational and economic advantage, time, energy, 
 tools and materials, for this is essential to best morals 
 and best citizenship. 
 
 First. By engrafting into the character and habits 
 of all its citizens that principle which is the necessary 
 foundation of all successful popular goveniment, that 
 one should love his neighbor as himself, and do to 
 others as he would have them do to him. 
 
 Second. By leading its citizens to more fully appre- 
 ciate and utilize the benefits of education and other 
 privileges of citizenship. 
 
 Third. By leading its citizens to use carefully and 
 economically the books, supplies and other property 
 entrusted to them, both for the public thrift, and that 
 by means of a wholesome public spirit, their characters 
 shall be guarded from that injury to which they are 
 made liable by being made recipients of such free 
 bounties. 
 
 Fourth. By training its citizens in the ordinary duties 
 of citizenship. 
 
 Fifth. By affording instructors and students the 
 opportunity and means to check every tendency 
 toward wrong thinking such as results in profane and 
 indecent language, hazing, bullying and other un- 
 manly and cowardly conduct and forms of dinarchy. 
 
 Sixth. By getting such good for the community as 
 may be gained by enlisting the active co-operation of 
 the students with the public authorities for various 
 
70 School CCty Bclpa 
 
 purposes; such as preventing' the littering of the 
 streets,. .the defacing of public and private property, 
 and improving th^ general health and the aesthetic 
 conditions of homes and public places. 
 
 Seventh. , By relieving instructors of the police duty 
 of school goverhinent, that their undivided attention 
 may be given to the work of instruction and inspira- 
 tion, and thereby give them fuller opportunity to 
 lead their students to the attainment of a higher schol- 
 arship and more noble character. 
 
 Principles of Citizenship 
 
 ' ' Whatsoever ye would that men should do to you, do 
 ye even so to them;" for this is the necessary foun- 
 dation of all successful popular government. 
 
 All men are created wjth equal right to life, liberty 
 and the pursuit of happiness. 
 
 Good character, truthfulness, cleanliness, industry, 
 helpful kindrjess to all creatures, and civic intelli- 
 gence are the basis of true citizenship. 
 
 The public, in assuming the education of children, 
 becomes responsible to them not only for physical, 
 industrial, mental and moral culture, but also for 
 special training, to the end that they may be most 
 happy, useful, patriotic, intelligent and faithful citi- 
 zens while stili children. 
 
 It is the duty of citizens to consecrate themselves Jo 
 the service of their country, to study the history and 
 principles of their government, to discharge faith- 
 fully all obligations of citizenship, to improve the 
 laws and their administration, and to do all which 
 may fulfill the ideal of the founders of their Republic 
 — a government of the people, for the people and 
 by the people, of equal rights for all and special 
 privileges for none— and to the maintenance of such 
 a government they should mutually pledge to one 
 another their lives, their fortunes and their sacred 
 honor. 
 
 They should endeavor to lead others to understand, 
 accept and extend these principles and to uphold 
 and defend the institutions of their country. 
 
^baiter 71 
 
 Scbool Cit^ Cbattet 
 
 CHAPTER I 
 
 ARTICLE I — OBJECT 
 
 'THE OBJECT of the School City is to teach morality 
 * and citizenship by practical means and to increase 
 the happiness of student life and effectiveness of the 
 teachers' work. [See fuller statement on page 69]. 
 
 ARTjCLE II — NAME AND TERRITORY 
 
 Section i. The name of this School City shall be 
 determined by vote of a majority pf its citizens at thfe 
 time they at cepj and ratify its Charter. 
 
 Sec. 2. The territory comprising the School City 
 shsijl be the buildings and grounds ot the School, and 
 the authority of the School City shall extend wherever 
 its citizens may happen to be. 
 
 ARTICLE III — WARDS 
 
 Section i. The City shall be divided inj^o as many 
 wards and with such boundaries as shall be designated 
 by the City Council. 
 
 ARTICLE IV — POWERS OF THE CITY 
 
 Section i. The City shall be a body politic, with 
 legislative, executive and jiidicial powers within the 
 boi-iiids and in harmony with the laWs of the higher 
 politicar powers, subject to the approval' of the prindi- 
 pal or superintendent, who is respbrlsiblfe to the State 
 for the condition of the school. 
 
 ' Sec. 2. The City shall have the right to nominate 
 its citizens to office and to elect them to be officers of 
 its government. ■ 
 
 ARTICLE V — DUTY OF THE CITY 
 
 Section i. jt shall be the duty, of the City to main- 
 tain such order as is necessary for the best interests of 
 the school and to secure justice to every citizen. 
 
72 School City Tklpa 
 
 ARTICLE VI— QTIZENS, RIGHTS, ETC. 
 
 Section i. Every person who is or who shall here- 
 after become a student of this school shall be a citizen 
 of this School City. 
 
 Sec. 3. It is the right of all citizens to attend to their 
 duties peaceably and unmolested, and to pursue their 
 work without interruption in any manner. 
 
 ARTICLE VU — DUTIES OF CITIZENS 
 
 Section i. It shall be the duty of every citizen to 
 vote on every public question where there is opportu- 
 nity; to use his judgment for the good of all when 
 voting; to put forth his best endeavors in a legal way 
 to secure for every- citizen just treatment under all 
 circumstances ; to observe the laws and assist others 
 to observe the same, and by every reasonable means 
 promote the well-being of every citizen and the gen- 
 eral good of the school and of the community in 
 which it is located. [See " Principles," page 70]. 
 
 CHAPTER li — Officers, Nominations and Elections 
 
 ARTICLE I — officers AND TERMS 
 
 Section 1 . The officers of the City shall be a Mayor, 
 City Clerk, President of the City Council, Treasurer, 
 1 1 Members of the City Council, Judge, Clerk of the 
 Court, City Attorney and Sheriff. If the school has 
 but two or three rooms, the number of members of 
 the Council may be reduced to nine, seven or five, as 
 may seem to be most convenient, or the number may 
 be increased. If there should be too much court 
 work for one Judge, others may be elected. 
 
 Sec. 2. The experience of the past hundred years 
 in private and public business, has demonstrated that 
 the more authority is divided, the less effective are the 
 officers and more unsatisfactory is the business per- 
 formed, therefore, the members of the City Council 
 shall be elected by the people who will hold them re- 
 sponsible for the honest, economical and efficient con- 
 duct of the public business. All other officers named 
 in this article shall be elected by the City Council, and 
 
Charter 73 
 
 shall be removable at its pleasure, provided two-thirds 
 of the members vote for such removal. 
 
 Sec. 3. The terms of all officers named in this article 
 shall begin on the day following their election and 
 continue for 10 weeks, or until their successors shall 
 have been chosen, but no person shall hold two offices 
 at the same time. 
 
 ARTICLE II— REPRESENTATION 
 
 Section i. Members of the City Council shall be 
 elected on one ticket for the entire city and not by 
 wards or districts. 
 
 Sec. 2. Nominations may be by primary meeting 
 and nominating convention, or by petition submitted 
 to the City Clerk. A petition shall have at least ten 
 signatures. Each petition shall present the names of 
 as many candidates as the petitioners choose, less 
 than the total number to be elected. The petition 
 shall also add the name of an election judge. 
 
 Sec. 3. The City Clerk shall publish the list of can- 
 didates. 
 
 Sec. 4. Proportional representation is permitted, in 
 which case the following directions should be used : 
 
 All the election judges of the different parties shall 
 meet with the City Clerk as an election board. They 
 shall count the votes and publish the results of the 
 election as follows : 
 
 (i) They shall prepare a list of candidates and find 
 the total number of votes cast for each candidate. 
 
 (j) They shall add together the votes of all the 
 candidates on the same party ticket, in order to find 
 the number of votes cast for each party. 
 
 (3) They shall add together the votes of all parties 
 in order to find the total number of votes cast. 
 
 (4) They shall divide the total numberof votes cast 
 by the number of candidates to be elected. The 
 result shall be known as the "electoral quotient." 
 
 (5) They shall then divide the vote ot each party as 
 ascertained above by the electoral quotient. The re- 
 sult shall indicate the number of candidates elected 
 by each party. In case this division does not come 
 
74 School City Bclpe 
 
 out even,, the remaining candidate goes to the party 
 having the highest remainder. 
 
 (6) The ijiurnber of candidates to which a party is 
 entitled, being determiped as above, the successful 
 candidates on a party ticket are the ones who haye 
 the largest number of votes on that ticket. 
 
 Sec. 5. Voting may be by ziva voce, raising right 
 hands, standing, written or printed ballots, white and 
 colored beans or balls, or other means. 
 
 ARTICLE III — ELECTION 
 
 Section i. A general election shall be held each 
 tenth Tuesday, at which time the members of the 
 City Council shall be voted for. The first election 
 each school year shall be on the second Tuesday after 
 the beginning of the first term. 
 
 CHAPTER III— Legislative Department 
 
 ARTICLE 1 — POWER, MEMBERS, ETC. 
 
 Section i. There shall be a City Cojuncil of five or 
 more members, who shall make the laws of the city. 
 
 Sec. 2. The City Council shall elect one of their own 
 members to serve as President of the City Council. 
 
 Sec. 3. A majority of all the members elected to the 
 Council shall constitute a quorum. 
 
 Sec. 4. The City Council shall meet the first Thurs- 
 day after the general election, at which time they shall 
 elect all those officers provided for in Chapter II, Sec- 
 tion I, and they shall elect a Vice-Chairman, wliose 
 duty it shall be to act as President of the City Council 
 when that officer is, for any reason, unable to perform 
 the duties of his office. Special meetings of the City 
 Council may be called by the President of the Council 
 or at the written request of a majority of the members 
 elected. 
 
 ARTICLE II — MAYORS AND EX-MAYORS IN COUNCIL 
 
 Section i. The mayor and every ex-mayor of the 
 city, as long as they remain citizens of the city, shall 
 be entitled to a seat in the Council and to participate 
 in discussions, but they shall not be entitled to a vote. 
 Should this provision become burdensome, the City 
 
Charter 75 
 
 Council may put such restrictions upon the privilege 
 as it may deem advisable. 
 
 ARTICLE III— POWER 'of'cOUNCIL, Ef C. 
 
 Section 1. The City Council shall have the power 
 to enact such ordinances arid resolutions for the good 
 of the citizens as shall not conflict with the higher 
 authorities. 
 
 Sec. 2. Every legislative act of the City Council 
 shall be by ordinance or resolution. No ordinance 
 shall be passed except by a majority of all the mem- 
 bers elected. 
 
 Sec. ?. Every ordinance or resolution shall, befot-e 
 it takes effect, be presented, duly certified, to the 
 mayor for his approval. If he approves it, he shall 
 sign it. If he disapproves it, he shall specify his 
 objections thereto in writing and return it to the Citv 
 Council within three days. If he does not return it 
 with such disapproval within the time pecified, it 
 shall take effect as if he had approved it.<! In case of 
 disapproval, the objections of the mayor shall, be 
 entered at large on the journal of the City Council ; 
 after two days and within ten days after its return, 
 the Council shall proceed to reconsider and vote upon 
 the same. If it shall be passed by at least two-thirds 
 of all the members elected, it shall take effect. 
 
 Sec. 4. The City Council may at any time establish 
 other departments not named in this instrument. 
 
 ARTICLE IV — THE INITIATIVE 
 
 Section i. Any citizen may draft a proposed law or 
 "bill" in the exact words in which he wishes it 
 adopted. If ten per cent of the citizens sign a petition 
 asking that this bill be submitted to a vote of the citi- 
 zens, the City Clerk shall post a copy of the bill and 
 shall give notice of an election to be held six school 
 days later. The said petition shall name three citizens 
 who shall act as a committee to see that the ballots 
 are correctly counted. At this election voters who 
 favor the bill shall vote " yes;" voters who oppose it 
 shall vote "no." The City Clerk shall count the votes 
 in the presence of a committee of three citizens ai pro- 
 
76 School City Tklpe 
 
 vided for above, and declare the result, as in other 
 elections. If a majority is found in opposition it shall 
 be rejected and no similar bill shall be again presented 
 for three months. 
 
 ARTICLE V — THE REFERENDUM 
 
 Section i. Every bill adopted by the City Council 
 shall become a law and go into effect six school days 
 after receiving the mayor's signature. As soon as it 
 is signed by the mayor it shall be posted in a public 
 place. If within four school days a petition signed by 
 ten per cent of the voters shall be presented to the 
 City Clerk, asking that such a law be submitted to a 
 vote of the citizens, the City Clerk shall issue a notice 
 of a special election to be held two school days later. 
 The said petition shall name three citizens who shall 
 act as a committee to see that the ballots are correctly 
 counted. At this election voters who favor the law 
 shall vote "yes;" voters who oppose it shall vote 
 "no." The City Clerk, in thepresenceof a committee 
 of three citizens as provided for above, shall count the 
 votes and shall announce the result. If a majority 
 votes "yes" the law shall go into effect. If a majority 
 votes "no," the law shall have no effect. 
 
 CHAPTER IV — Executive Department 
 
 ARTICLE I — MAYOR, ETC. 
 
 Section i. The Mayor shall be the chief executive 
 officer of the city. He may be re-elected, but not at 
 three successive elections, each being for a full term. 
 
 Sec. 2. Whenever for any reason the Mayor shall 
 be unable to perform the duties of his office, the Pres- 
 ident of the City Council shall act as Mayor. 
 
 ARTICLE II — DUTIES OF MAYOR 
 
 Section i . It shall be the duty of the Mayor to 
 communicate to the City Council at its regular meet- 
 ing, a general statement of the government and im- 
 provement of the city. 
 
 Sec. 2. To recommend to the City Council all such 
 measures as he may deem expedient. 
 
Cbartci* 77 
 
 Sec. 3. To keep himself informed of the doings of 
 the several depar^tments. 
 
 Sec. 4. To be vigilant and active in causing the 
 ordinances of the city to be executed and enforced, 
 and for that purpose he may call together for consult- 
 ation and co-operation any or all of the heads of de- 
 partments. 
 
 Sec. 5, To appoint commissioners and heads of de- 
 partments except as is otherwise provided for in this 
 charter. 
 
 Sec. 6. Arid generally to perfor,n;i all such duties as 
 may be prescribed for him by this act and the city 
 ordinances, 
 
 ARTICLE HI — DUTIES OF CITY CLERK 
 
 Section i. The City Clerk shall take the minutes of 
 the City Council, deliver ordinances passed by the 
 Council to the Mayor, return them to the Council, cer- 
 tify to all ordinances passed and keep the papers and 
 records of the city not kept by heads of departments. 
 
 CHAPTER V — Administrative Departments* 
 
 ARTICLE I— NAMES AND HEADS OF DEPARTMENTS 
 
 Section i. There shall be the following administra- 
 tive departments; 
 
 1. Department of Order or Police 
 
 2. iVtilitary Department 
 
 * Note. — The following named departments are 
 
 suggested for adoption by the City Council, as soon as 
 
 practicable. 
 
 Department of Public Works. — The Commissioner of 
 Public Works shall have charge of all public works 
 and any duties provided by the City Council. 
 
 Department of Health. — The Health Commissioner 
 shall have general charge of the sanitary conditions 
 of the city and may devise and suggest plans to 
 impiove the same, including the dissemination of 
 information pertaining to health. 
 
 Department of Finance. — The Finance Department 
 shall have control of such financial concerns as may 
 
78 School City Bclps 
 
 Sec. 2. The head of each of these departments shall 
 be one commissioner appointed by the mayor as here- 
 inbefore provided. These commissioners shall hold 
 office until their successors are chosen, unless removed 
 by the mayor for cause. 
 
 ARTICLE II — DUTIES OF HEADS OF DEPARTMENTS 
 
 Section i. It shall be the duty of the Police Com- 
 missioner to appoint, with approval of the Mayor and 
 Council, one Chief of Police and as many more police 
 officers and policemen as the City Council shall direct. 
 
 Sec. 2. The Commissioner of Military Affairs shall 
 organize and direct the management of a military 
 body, consistent with the size and character of the 
 school, for physical and mental discipline and exer- 
 cise. He shall not act as an officer of the military body. 
 Appointments must be approved by Mayor and Counc il. 
 
 Sec. 3. The City Council may provide for the ap- 
 pointment by each commissioner of assistants and for 
 their term of office; and for such additional duties for 
 each commissioner as may seem consistent with the 
 objects of his department. 
 
 Sec. 4. All heads of departments shall, at the expi- 
 ration of their ttTm of office, render a written report 
 to the city, which report shall be delivered by the 
 heads of the departments to the City Clerk. 
 
 be assigned to it by the City Council. The head of 
 this Department shall be the treasurer of the city. 
 
 Fire Department. — The Fire Commissioner shall be 
 the chief of the tire department and may organize 
 the same as provided by the City Council. 
 
 Department of Parks. — The Park Commissioner shall 
 have charge of the grounds and of the planting and 
 care of vines, decorative plants and trees. 
 
 Department of Games and Recreations. — The Com- 
 missioner of Games and Recreations shall furnish, 
 for the benefit of the citizens, rules and directions 
 for the best games within his reach, avoiding all 
 gambling games. 
 
Cbartcr 79 
 
 CHAPTER VI— Judiciary Department 
 
 ARTICLE I— COURTS 
 
 Section i. The Judiciary Department of the city 
 shall consist of one court, viz : the City Court. The 
 principal of the school, without whose sanction no 
 judgment may be carried into execution, should be 
 present at every session of the court, not to dictate, 
 but to advise. 
 
 Sec. 2. The City Court shall consist of one judge 
 elected as hereinbefore provided. If there should be 
 more business than practicable for one judge, as many 
 more as may be necessary may be eier ted by the City 
 Council. 
 
 ARTICLE II — DUTIES OF CITY JUDGES 
 
 Section i. The judge, on the day following his elec- 
 tion, shall determine the times and places of holding 
 court. One session of court shall be held at least as 
 often as once each week, if there are cases for trial. 
 
 ARTICLE IIl^URISDICTION, POWER TO SUMMON, ETC. 
 
 Section i. The Court shall have jurisdiction over all 
 cases of violation of the laws and ordinances, made in 
 accordance with this instrument. 
 
 Sec. 2. The Court shall have power to summon 
 any accused person before it. 
 
 Sec. 3. If any accused person so demand, in the 
 City Court, the judge presiding shall grant him a trial 
 by jury. The jury lists and methods of drawing the 
 same shall be determined by the City Council. 
 
 Sec. 4. No person shall be denied the right to have 
 his interests defended by an attorney. 
 
 Sec. 5. It shall be the duty of the judge to pass 
 sentence upon the accused as soon as he is found 
 guilty and to discharge any accused person found 
 innocent. 
 
 Sec. 6. No sentence shall be carried into execution 
 until approved by the principal of the school. 
 
 Sec. 7. It shall be the duty of the judge to encour- 
 age brevity of speech and procedure and promptness 
 of decision and action. 
 
8c School City Tklps 
 
 CHAPTER VII— Sheriff and Attorney 
 
 ARTICLE 1 — SHERIFF 
 
 Section i. It shall be the duty of the Sheriff to notify 
 all persons whose duty it is to appear before a court, 
 in a manner prescribed by the City Council, and to 
 enforce the decrees of the C( urt. 
 
 ARTICLE II — ATTORNEY 
 
 Section i. The Attorney shall defend the interest 
 of the city in all cases of law and equity, and shall 
 also act as public prosecutor. 
 
 CHAPTER VIII — The Principal of the School 
 Section i. The Principal of the school has the right 
 to attend all meetings of every nature, and take such 
 part as he may think desirable. Every action of every 
 part of the government is subject to his approval. 
 He or a teacher representing him ought to be present 
 at every session of the court. 
 
 CHAPTER IX — Amendment and Ratification 
 Section i. This instrument may be amended at any 
 time by a three-fourths vote of all the members elected 
 to the City Council ; provided the amendment be rati- 
 fied by a majority vote of those voting when referred 
 to the city for that purpose, and approved by the 
 Principal of the school, and the General Supervisor of 
 Moral, Civic and Industrial Training. 
 
 Sec. 2. This Charter shall take effect when ratified 
 by a majority of the votes cast, when referred to the 
 city for the purpose of ratification, and approved by 
 the Principal of the school and signed by the Mayor. 
 
 Principal 
 
 Mayor 
 
 Date- , 19 
 
Record of OrgunizAtien St 
 
 Fill in names and numbers for record to be presvered by the City Clerk. 
 
 Scbool Citie 
 
 On the day of 190 
 
 a mass meeting was held of the teachers and pupils of 
 
 School No. of 
 
 State of 
 and this School City was organized by M 
 
 Our principal is M 
 We have teachers, 
 ladies and gentlemen. We have 
 
 pupils, girls and boys, who range in 
 
 age from years to . Our school is a 
 
 school and has grades, from the 
 to the th, inclusive. There are rooms 
 and each is a ward of our School City. 
 
 The ideas contained in Mr. Gill's Address to Pupils 
 on organizing a School City, contained in his book, 
 "School City Helps," were given by M 
 
 to the pupils of this school, 
 who approved of them, and accepted the responsibili- 
 ties and privileges of citizenship, and pledged them- 
 selves to abide by the laws and be faithful as citizens. 
 
82 Record 
 
 The code of laws recommended by Mr. Gill in his 
 " School City Helps" was accepted by a general vote 
 of the pupils. 
 
 Ifanychinges or additions were made, which seldom if ever occurs at the 
 organizing meeting, note them below. 
 
 The following named visitors were present : 
 
 The City Council met and elected the officers pro- 
 vided for in the charter, and ratified the appointments 
 made by the Mayor. 
 
 The officers elected are as follows : 
 Mayor, 
 
 President of City Council, 
 City Clerk, 
 Treasurer, 
 Judge, 
 
 Clerk of Court, 
 Prosecuting Attorney, 
 Sheriff, 
 
Reeord 
 
 Members of the City Council, 
 
 I St Ward, 
 2d, 
 3d, 
 4th, 
 5th, 
 6th, 
 7th. 
 ,8th, 
 
 9th. 
 loth, 
 nth, 
 1 2th, 
 13th, 
 14th, 
 15th, 
 i6th, 
 17th. 
 1 8th, 
 19th, 
 20th, 
 
84 Record 
 
 The officers appointed are as follows : 
 Commissioner of Police 
 Commissioner of Health 
 Commissioner of Public Works 
 Commissioner of 
 Commissioner 
 Commissioner 
 Chief of Police 
 Captains of Police and Policemen 
 
 Write the whole list of Captains, io the nameriul order of their wards, ami 
 then write the list of Policemen, four for each room or ward, in the same order; 
 and then. If there is no further business to record, the Principal and City CIctk 
 should sign it. Some safe place must be provided for keeping the records. 
 
 Fasten more paper into the book, if it is needed. 
 
Record 
 
 85 
 
86 City Council 
 
 MINUTES OF MEETING 
 
 190 
 M presided. 
 
 A quorum was present. The following named 
 members were absent : 
 
 The minutes of the meeting contained in the Record 
 of Organizarion are approved. 
 
 The following appointments made by the Mayor 
 are approved ; 
 
 These minutes were read and approved at the meet- 
 ing which was held on the of 190 
 
 City Clerk. 
 
H Printed Cichct 87 
 
 Printed tickets are good, but not necessary. The 
 following ticket was used at the New Paltz Normal 
 School, Sept. 24, 1902. "x" marks the officers chosen. 
 
 To VOTE FOR A CANDIDATE PUT AN (X) 
 MARK IN THE SPACE AT LEFT OF THE 
 CANDIDATE'S NAME. Vote for five (5) judges. 
 
 If you tear, deface, or wrongly mark your ballot, 
 return it to the inspectors and procure another. 
 
 Fold the ballot as it was when received. 
 
 Mayor 
 
 Margaret O'Toole 
 X Wallace Kimball 
 
 Sheriff 
 
 X Esmond Childs 
 Homer N. Simpson 
 
 Treasurer 
 
 Beatrice E. Tandy 
 
 X Florence Wiley 
 
 City Attorney 
 Morgan E. Welsh 
 
 xWm. D. Knight 
 
 Judges 
 
 Anna M. Gilchrest 
 X Edgar Sherman 
 
 Harriet G. Finch 
 
 Alpha Grouse 
 X Stephen Stilwell 
 
 Mary B. Warner 
 X Leslie Graham 
 X Frank Hutton 
 X Rowland Cookingham 
 X Margaurite Marquart 
 
 [The last two are ties.] 
 
 President of City Council 
 
 Bessie M. Boice 
 X Irving Perrine 
 Members of City Council 
 
 X Alpha Grouse 
 
 Arthur Smythe 
 X Homer Simpson 
 
 William Jameson 
 
 Effie Preston 
 X Bessie Boice 
 
 Susan Marple 
 X Ethel Fiero 
 X Myra Jackson 
 
 Florence White 
 
 X Laura F. Wilson 
 
 Kate Comstock 
 X E. Ruth Palmer 
 
 Rosa Weaver 
 X Verna Cause 
 
 Don Everett 
 X Margaret O'Toole 
 
 Alexander Eraser 
 
 X Maud Morris 
 
88 forms and Recoil 
 
 Laws adopted at the organizing meeting are on pages 
 29, 30 and }i, and should be signed in the presence 
 of the assembled school, on page 31, by the officers 
 therein designated. 
 
 The Charter begins on page 71 and should be signed 
 on page 80, as indicated. 
 
 Minutes of a meeting of the Council, which show 
 how they may be written and signed, are on page 4 1 
 and pages 36 and 37. 
 
 Minutes of the court, see page 48. 
 
 Legal documents, see pages 47, 49 and $0. 
 
 Mayors' messages, see page 39. 
 
 Commissioners' reports, see pages 91 and 92. 
 
 The City Clerk and the Clerk of the Court should 
 each be provided with a drawer or other safe place itt 
 which to keep his records. Each must have a sepa- 
 rate book for his records.