The Qill System of floral and Civic Training •at New Paltz, New York ^mmll Wimvmxi^ pilrtatg THE GIFT OF /}.2. I3«>l£ ^^^^^^^ 7673-1 Cornell University Library arV15957 The Gill system of moral and civic train 3 1924 031 434 305 olin,anx Cornell University Library The original of tliis book 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/cu31924031434305 WILSON L. GILL THE GILL SYSTEM OF MoPAL AND Civic Tpaining AS EXEMPLIFIED IN THE SCHOOL CITIES AND SCHOOL STATE AT THE STATE NORMAL SCHOOL NEW PHLTZ, NEW YORK A Symposium by the Faculty and Students of the School, the Author of the System and other Educators. THE PATRIOTIC imOUC NEW PALTZ, N. Y. AND NEW YORK CITY 1901 "OUR COUNTRY" SERIES PUBUSHED BY THE PATRIOTIC LEAGUE New Paltz, N.Y., and 7 East 16th Street, New York. THE LITTLE CITIZEN, also called " THE YOUNG CITIZEN," by Charles F. Dole, is in the form of questions and answers, for the same purpose as the " Cilizen's Catechism," but written especially for young children. Its.sim- pliciiy renders it no less attractive to children of larger growth. Cloth, 35c. THE CITIZEN'S CATECHISM, by Charles F. Dole, revised by many eminent social and political scientists, is designed to present in compact, simple form the principal ideas of citizenship. State and City School Superinten- dents in every part of the country have written commendations of this book, and the opinion has been expressed by several of them that ability to an- swer its questions intelligently should be a requisite to naturalization of ior- eigners. It has been adopted for use in the public schools of New York, Philadelphia, New Haven and other places. Paper, 10 cts.; cloth, 35 cts. TALKS ON CITIZENSHIP, by Charles F. Dole, follows the arrangement of topics in the ' Citizen's Catechism." The two books can be used to advan- tage 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 practices of citizenship. CI., 50c. OUTLINE OF AMERICAN GOVERNMENT, for teachers and pupils of high schools and lower grades, prepare'd especially for schools that adopt the Gill School City government, by Delos F. Wilcox, Ph.D., and Wilson L. Gill, LL.B. Cloth, 50 cts. MUNICIPAL AFFAIRS, by John R. Commons, is most instructive and enter- taining about those features of the city concerning which it is the interest and duty of every man, woman and child to be familiar. Cloth, 50 cts. CITY PROBLEMS, by Delos F. Wilcox, 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. COLONEL WARING, Sketches by Albert Shaw and others. Cloth, 35 cts. THE GILL SYSTEM OF MORAL AND CIVIC TRAINING, as exemplified in the Ihree School Cities and State at the New York State Normal School, New Paltz, is a symposium by the principal, 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 idoptthis system. Cloth, $1.00. pUR COUNTRY, monthly magazine of the Patriotic League, published at 7 East 16th St., New York, ten months each year, is $1.00 yearly, sample copy 10 cts. The above described books are published serially, and others will follow on law. biography, history, and other matters pertaining to intelligent citizenship. Address mail to New Paltz, N. Y. THE PATRIOTIC LEAGUE is chartered to promote the cause of systematic instruction in citizenship. Membership is open to all. After a three years' course of instruction in citizenship, members may be examined and receive a certificate of graduation. Active members pay annual dues $1.50, in chap- ters of ten or more members, $1.00 each. Members ofthe Alpha Chapter pay $5.00 or more a year. Address mail to New Paltz, N. Y. COPYRIGHT, 1901, BY THE PATRIOTIC LEAGUE. INTRODUCTION. THE municipalities of the United States have been, for a great many years, practically governed by " bosses," self-chosen usurpers, many of whom are rapacious tyrants, who levy taxes and blackmail upon American citizens as irresistibly as has ever been done by caliph in the East or Spanish officer in the West. Our boasted American freedom is but a jest to these all-powerful " bosses," who allow us to go through the miserable forms of holding primaries and elections to tickle the fancy of their " subjects," and make it easier to keep them in subjection. All thoughtful, observing people can easily see where we have drifted, and whither we are continuing to drift, but who are doing the things necessary to stem the tide ? The educational institutions, our only hope, have played directly Into the hands of the bosses, and will continue to do so unless a sufficiently strong demand is made upon them to stop training for subjection to bosses, and to begin to train for freedom and true citizenship. The object of this book is to help incite such a demand and to furnish information concerning the tried and suc- cessful plan for training in citizenship, and which ought to be used in all schools.-from the kindergarten to the university. W. L. G. DDadlUa STdne; "^^ kidney Center Deposit f^Uordoala ^cf^^ X.-* iSiuumlt. 'p'', ^ 'state Lli OLI//MBIA/ . Housacoulov hilmontf id/te HancooKv Cook's Falls' ^Lordville Rockland J^^Ay^- ^^'^^SK^Gs^^^li X .-^ tN- -^^ €^. j*.^o*e>i -r>a3 Parksvllle »:)Hankias Liberty Liberty Falls! m§^ ^ Bli Aacram c 'll-i/Pine Plains^ iJarrytort u hlnebcck Wjfi ^ DoTeffi*lains/ I j Aee yGrcenwooM, ^"^ Lake Ml £ranlclia ' iidoveir Portland ISSUED EXPRESSLY FOR m . . O 1 1 NEWARK NEW PALTZ, N. Y. 10 6 O 10 90 SO .p aterXson .a*.^\ Orange aJC**£Ml2mM^2^^ SCALE OF STATUTE MILES. WOBTHHUP A CO. ABT-PHFHTHre WOHrlB, BUFrAlQ, H pREracE. rHIS most helpful and comprehensive addition to the literature on child citizenship that has yet appeared, is made possible by the clear sight and pioneer missionary spirit of Myron T. Scudder, Principal of the New York State Normal School, at New Paltz, aided by an enthusi- astic and devoted faculty and the entire body of students, who, under such strong leadership, have shown themselves to be filled with the loftiest spirit of American citizenship. It is probable that no statesman ever worked over the prob- lems of government more patriotically, thoughtfully, diligently and effectively for their purpose, with less of selfishness, than did Mr. William R. Ward, President of the School State Constitutional Convention, and Mr. Seman W. Hast- ings, Mayor of the Normal School City. So far as I have been able to learn, every officer has been faithful to his or her trust, and the spirit of the entire school has been lifted to a higher plane, since the young people have risen from their subjection to the monarchical school government to true citizenship in the American Republic. It seems desirable to take this opportunity to repeat the warning that this method of instruction and form of school government will not work automatically. It is sim- ply a method, for the use of the principal or teacher. It is used successfully with students, from the oldest in the schools viii PREFACE to the youngest, and of every kind that can be found. It has been fully demonstrated to be right If it fails, it is simply because the principal or teacher lets his enthusiasm and diligence drop, or he has failed to catch the true spirit. The condition of the government of the pupils by the pupils is apt to be a true gauge of the principal's ability and devotion as a leader of his young people. This other thing seems to me needs to be emphasized. You cannot have best citizenship without healthful, productive industry, good and sufficient recreation, and a wise direction of the use of the entire twenty-four hours in each day. Too much book-work, a common fault of our schools, may be as bad. or even worse, than too little, and the laws in many, if not in all the States of the Union, practically prohibit, instead of providing for and regulating that kind of produc- tive industry for school children, which is necessary for the best development of character. Proper and system.atic pro- visions have not yet been made for that joyous, well-directed play and productive industry which are necessary for the best development of a child's individuality, health and hap- piness. Every person who has influence in educational affairs and appreciates the truth of these remarks, ought to do what may be in his power to help solve these problems. Those who may receive help from this book will owe much of their gratitude to Mr. D. B. Wesson, that good friend of our cause who has made it possible to publish it. « Havana, Cuba, WILSON L- 01 LL, January 1 , 19QI. PREFACE ix OUR COUNTRY SCRIES o r BOOK S "THIS is one of a series of small books designed by the Patriotic League to convey some ideas of practical patriotism and to cultivate the spirit of helpful kindness. Such books ilone, if perfectly adapted to their purpose and put into the hands of young people, will, now and then, prove to be good seed fallen on good ground. It is well, however, for those who wish to be a blessing to the young people to recognize the fact that, as a rule, putting good books into the hands of boys and girls will not accomplish for them the thing that each one needs. On the other hand, they are glad to be led by older persons whom they respect, and they must have wise and constant leading and encouragement, if best re- sults are to be gained. If they have a good leader, such as every teacher should be, then these books will be invaluable to them. The Patriotic League does not hope to see American citizenship rise to the plane of perfection simply by means of teaching the words or the thoughts contained in the precepts of morality, but by daily and constant training of the children in the application of right principles to their actibns at play and work, in the school and wherever they may be. Neces- sary to such training is a successful presentation of right principles, which is the aim of the Patriotic League authors. To aid in this training and practice the President of the Patriotic League devised the " Gill School City," which has proved to be useful for its purpose. By this means the pupils become actual citizens of a republic, instead of subjects of the ordinary old style monarchical school government. The accepted responsibility of this citizenship, in the hands of a good leader is of great value. In connection with this are the •• School State " and " School Republ'g." X PREFACE The series of "Over Country" Books of which this book is one, is issued under the authority of the following named men and women who are officers of THE PATRIOTIC LEAGUE Address all mail to P. O. Station O, N. Y. GENERAL OFFICERS: WILSON t.GHX. JAMES T. WHITE, ALEXANDER M. HADDEN, President. Secretary, Treasurer. COUNCIL : ABRAM S. HEWITT. Er-Mayor of N.Y. O. Q. HOWARD, Maj. Gen. U.S.A. EDWARD EVERETT HALE JAMES A. BEAVER, Ex-Gov. of Pa. HONORARY and ADVISORY BOARD: Wm. McKihlev, President of the U. S. T.M.Balliet, Supt. Schls, Springfield Grovbr CLBVBL.AHD, Ex-President Josiah Strong. Pres.SocialServ. Lgue Cborse Dewey, Admiral U. S. Navy Wm. H. P.Fauhce, Pres. Brown Univy Leonard Wood, Major Gen. U. S. A. Isidor Straus, Pres. Ed. Alliance Theodore Roosevelt, Vice-Pres.U.S. Francis E. Clark, Father of Chr. End. Simon GRATZ.Ex-PresPhlla.BdPubEd W. S. Rainsford. D. D. C.R.Woodruff, Sec. Natl.Munic. Lgue Thomas McMiLtAH, PaulistFather P. V. N. MvERS, Dean Univ. of Cin'ti Geh. T. J. Morgan, Ex-Indian Com. E. O. Randall, Ohio Supreme Ct. ftep. Wm. A. Giles, Civic Feder'n, Chicago Mrs. Mary A. Livermore MerrillE. Gates, Ex-Pres. Amherst Walter L. Hervy, City Examiner New York Schools College Herbert Welsh, Pres. Natl. Indian Rights Assn. Mrs Mary Lowe Dickinson Alice M. Birney, Pres. Natl. Congress of Mothers ' Iohn Lewis Clark La Salle A. Maynard. John W. Hegeman, Ruford Franklin, Jacob A. Riis R. Fulton Cutting, Pres. Association for Improving the Condition of the Poor John H. C. Nevius; Vice-Pres, Alpha Chapter Col. Henry HerschellAdams Arthur Goadby, Sec. and Treas. " " Robert S. MacArthur, D. D. Wm. Jay Schieffleih. Ex-City Civil Serv. Com. Mrs. Esther Herrman, Geh. John Eaton, Ex-U.S. C6m. of Ed'n, late Director of Publiclnstr'n Porto Rico LIFE MEMBERS: William E. Dodge. George D. Mackay, William Ives Washburn, Bernard Crohson, Mrs. John L. Gill, Daniel B. Wesson, John A. Cass, Hbnry B. Mbtcalf, John J. McCook, Mrs. Samuel R. Percy, Mrs. Louis L. Todd. LEAGUE INSTRUCTORS: Charles F. I3ole, Thomas R. Slicer. James Albert Woodburn. Indiana University John R. Commons and James H. Hamilton, Syracuse University Henry M. Leipziger, Supervisor, Free Public Lectures, N Y f^iblic Schools M. L. De Luce. University of Cincinnati. Kate B. Sherwood, Albert Shaw. Editor " Review of Reviews," Wm. C. Robinson. Yale College and Catholic University of America George W. Kirchwey, Francis M. Burdick and Frank J. Goodnow, Columbia University, Delos F. WIlcox, Milo R. Maltbie, Ed. " Municipal Affairs." IN riEMORIAn : John Jay. Elliot F. Shepard. Geo. E. Waring, Jr., Joseph Lamb, Samuel Francis Smith. Dorman B. Eaton, William L. Stroho, Bbhjauih Harrison. CONTENTS Moral and Civic Training at New Paltz Part I — The Philosophy of it PAGE Shall students have a voice in the management of the school? Miss J. E. Graham and Myron T. Scudder, 3 School government an instrument for social and political improve- ment Wilson L. Gill. 12 Bad school government the root of vast social and political evils. 12 Good school government the remedy 13 Beginning and development of the School City movement. Wilson L. Gill 17 Referendum, Initiative, Proportional Representation. John R. Commons 28 Part II — Organizing the School City How to organize the School City 37 How to conduct a primary meeting James F. Dodd 39 How little ones may vote 40 Organization of our three School Cities Seman W. Hastings 42 The City Council Edith 1. Grimley 45 the Courts Patrick King 47 Primary and. intermediate school courts 50 Court procedure. ■ • 51 xii TABLE OF CONTENTS PAGE Court cries 54 Policemen and their duties 55 Election day Loretta Smith 57 Part III — The Organization Charter of the Normal School City 61 Chapter I, Object, name, territory, wards, powers of the city, duties of the city, citizens and their rights and duties 61 Chapter II, Officers and terms, nominations and elections 64 Chapter III, Legislative Department, powers, members, represen- tation in council, power of council 65 Chapter IV, Executive Department, Mayor, duties of Mayor 66 Chapter V, Administrative .Departments, names of departments, duties of heads of departments,,.*. '.. 69 Chapter VI, Judiciary Department, Courts, duties of city judges, jurisdiction, power to summon, etc 69 Chapter VII, Duties of Sheriff and Attorn^, 70 Chapter VllI, Amendment and ^atific?.tion, .,.,...,... 70 Amendment to Charter, referendum. 71 Initiative 71 Proportional representation 72 Mayor's message — Normal School City Seman W. Hastings 74 Ordinances — Normal School City 76 Mayor's message — Intermediate School City Ethel Castle 85 Ordinances — Intermediate School City 86 School City in the Primary Department Principal Ella A. Fallon 89 Large claims on the future 89 Intellectual, moral and social results...-. 90 Ingenuity of the judges, disappointments and their antidote 91 Mayor's message — Primary School City Hilda Rust 93 Ordinances — Primary School City 95 Officers of th? three School Cities , , , 97 TABLE OF CONTENTS xiii Part IV — The School State _, PAGE The first School State 102 Constitution of the New Paltz Normal School State 103 Preamble i... 103 Article I, Name, territory, citizens, rights, duties. 103 Article 11, Voting 104 Article 111. Legislative Department 104 Article IV, Executive Department 106 Article V, Other State officers 107 Article VI, The Courts...; 108 Article Vll, Sheriffs and deputies 109 Article VIII, Miscellaneous provisions ...„■ 109 Article IX, Ratification and Amendment 109 Governor's message Ernest F. Eiohenberg 110 Amendment to Constitution — The Referendum 112 Initiative 112 Proportional representation 1 12 State officers 114 Part V — Results and Observations Functions of a School City Myron T. Scudder 115 Observations here and there Messrs. Gill and Scudder 1 17 Real, not mimic government — Trains for civil service 117 Training reformers : a petition 118 Should a child be entirely free from responsibility ? 1 19 School City needs supervision. Especially in judiciary 119 Penalties and sentences 120 School Village, an alternating plan 121 Elsewhere than in a normal school 122 Success in many places 122 Time and effort well spent 123 In the primary school 123 School State 123 xiv TABLE OF CONTENTS PAGE Several questions answered .....Messrs. Scudder and Gill 124 Must a child be of a certain age before he may vote ? 124 Do the children show interest at first which afterwards passes away? 124 Is voting compulsory ? , 125 Does the police department make arrests that might be called foolish? , 125 Is the School City plan too complicated and cumbersome and liable to break of its own weight?, 125 The School City and Junior Republic 126 Other experiments in student government..... 127 Fundamental principles which are violated by the schools. President Eliot of Harvard 128 Misapprehensions Wm. R. Ward 129 Opportunities of the School City Alfred Harcourt 132 Advantages of the School City Anne V. A. Cline 134 Public Opinion as developed by the School City.... Anna T. Hulett 136 Responsibility an educational force Mabelle H. Lee 139 What is an anarchist? Mabel Gray 141 Part VI — Quoted Comments and Notes J)r. Rainsford, General Eaton, General Wood, Col. Waring 143 Business methods, Happy results Principal R. J. O'Hanlon 144 What teaching is. Parties , Principal Homer C. Bristol 147 JSchool City a character developer Principal C. N. Drum 148 Financial consideration 150 THE PRINCIPLES OF AMERICAN CITIZENSHIP AS TAUGHT BY THE PATRIOTIC LEAGUE Whatsoever ye would that men should do to you, do ye even so to them. All/E BELIEVE, In the principles of the Declaration of Independence — That all men are created equal; that they are endowed by their Creator with certain in- alienable rights ; that among these are lifj, liberty and the pursuit of happiness. Wb believe, That good character, helpful kindness, to all creatures and civic intel- ligence are the basis of true citizenship. Wb believb, That the public, in assuming the education of children, becomes responsible to them not only for physical, industrial, mental and moral cult- ure, but also for special training, to the end that they shall be most happy useful and patriotic while children, and be intelligent and faithful citizens. Wb believb. That it is our duty to consecrate ourselves to the service of our country to study the history and principles of our Government, to faithfully discharge all obligations of citizenship, to improve our laws and their administration, and lo do all which may fulfil the ideal of the founders of our 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 we mutually pledge to one another our lives, our fortunes and ou'r sacred honor. Wb believe, That we should endeavor to lead others to understand, accept and extend these principles, and to uphold and defend the institutions of our country. THE YOUNG CITIZEN'S PLEDGE I AM a CITIZEN of AMERICA and HEIR to all her Greatness and Renown. As the health and happiness of my body depend upon each muscle and nerv and drop of blood doing its work in its place, so the health and happiness of my country depend upon each citizen doing his work in his place. I will not fill an)' post, nor pursue any business where I shall live upon my fellow-citizens without doing them useful service in return ; for I plainly see that this must bring suffering and want to some of us. As it is cowardly for a soldier to run away from the battle, so it is cowardly for any citizen not to contribute his share to the well-being of his country. America is my own dear land ; she nourishes me, and I will love her and do my duty to her whose child, servant and civic soldier I am. I will do nothing to desecrate her soil or pollute her air, or to degrade her children, who are my brothers and sisters. 1 will try to make her cities beautiful and her citizens healthy and glad so that she may be a most desirable home for her children in days to come. I accept the Principles of the Patriotic League for my own and I will do the best I can to live and act by them every day. MYROX T SCUDDKR. A. H., A. M., Principal of the State Normal .School MORAL AND CIVIC TRAINING AT NEW PALTZ PART I THE PHILOSOPHY OF IT SHALL STUDENTS HAVE A VOICE IN THE MANAGEMENT OF THE SCHOOL? By Miss GRAHAM and Mr. SCUDDER There is a growing conviction that the schools of this country should aif ord training ' ' in creating, obey- ing and enforcing wise rules and regulations for self- government. " This is of special importance in a republican form of government like ours, yet where in the world is there a more arbitrary rule than is shown in the school rooms in which young Americans spend so many ot the formative years of their lives ? But we are coming to see the necessity of appealing to the individual's own will in order really to govern him. We see that "self-government makes a man strong and fits him for life, while will-coercion, or government from without, renders him unfit tor self- regulation. * * Wise school government will result in self-control, in thonghtfulness for others, and in cheerful obedience of law whether conceived (jf as thes law of man, nature, or God." * It seems therefore both absurd and wrong to rear the fu ure citizens of a democracy under a form of schoolroom government which is little better than ai despotism — which at least has too often failed as; utterly as any despotism can fail to develop in the ♦Principal Snyder, Greeley, Col. 4 The Gill System of individual that rational sense of respousibility for him- self and for others, which is one safeguard of demo- cratic institutions. Each school then should seek to provide not only an object lesson in the forms of government, but actual practice, in exercising the rights and duties of citizen- ship ; and this in the plastic period of childhood and youth, when ideals of conduct are being formed and permanent interests determined. As an educational device it rests upon the soundest of principles. To quote a writer who speaks with authority on education, "The school can confidently expect to prepare its pupils for life only, through participation in life's opportunities, privileges, and duties, so far as these can be rendered intelligible and accessible to children and youth of school age ; and further, anything short of such actual participation in the various interests of humanity, converts school ediication into a meaning- less routine, a routine which really misses the ' prepar- ation for complete living ' which all education -should guarantee." With considerations of this sort in mind, and soon ■ after the beginning of the fall term, a form of student government was adopted in the normal department, similar to that employed in well-known colleges and secondary schools. After several mass meetings of ihe students the following regulations were adopted bv the studi nts and subsequently approved by the faculty. Rl CUI.A 1 IONS FOR STUDINT GOVERNMENT ART. I Sec. t In ihe consideration of all resrulations pertaining to the school, there shall br two legislative bodit-s, one to consist of the facnltv, and the other ti> con.sist of the student body. \ 1 In the case of a regulation beins; rejected by one body after having passed the other, the regulation shall be sent to the body in which it originated for future con.sideration, and. if passed again by a majority of the members present and voting, it shall become a regulation of the school unless vetoed by the principal. Moral and Civic Training 5 ART. II Sec. I A meeting of the student body may be called at any time at the request of any ten students. ART. Ill Sec. I Quietness shall be maintained in the school building during school hours. I 2 Students shall at all times act as ladies and gentlemen. I 3 The discipline in the class room shall be left to the teachers. I 4 Whenever students leave towil they shall notify their division adviser or the principal of the school, where they are going. S 5 Whenever students Are tardy, they shall go at once to the prmcipal's office and record the fact. J 5 Five unexcused marks of absence or five unexcused marks of tardmess against a student in one school year shall make tiiat student liable to suspension. ART. IV Sec. I All cases of breach of discipline are to be submitted first to a committee of twelve students elected by the student body ; three being chosen from the June class, three from the February class, and six from the school-at-large. This committee is to be known ab the Judiciary committee, and the members of it are to hold office for one term. Each decision rendered by this Judiciary committee shall be submitted to the faculty for final adjudication. I 2 Any student accused of a breach of discipline shall have the right to appear before the faculty and Judiciary committee and state his case, and may, if he so desires, take with him one or more students to plead his case. ART. V Sec I These regulations may be amended by either house at any time. Such amemiment to become a part of these regulations when passed as any new regulation would have to be. ADDENDA At a mass meeting of the students held in September, the follow- ing limits were 'approved of as aids in the interpretation ol the accompanying regulations : 1 That by quietness is mtani such a state that the greatest number shall obtain ihe greatest good. 2 That we believe th it unnecessary whispering in chapel or loud talking in the corridors will not aid in maintaining quietness. 3 That talking in the library and reading rooms would not hhow proper consideration for the rights of others. 4 That by lady-like and gentlemanly conduct is meant such conduct that will not excite comment. 6 The Gill System CONCURRENT RESOLUTIONS Resolved, That smoking shall be prohibited on the school grounds. Resolved, That there be no talking above a whisper in the chapel or halls from 8:15 to 1:00 P. M., and from 1:30 to 3:00 p. M., excepting rest periods. Whereas, Tne drinking of intoxicating liquors, playing pool, billiards, and cards in public places, and pitching pennies, are ■considered detrimental to educational interests, by cultivated and refined people, and Whereas, Such practices in the public places of this village by students of this school would reflect discredit upon the school ; Therefore, be it resolved : That any one guilty of any of these practices shall be liable to have his connection with the school severed. Resolved, That the building be opened every other Friday •evening until lo p. m., for the use of students for informal recep- tions and so forth. Those not students of this school may attend only on invitation of some member of the Faculty. Resolved, That ladies shall consult their division adviser before j-iding or boating in the evening. SOMETHING BETTER NEEDED Now while student participation in government Tinder the above constitution was a step in the right ■direction, there was neither system nor definiteness ■enough in it to bring about the results that were looked for. Then, too, a mere glance suffices to show a radical error. The document provides for two legislative bodies, the faculty and the student body. A resohition introduced in one may be defeated in the other. Now while this never occurred and while there was never the slightest friction growing out of the conditions, yet it was felt that no school should live under a con- stitution that made it possible for instance for students to overturn some well thought out measures of the faculty. While pupils ought to have a voice in govern- ment the governmental functions of teachers and of pupils must be distinct and .'separate. The former cannot delegate their authority to the latter, but they can mark out boundaries within which the latter may govern themselves. jriss JEAXBTTE E. |-,KAHA.M, Instructor in Psycholog-y 8 The Gill System of So just as the articles of confederation in the early- days of our country's history were inadequate to the needs of popular g-overnment and gave way to the present constitution, so these articles of school gov- ernment were found wanting in many respects, and it was felt that they must give place lo a fuller organiza- tion and a more systematic scheme of some sort. At this juncture an article on the School City appeared in the December Review of Reviews. Atten- tion was drawn to it and the matter was carefully pondered, with the result that Wilson L. Gill, the originator of the system was invited to New Paltz to study the situation, and to prescribe a course of action. The school was ripe to come to his way of thinking and before he left, school cities were organized in the normal department and in both departments of the training school. In regard to this gentleman's work a word will not be out of place here. Mr. Gill is the founder and president of the Patriotic League, an alliance designed to promote a more gen- eral and intelligent exercise of the duties of citizenship. Its advisory board includes President McKinley, ex- Presidents Cleveland and Harrison, Admiral Dewey, Gen. Wood, Cuba's prese'nt governor. Gov. Roosevelt, Gen. Eaton, Gen. O. O. Howard, Dr. Josiah Strong of the League for Social Service, Father Clark of Chris- tian Endeavor fame, Edward Everett Hale, Mary Lowe Dickinson, and many more who have rendered signal service for the promotion of civic prosperity and purer- national life. Being convinced that these ends are attained only through early training; in citizenship, the League most heartily sanctions this device of its president, viz. : the "Gill School City." Gen. Wood has secured Mr. Gill's promise to visit Cuba and organize the system in the schools there; and if there, why not later in Porto Rico and the Philippines ? In our own Moral and Civic Training 9 country this idea is rapidly gaining eround. Schools in Brooklyn, New York, Chicago, Philadelphia, and other cities where it has been tested, furnish proof of its effectiveness, and a movement is on foot to secure legislation providing for its use in the public schools of Ohio. THK SCHOOL CIT\ A school city is formed thus. A school organizes into wards, as many as are convenient, each ward holding its meetings, and appointing members to the nominating convention. The nominating convention nominates such officers as mayor, sheriff and judges of the city. An election is held in which the citizens €lect their officers. The wards elect members to the common council. Thus equipped the school city pro- ceeds with its functions very much along the lines of real city government. A charter is granted by the faculty in some such way as the legislature grants charters to cities. The mayor appoints heads of depart- ments, fire chief (to help to prepare for fire drills in the school), chief of police and other officers. The common council formulates ordinances, violaiors of ■which a e brought before the judges who fix penalties. The supreme penalty is deprivation of rights of citi- zenship which throws the offender into the hands of the facult}'. The offender thereafter is no longer under the jurisdiction of the city council. In accordance with the above scheme each depart- ment, normal, intermediate and primary, has its school city organization. The charters of the intermediate and primary cities are similar to the charter of the normal city which appears below, but are briefer and simpler. Now in order to.understand the school city organiza- tion rightly, two facts in regard to it must be kept in mind. It does not deprive the teacher of governing power, yet it rests real power in the pupils. It thus cannot degenerate into anarchy, nor is it a mere make- 1° The Gill System believe, and valueless as any unreal thing must be. It exists as an organization by virtue of the delegation of power just as do all cities chartered by the state legislature ; and its power is no less real than theirs for the fact that the teacher stands behind it as the state behind them, to prevent any abuse of that power. "The principals and teachers are in fact officers of the state, and must maintain certain governmental authority over the chil- dren who are within their jurisdiction. They are reponsible for the conduct of their pupils. This responsibility is not altered by the School City. The teacher cannot divest himself of his i-espon- sibility to the state. This fact, however, is not incompatible with his establishing among his pupils a government under their own management, he acting in this as he must in other matters as their guide and leader. This he can continue, unless interfered with by a higher authority, as long as he can lead the children to preserve by their own government, the necessary good order of the school." In a school for the training of teachers it seems that two most desirable ends are to be gained by such an organization. First, a means is provided for sectiring the development of self-governing power in the stu- dents themselves, an end doubly important since they are so soon to become responsible for the control of others. Second, as teachers under training they have opportunity of acquainting themselves with the prac- tical working of a system, which, in its spirit if not in its very form, seenis almost certain to become a promi- nent factor in public school education. Ur til W The Gill System of THE SCHOOL CITY .School Government an Instrument for Social and Political Improvement By WILSON L. GILL President of the Patriotic League and Originator of the School City BAD SCHOOL GOVERNMENT THE ROOT OF VAST SOCIAL AND POLITICAL EVILS The old time monarchical or tyrannical school govern- ment still in use, is accountable in large measure for the apathy of educated people in reference to local political affairs, for their tolerance of misdeeds and bad citizenship, for bossism and to a considerable extent for selfishness in business and private life ; and among the masses of less educated it is accountable for the ignorance of the spirit of law, order and justice, and for that condition of character which makes it possible for mischievous leaders to incite them to destruction of property, bloodshed and rebellion against the law of the land. This is not a question of the fitness, of teachers but one of method. It is not a question of text books and recitations but of practical character. While the child from day to day is taught the patriotic words of libe. ty and justice for all, he is at the same time trained quite tinintentionally to think and act as the subject of a tyrant,* which he is. In almost every school is an *Thi.s word *' tyrant " does not refer to the character of the teacher, but to the cominon form of government in use by teachers of every grade of character and degree of intelligence. Moral and Civic Training 13 under current of concealed disobedience. The demor- alized habits and warped character thus formed and confirmed by years of such subjection, are so strong- thai but few men change them material y in after life. GOOD SCHOOL GOVERNMENT THE REMEDY If the ancient monarchical school government is the root of these great evils, their prevention hereafter should come from a more enlightened school govern- ment. Tlie School City is a democratic-republican form of school government devised for this purpose, and based on the following facts and principles : Children are natural imitators. A child hates to be driven but loves to be led. A healthy child is energetic in thought and action. This energy needs to be wisely guided. Many things difficult and even impossible to teach in the abstract are easily taught by practice. Good and bad children alike, can easily be engaged in solving the problems of their own government. Under many circumstances when government is needed, the teacher cannot be present, but the child himself, aided by the public opinion of the other children can be taught to govern wisely. The practice of the Golden Rule is absolutely neces- sary for the successful conduct of any popular govern- ment. This system of self-government is modeled on the plan of the government of the city and state in which it is located, or of some better form of- municipal and state government. M The Gill System of The pupils eleci a mayor, city counci>, judiciary and such other officers as are ordinarily elected. The heads of such departments as police, health, strtet cleaning, fire and civil service and their subordinates, are appointed by the mayor, or according to the local custom. Each class is an election district, entitled to hold primaries and to elect a member of the city coun- cil. The elections are an important feature and occur two or more times each year. They give exercise to judgment in the choice of officers, and are an unend- ing source of healthful thought and action. The beneficial effect of well directed citizenship on. the character of many children is immediate and great. The child is led to govern himself and to take an in- terest in government and the welfare of his fellow cit- izens. This plan is not designed to put old heads on young shoulders but to give direction to the child's mental and ph) sical energies. This does not detract the slightest bit from the joys and wholesome freedom of child life. On the contrary- it does add to the child's freedom, self-reliance and general happiness. It lessens the injustice and sorrow to which children are subjected by each other. By this means a good teacher can easily mould the character and habits of each individual for his whole- life. It is possible to lead the children to practice the Golden Rule in the daily performance of the duties of citizenship. Moral and Civic Training 15 A civic conscience and healthy public opinion will be developed through- the children's constant co-operation for the general good. The teacher guides and helps the children in their government and holds it responsible for good conduct in the same way that the higher authorities hold the teacher responsible. A teacher possessed of the slightest tact will use every first symptom of political corruption to save the would be offender and all his fellows from like dangers in the future. The School City provides the means for giving forcible expression to the best sentiment of the school. Before it the individual or organized meanness, cruelty and rowdyism of the minority melts away like snow in June. An apple or orange or a grain of wheat is an organ- ization for accomplishing good results, appeasing tlie appetite and giving strength to resist disease and per- form labor, which could not be accomplished by their component parts if not organized. So the good sen- timent, though possessed by a majority of the students in a school or college, without proper organization, does not furnish the strength to resist rowdyism and all that is bad in school and college life, but the School City is a successful organization for such purposes. The School City is a convenient organization for encouraging and developing through the children every form of useful co-operation for good games, industrial, commercial and art work, village and city improvements, the diffusion of any specially 1 6 The Gill System of useful information, and for personal, social and politi- cal righteousness. A number of school cities c^n co-operate by means of a School Sttae and a School National Government and it will then be possible to establish international relations. The principal objects of these wider de- velopments are to broaden the horizon of the chil- dren's interests and develop the spirit of co-operation and of missionary work, while incidentally they com- p'ete the plan of instruction in civil government. The School City is in successful and satisfactory operation in different cities, bearing out all that is claimed for it. The reformation of .school govern nent can be brought about in either of two w lys. The first and old fash- ioned way would be by years and decades and centuries of expensive discouraging missionary work. The in- expensive effectual, immediate and right way is by the high St authority in the state requiring it. To bring this about, at least one able man, backed up by good clerical assistance and printed matter, should be main- tained, with the object of bringing about in each state the necessary official action and the appointment of competent supervisors or directors charged with the duty of putting this form of government into every school and seeing that its success is maintained. Moral and Civic Training 17 NOTES ON THE BEGINNING AND DEVEL- OPMENT OF THE SCHOOL CITY MOVEMENT BV WILSON L. GTTJ^, LL. B. In 1887 I started a movement in central Ohio for the introduction of manual training in the public schools. The work was checked and delayed for years by this argument of a few low, selfish ward politicians : ' ' The trades are crowded enough already, we don't want these thousands of boys in the schools taught so that they can crowd in too, " With this argument they led the mass of unthinking voters to defeat those candi- dates for the School Board who favored "learning by doing. " At that time an invitation came to the Gov- ernor of Ohio, asking him to appoint a delegate to a convention to organize a national society of descend- ants of Revolutionary patriots. Governor Foraker appointed me and I accepted, believing that in this was the opportunity to organize a nucleus of citizens in each community who could easily understand and who would intelligently back every endeavor to bring the public schools abreast of the need of the times. A year's work helping to organize the national socie- ties of the Sons and Daughters of the American Rev- olution revealed the weakness and lack of proper organization of the forces for the reformation of school methods and curricula, and also the difficulty of accom- plishing such a work by means of a society dominated by some other idea, siach as that of lineage. For this reason I gave up the hope of school reformation o Moral and Civic Training i? through the societies of the Revolution, and organized the Patriotic League, which has for its sole object the promotion of the cause of a healthier, nobler, and more intelligent citizenship. At that time, Dr. Hale wrote that the thing proposed in the prospectus was greatly needed but that it would be utterly impossible of accomplishment by scraps of time given to it by one or any number of persons, but that if some man of good judgment would give up all other business and devote himself to this, day and night, in season .and out of season, he could accom- plish it in the course of many years. I had already seen this and was ready to undertake it, with all its personal difficulties and embarrassments. These have been no less than was anticipated, but the results obtained thus far seern to fully justify the cost. The following named ladies and gentlemen agreed to serve on our advisory committees: Abram S. Hewitt, ex-mayor of New York; O. O. Howard, Major-Gen- eral U. S. A. ; Edward Everett Hale, James A. Beaver, ex-Governor of Pennsylvania; Dorman B. Eaton, one of the fathers of civil service reform; Mrs. Mary Lowe Dickinson, La Salle A. Maynard, Father Thomas McMillan, Josiah Strong, Gen. Sec. Ev. Alliance; Samuel F. Smith, author of " America;" Wm. McKin- ley. Governor of Ohio ; Isidor Straus, ex-congressman, N. Y. ; Francis E. Clark, faiher of Chr. End. ; R. S. MacArthur, Calvary Baptist Church; Gen. T. J. Mor- gan, ex- Indian Com. ; Wm. H. P. Faunce, Fifth Ave- nue Baptist Church; Mrs. Mary A. Li verm ore, Rabbi Gustav Gottheil, John Jay, R. Fulton Cutting, Wm. E. Dodge, George D. Mackay, William Ives Wash- 20 The Gill System of burn, Mrs. John L. Gill, Daniel B. Wesson, John A. Cass, Henry B. Metcalf, John J. McCook, Elliot F. Shepard. This gave the movement a good moral back- ing but we have not, up to the present time succeeded in getting the money needed to propagate the work. The first work of the Patriotic League was to la}- out a course of instruction in citizenship sufficiently simple for young school children. There was a great abundance of books on the subject for older students, but we did not succeed in finding the literature needed for our purpose. We began the publication of Our Country to enable us to issue the lessons in citizenship furnished by Edward Everett Hale, Charles F. Dole, John R. Commons, James H. Hamilton and other ex- cellent writers. These lessons have now been collected and published by the Patriotic League in a series of little text books. All the time we were searching for ways of having the children in the schools learn citizenship by per- forming the duties of citizenship. The first oppor- tunity to experiment came in February, 1897, when Mr. Bernard Cronson was transferred from the school in West 54th Street, New York, to a large school in the upper part of the city (West Farms) to reform the discipline. He was persuaded to throw the responsi- bilitj^ of discipline on the most troublesome children. They accepted it and under his direction, elected a president and other officers, who looked after the order of the pupils. His difficulties were immediately and greatly relieved. This success gave me the ground on which to ask the privilege of organizing one of the vacation schools Moral and Civic Training 21 as a self governing body. Mr. R. Fulton Cutting, president of the society which was conducting the vacation schools was of course in favor of the experi- ment. The Norfolk Street school was chosen. There were abotit eleven hundred little Russian Jews in it, ranging from five to fifteen years of age. Mr. Emil Newman, the principal, was enthu.siastic and my plan of the " School City " was carefully worked out. Mayor Wm. L. Strong, Col. George E. Waring, Police Com- missioner Theodore Roosevelt, President Charlts G. Wilson of the Board of Health, Commissioner of Charities John P. Faure took an active interest in the development of that experiment, several of them directing representatives of their departments to co- operate with us. While this experiment was in progress, a number of educators, among them Miss Anna Foos, principal of the Kellom School in Omaha, and many editors visited the ' school. Among the editors were Mr. Pierce and Mrs. McLean oi~Public Opinion, Ossian Lang and Miss Griffin of The New Yurk School Journal, Francis Tabor, of The Altruist, and Cromwell Childe. Many other editors and reporters were there and published their approval, but the articles of these ladies and gentlemen were reprinted by a great many educational journals and newspapers. The Ptiblic Opinion article was very extensively copied throughout this country and Canada. Mr. Childe's article was for the McClure Syndicate which gave it immense circulation. It furnished the basis of Wm. T. Stead's article in the English Review of Reviews, in which he spoke with so much force in favor of the School City that the editors of several of Miss ELEANOR A. PERSONS Principal of Intermediate Department Moral and Civic Training 23 the great London magazines were led to ask for articles on the subject. This broad advertising of the success of this experi- ment resulted in the adoption of the plan by many schools in every direction, and of course there was no way of keeping track of them. It is a common thing, however, for teachers to at once conclude that the plan is too complicated for the comprehension of children. They fail to see that no child has to perform the func- tions of more than one office at a time — only one child is mayor and another sheriff at one time — and in some cases have simplified the plan to such an extent as to rob it of the elements that give variety and charm to it. It is then but a poor means for maintaining order in a school, without the incentive of its being in imita- tion of grown people's government The result in a certain school that has attracted much attention, is inexcusable disorder, and in so far as any ideas and habits of American government are given, they are harmful, principally because they are false. In a high school in Columbus, Ohio, a decimated plan was adopted by three or four rooms out of about twenty. Miss Gladden remarked not long since, that while the principles involved are evidently right, she and the other teachers in the scl^ool who introduced the plan made two fatal mistakes. The first was that they imagined they could give the government over to the young people, giving no further attention to it, and that it would develop all right. The other error was in the supposition that three or four rooms in the school could take up a self-government plan and, apart from the majority of the school, develop a public opinion in 24 The Gill System of its favor sufficiently strong to carry it to success. She said that even under those adverse circumstances, the advantages of pupil self-government over the ordinary tnethods of school discipline were so marked and of^so great moral value that it was clearly evident that the old way is wrong and the new way is right. I saw in their plan what she was not in a position to observe, that they made a third bad mistake in that they estab- lished so far as they established anything an oligarchy consisting of citizens and a governing committee, the members of which were called "tribunes," instead of establishing a republic, following the plan of some one of the forms of American government, such as that of the village, city, state or the nation. The principals of the several high schools in Columbus have all in- formed me that they intend to introduce the School City, profiting by the experience in the Central High School. The experiences in this matter gathered from far and near, go to show that a self-government plan, even a very deficient one, in the hands of competent teachers who use it as a tool to shape the character of their pupils, is valuable for that purpose, but if they add the many advantages of a plan which at the same time gives correct ideas and practical training in the right performance of public duties they will get far better moral and in addition excellent civic results. With such a plan, a comparatively inexperienced teacher can secure very happy results, provided only that he will take an interest in guiding and helping his pupils. We have reports from many schools throughout the Moral and Civic Training 25 country, all the way to the Pacific coast, of School Cities in successful operation, and strong indications that the idea is not only gaining ground, but also prac- tical application in Great Britain and that it is being actively agitated in France and Germany. The most complete development of the plan so far is at the New York State Normal School at New Paltz, where there are three School Cities, the primary for little children, intermediate for the well grown boys and girls and the normal for young men and women. For the transaction of governmental business in which all the pupils are jointly interested they have organ- ized a school state, and it looks as if, before summer arrives, they will have aroused so much interest in the neighboring towns that it will be possible to have them co-operate in forming a school national govern- ment. This will serve to broaden the horizon and co-operative interests of the children and to develop ways and means for extending the usefulness of the institution. When several school national govern- ments have been formed diplomatic relations will arise, which will probably result in many pleasant circumstances as well as valuable educational opportu- nities. In Europe, of course the line of development must conform, to some extent, to conditions which are different from the corresponding ones in America, and must depend for guidance upon the ingenuity of the teachers who undertake the work. The manner of introduction of this system of school discipline and practical training in moral conduct and civic life into the schools of Philadelphia, seems to me to point to the most practical way to extend this 26 The Gill System of reformation. It occurred about as follows: Mrs. Mumford, vice-president of the National Congress of Mothers and member of the Philadelphia Board of Public Education, requested me to stop on my way- back to New York and do some missionary work with her board, and should I see no one else, to see Presi- dent Simon Gratz. After about ten minutes' talk with him, he remarked, ' ' You need not say another word. You have gotten my eyes open ; I can see as clearly as if you were to talk to me six weeks. This board has been working thirteen 3'ears, endeavoring to find wa3'S to have the children ' learn by doing, ' but till this minute, no practical way has ever been suggested to us of having the children learn to be citizens, by making actual citizens of them and then guide them in the formation of right habits of citizenship. If you will write a communication to our board asking for the adoption of this principle and plan, I will attend to the rest." The day after the board meeting a letter came from Mr. Gratz, saying the board had voted unanimously in favor of the principle and plan, that a committee had been appointed to put it into operation, and they would be ready to begin as soon as I would go over and start the organization. They did not wait for my coming, which was unavoidably delayed. Most persons would have chosen a high school, composed of pupils of American parentage, with a man as principal who had had experience as a voter. They chose a combined primary school, composed of white and col- ored children of almost every nationality that is repre- sented by immigrants in Philadelphia. The principal is Miss McCormick, who had never before heard of the Moral and Civic Training 27 School City idea. She received a copy of a resolution of the board directing her to put this plan of govern- ment and moral and civic training in operation. Mr. Gratz remarked: "We had no notion of experi- menting to convince ourselves of what is so logically clear that we can't help seeing it. Our only intention is to put it into one school, remove any stumbling blocks that may be in the road, and when we get a good clear demonstration and example under most adverse circumstances, to point to, no man or woman can have any acceptable excuse for failure to make a success of it. The development in the Hollingsworth school is even better than we looked for and we are now ready to let other schools undertake the plan, which event- ually must go into every school in our city. " At my request, Mr. Gratz, who is a skillful Philadelphia law- yer, as well as experienced school man, has revised my draft of a charter to make it conform to the laws and customs of Pennsylvania and Philadelphia, and it is now ready to publish for use in Philadelphia schools. While this is by all odds the best way to proceed in any city, it seems to point to the higher authority of the state, as being the most economical means for bringing about the reform in any given state. Wherever it goes, there should be state and city direc- tors or inspectors to supervise its introduction and the conduct of the work after it is begun. As to the propa- gation of this work it seems as if it were quite as much the province of the United States government to do this as it is for it to distribute seeds to the farms and fish to the waters of our country. JOHN R. COMMONS, PH. D. REFERENDUM, INITIATIVE AND PROPOR- TIONAL REPRESENTATION Bv PROFESSOR JOHN R. C(>5[M0NS Following is given an explanation of the Referen- dum, the Initiative, and Proportional Representation in the SchooljCity. They are adopted as a part of the constitution-|and charter and are a part of the state and city government. They are operative in the last half of each school year, but not in the first half. By this means the students can by practical experience learn the present unsuccessful method of arriving at the will of the people, and later in the j^ear have practice with this more practical and satisfactor}- way. Moral and Civic Training 29 THE REFERENDUM Sometimes a city council enacts an ordinance which does not suit the voters. The Mayor has a veto on the council, but his veto can be overruled by a two thirds vote of the council. And besides, the Mayor himself may perhaps sign an ordinance which does not suit the voters. In such a case what are the voters to do ? Their only safety is to have the veto themselves, instead of leaving it to the Mayor. This peop/e's veto is called the Referendum. It works as follows: Every ordi- nance, as soon as it is passed by the council, is pub- lished. But it does not go into force until the end of six days. Meanwhile, if 5 per cent, of the citizens sign a petition asking that said ordinance be submitted to a vote of all the citizens, the city clerk is required to submit it at a special election to be held two school days after he gives notice. If at this special election a majority of the citizens vote against the ordinance it is vetoed and cannot go into effect. If amajoritj' vote for it, or if no petition is presented, then the ordinance goes into effect. In this way the citizens have a check on their aldermen. THE INITIATIVE Sometimes the council refuses to adopt an ordinance which the citizens want. The Initiative is a means whereby any citizen or group of citizens can themselves draw up a bill or ordinance; and if they can get the signature of 5 per cent, of the voters the city clerk is required to publish the proposed ordinance and to set a time for voting two school days later. If at this election a majority of the citizens vote for the ordinance it becomes law just as though it had been enacted by the 3° The Gill System of council and signed by the Mayor. If a majority votes against it, of course it has no effect. This enables the citizens to get such ordinances as they want and not to be controlled by "rings " and "bosses " who might get power in the council. The next measure, Proportional Representation, is intended to elect a council which will be so truly rep- resentative of the citizens that they will not need to resort to the referendum and initiative. PROPORTIONAL REPRESENTATION. The object of Proportional Representation is to have all parties represented in the board of aldermen in pro- portion to their numbers among the citizens. If one party has twenty voters, another thirty-six, and another forty-four, then in a board of aldermen composed of ten members, the first party should have two aldermen, the second party should have four, and the third party should have four. This is as nearly proportional as such a board could be made, unless we could elect two //rt//^ aldermen. To be exactly proportional the board should contain two aldermen for the first party, 3 3-5 aldermen for the second, and 42-5 aldermen for the third. But as long as we cannot deal in fractions of aldermen we must be content with the nearest that we can come to proportional representation by using whole aldermen. The usual method of election is by majority or plu- rality vote. In the example given above, the party which cast forty-four votes was a plurality party. That is, by the usual method of election it would have elected all its candidates, and the other parties, which' together were a majority, would have elected none. Moral and Civic Training 31 This is the case in New York city, where in 1897 the mayor who was elected had only 44 per cent, of the votes. The three or four other parties had no voice in government. Proportional representation does away with majority send plurality elections, in order to give all parties their real weight in enacting the laws. It does this in the following way : 1. Nominations. — Each party presents a petition to the election officer (city clerk) with the iiajne of its candidates. The party should nominate one or two candidates more than it expects to elect, in order to provide for good luck and vacancies. It also adds the name of an election Judge. 2. The Tickets. — The city clerk then publishes the lists of candidates nominated on the different petitions. For example, the first party, having about twenty voters, nominates three candidates, the second party nominates five, and the third party nominates six. The published tickets are as follows. Letters are used for the names of candidates : PARTY III. I K L M N O 3. How TO Vote. — Each voter has as many votes as there are candidates to be elected — in this example he has ten votes. He can cumulate his votes as he pleases. That is, he can give his ten votes to one candidate ; or he can give three votes to one, three to another, and four to a third ; or he can give one vote party I. party A D B E C F G H Moral and Civic Training 33 to each of ten candidates ; or he can scatter his votes in any way he pleases. If he wants his party to win, he had better cumvilate all his votes on the candidates of his own party. For example, a voter in Party I, might vote as follows : PARTY I. i A 5 B 3 C By voting in this way he gives two votes to A, five- votes to B, and three votes to C, and gives ten votes- to his party as a whole. 4. Counting the Votes. — -Each party when its peti- tion is handed in, should at the same time hand in the name of an election judge. All the election jitdges of the different parties meet with the city clerk as an election board. They count the votes and publish the- results of the election. This work is a very simple- problem in division. But I will give an example, showing each step in the calculation. (i) They prepare a list of candidates and find the total member of votes cast for each candidate. (2) They add together the votes of all the candi- dates on the same party ticket. For example, supposing there are 100 voters having^ ten votes apiece, we may have the following: PARTY I. fARTY 11. PARTY III. A lOO D 40 I 60 B 75 E 200 K 50 C 25 F 50 L 250 G 60 M 40 ^°° H 10 N 30 360 — . 440 34 The Gill System of This shows that Party I, received 200 votes, Party II 360 votes, and Party III, 440 votes. (3) They add the votes of each party as follows: Party I, 200 Party II, 360 Party III, 440 1000 This shows that 1000 votes were cast for fourteen candidates. But there are only ten candidates to be elected. Therefore dividing by i o, there ■ is found to be 100 votes necessary to elect one candidate.. This is called the quotient. (4) The next step, is to find how many candidates are elected by each party. Tnis is done by dividing the party vote by the quotient. For example : FULL CANDIDATES QUOTIENTS. REMAINDER. ELECTED. + O ^2 + 60 = 4 + 40 = 4 9 10 The division gives 9 full quotients. But there are 10 to be elected. Hence the remaining candidate goes to the party which has the largest remainder. This is Party II. Hence Party I elects 2 candidates, Party II elects 4 and Party III elects 4. (5) Lastly, the successful candidates are to be dis- covered. These are the ones who have the highest votes on each party ticket. For example : Party I is entitled to two candidates; these are A and B. In the same way Party II gets its four highest candidates, namely, E, G, F and D, and Party III gets its four PARTY. \OTE. QUOTIENT. QUOTI I 200 -=- TOO ^ 2 II 360 -V- 100 = 3 III 440 ^ TOO ^ 4 Moral and Civic Training. 35 highest candidates, namel)', L, I, K, and M. The un- successful candidates are C, H, N, and O. PR1NTIN(; BALLOTS By this method of election each party gets its fair representation, and no one party can capture the gov- ernment and run it to suit itself. The candidates elected are the most popular candidates oj each party. PART II ORGANIZING HOW TO ORGANIZE A SCHOOL CITY Some of us may be called on some day to help organize a School City. If so the following outline will be found helpful: 1. Have a complete understanding with the prin- cipal. Be sure that his interests are enlisted, that he approves of the plan of organization, and that he fully intends to carry tlie movement through to success. Unless the principal is interested and will co-operate it is not worth while to waste one minute on th6 school. 2. Explain the plan to the assembled pupils. Five or ten minutes is all that is necessary. 3. Take a vote of the pupils on the acceptance of the plan. If the principal shows interest ' in the matter the plan will, as a rule, hi unanimously accepted. 4. Have the children sign a petition asking the principal to grant them the privilege of self govern- ment. 5. The principal will give a written (or printed) charter to the School City. (To save time and com- plications this may be omitted until the next day.) 6. Each class, or room, or range of seats, may con- stitute an election district or ivard. Each ward will, by ballot or viva voce, elect one or two representatives to a nominating convention and one or two aldermen o^' 38 The Gill System of members of the city council. The purpose in having tzuo elected is to permit one boy and one girl to repre- sent the ward in case both sexes attend the school. 7. At recess, or at noon, or whenever the principal shall decide, the members of the nominating conven- tion will meet and elect a chairman and secretary. The convention will then choose two candidates for each of the following offices : mayor, president of the council, sheriff, attorney and city clerk. (Consult the charter). 8. When a School City consists of not more than Jive wards a judge should be elected from each ward. These judges constitute the city court. Should there be more than five wards some plan should be devised for districting the city so that five judicial districts may be formed. One judge is to be elected from each. The judges- appoint a clerk of the court. (Of course a different plan for the judiciary calls for a different procedure. ) 9. Have nominations posted so all pupils can see them and make such announcements from the plat- form as the principal shall think best. 10. As soon after as the principal thinks best, in from 07ie to three or four days hold elections in the rooms. The voting should be by ballot. Note — Shovild a briefer mode of procedure than the above be advisable in organizing a School City, read the three articles following this and amend these directions accordingly. It is usually desirable to com- plete the organization as quickly as possible even at the sacriiice of the usual formalities, which of course must be observed in subsequent elections. Moral and Civic Training 39 HOW TO CONDUCT A PRIMARY MEETING CSee Charter, Chapt. II, Art. 2 ) A primary meeting is known also as a caucus. As its name suggests it is essentially the first assemblage of the voters of a town, district or ward for the pur- pose of nominating candidates for the offices in said town, district or ward, or to send delegates to other conventions. If the primary is held in a town, a mem- ber of the town committee calls the meeting to order, but at a primary where no person is appointed, any member may take the chair temporarily, pending the election of a regular chairman. He then asks : " Whom will you have for chairman ? " If you wish to name someone, rise and address the chair, saying: "Mr. Chairman." When the chairman recognizes you, proceed: "I nominate Mr. Smith for permanent chairman. " The nomination is not com- plete till someone else addresses the chairman and when recognized says : "I second the nomination of Mr. Smith." Other nominations are made in the same way. Balloting then takes place. The person receiving a plurality of the votes cast is declared elected. A secretary is next elected. We are now ready for the regular business of the meeting. The chairman makes known the offices for which candidates are to be chosen. The candidates are selected in the same manner as the chairman and secretary. - If there is no further busi- ness before the meeting, a motion to adjourn is in order. A motion to adjourn is made by a member 4° The Gill System rising and addressing the chair as follows : ' 'Mr. Chair- man. " After he is recognized he continues: " I move we adjourn. " Another seconds the motion. The chairman without waiting for any discussion, puts the motion before the house, saying, "All those in favor of the motion say aye. " " Those opposed say no." If the motion is carried, the chairman declares the meet- ing adjourned. j. f. d. HOW LITTLE ONES MAY VOTE The training of the younger children for citizenship and for voting must be of the simplest nature. They must be carefully shown how to perform the details of nominating and of voting. If, for example, a member of the city council is to be elected, try to have the children see the necessity' for such an officer; his duties must be simply but clearly pointed out. This done, the class is ready for a primary meeting or caucus. The teacher acts as chairman and calls for nominations. The desire to nominate some one is indicated by the raising of the. hand. Many will prob- ably raise a hand, but to insure the wisest selection the teacher calls on those only in whose judgment she has most confidence. Thus good nominations are secured. When the nominations have been made the children may proceed at once to vote. For those who are too young to write, a more primitive mode of voting should be employed. They can make an X to repre- sent one candidate, or a circle to represent the other. The teacher and a member of the class act as inspectors. '■; :;:'^.; ,. ^ ;;, -'-* jlg^v pp t iWSPP . -4 ,.-§:w"'-...,..: >a».«^W *3-''i.' Wii ■ ^ 42 The Gill System of At the state elections held March 30, the children had to vote a printed blanket ballot. The third and fourth grades voted these with fair intelligence, but the method was too complicated for the second grade children. ORGANIZATION OF OUR THREE SCHOOL CITIES By SEMAN W. HASTINGS At the beginning of the second half year Mr. Wilson L. Gill of New York, spent two days at New Paltz. During his stay the Gill School City was established in all three departments of the school. The first depart- ment to be organized was the Intermediate and the manner of organization was as follows : The department was called together in its assembly room and listened to a short address by Mr. Gill on government, its responsibilities, its uses and abuses. During this address a deep interest was shown and when the question was asked of the pupils if they would like to organize a city and carry on such a gov- ernment, all were eager to begin. The department was divided into five wards cor- responding to the five grades and each ward held its primary election or caucus and elected delegates to meet in a nominating convention. The nominating convention met at once under the direction of Mr. White, and two candidates for each of the following offices were nominated: mayor, judge, sheriff, attor- ney and city clerk. As soon as the nominating con- Moral and Civic Training 43 vention had handed in its report Mr. Gill directed, for the purpose of completing the organization as quickly as possible, that the voting should be done at once and by raising of hands. The successful candi- date was declared -elected. The good judgment dis- played by the nominating convention and by the students in voting was noticeable. After this election for general city officers had been held there were still two aldermen and an associate judge from each ward to be elected. This was attended to at once. Four nominees, two boys and two girls in each ward ran for aldermen, and two (one boy and one girl) for associate judge. These elections were held in the separate wards, the nomination being made by acclamation and the voting done by the raising of hands. This is all that was done the first day. Next morning a petition was prepared and signed by the students of the department and afterward pre- sented to the faculty, asking that a charter be granted, establishing their school city and entrusting them with the rights and responsibilities of citizenship. The Gill charter with a few changes and additions to adapt it to our special situation was granted and they were a full-fledged city. The day following this a meeting of the city council was called and the aldermen elected their president and made such laws as were necessary for the imme- diate needs of the city. They also sanctioned the appointments made by the mayor so that the police and other city officers took their offices that day. In a few days there were infringements of the laws, and it became necessary for the police to make arrests. 44 The Gill System of The judge called court and with his associate judges sat to try cases. The clerk of the court read the charge, the defendant answered it, the city being defended by the city attorney and the defendant by his own attorney. Witnesses were called, sworn, ex- amined and cross-examined. The associate judges retired to consider the case and upon their return the verdict agreed upon was rendered by the judge. In case the defendant was found guilty the court decided upon the punishment and the judge imposed the sen- tence and the sheriff enforced the punishment. If innocent the defendant was discharged. All these proceedings were conducted with the utmost gravity and decorum. In the primary department the organization was practically the same, but of course it was necessary that it be in simple form so that the children might understand it. Here only the third and fourth grades were organized at first as it was thought wise to let the second grade want it and ask for it before it was given them. This request came in a very few days. The children caught the idea beautifully and are now organized into a city with the second, third and fourth grades as citizens. The matter of granting citizenship to the first grade is being seriously considered. Even though so young the primary children are learning the great principles of government in a practical way and make good citizens. The Normal department was organized in much the same way as the other two departments. The depart- ment was divided into ten wards, each double row of seats constituting a ward. Each ward held its own Moral and Civic Training 45 primary election in a separate room. At regular elections each ward has its own voting booth and ballot box in the gymnasium. As the students are older the School City is organ- ized on a more elaborate plan and the work of the several departments of public service, as fire, police and public works cover a larger field. THE CITY COUNCIL (For duties of the Council, see Charter, Chapter III, Article 3 In the establishment of a School City, after the nominations have been made by the convention comes the election of the mayor, president of the city council, the city clerk, sheriff, city council and judiciary, and possibly some other officers. Sometimes it is desirable to complete the organization of the School City in a single day, as was the case in our school, as that day we could have the advantage of the presence of the one who had devised this form of school government. We proceeded in this way: Each ward nominated and elected, by ballot, a member of a nominating con- vention. The ballots were collected in hats. The convention then assembled for the purpose of nominat- ing a mayor and other city officers. While the convention was in session, each ward made nominations for its alderman. These nomina- tions were voted upon by ballot and the candidate, in each ward, having a plurality was proclaimed alderman of his ward. The convention, when ready, returned to the room and its secretary gave its report of nominations. Two CLK.MEXTIXE KII 5 Moral and Civic Training 69 CHAPTER V ADMINISTRATIVE DEPARTMENTS Article I Names of departments Section i There shall be the following administrative- depart- ments: 1 Dei)artment of Order or Police. 2 " " Public Works. > 3 " " Health. 4 " " Finance. 5 Fire Di partment. Sec. 2 The head of I ach of these departments excepting the department of finmce, shall be one commissioner appointed by the mayor as hereinbefore provided. They shall hold office until their successors are chosen unles-; removed by the mayor for cause. Article II Duties of heads of departments Section i It shall be the duty of the Police Commissioner to appoint one Chief of Police and as many more policemen as the City Council shall direct. Tlieir term of office shall be fixed by the City Council. bEC. 2 The Commissioner of Public Works shall have charge of all public works sucli as; the bi-weekly socials and any other duties provided by the City Council. Sec. 3 He may a >point a>sistants whose term of office shall be fixed by the City Council. Sec. 4 The Health Commissioner shall have general charge of the sanitary conditions of ihe City and may devise and suggest plans to improve the same, and perform other duties provided by the City Council. Sec. 5 The Finance Department shall have control of such financial concerns -.iS may be assigned to it by the City Council. The head of this dep ut ueiit >hall be the Treasurer of the City. Sec. 6 Th-- Fire Commissioner shall be the chief of the fire department and may orjiaiiize s. me as provided by the City Council. Sec. 7 AH heads of departments, shall, at the expiration of their term of office, render a wriiten report to tlie City, which report shall be delivered by the heads of departments to the City Clerk. CHAPTER VI JUDICIARY department Article I Courts Section i The Judiciary Department of the City shall consist of two couits, viz. : the City Court and the Court of Appeals. Sec. 2 The Citv Court shall consist of five judges elected as hereinbefore provided. 7° The Gill System of Sec. 3 The Court of Appeals shall consi-t of the faculty of the Normal school, the chief judge ot which shall be the principal of the school. Article IT Duties of City Judges Section i The judset. of the City Court shall hold court singly. Sec 2 The day following their election, the judges of the City Court shall meet and determuie the times and places of holding court, and which judge shall preside over each session. One ses- sion of court shall be held at least as olten as once each week, and each judge shall hold couit at least once. Article III Jurisdiction, Power to Sutnmon, etc. Section i The Courts shall have jurisdiction over all cases of violation of the laws and ordinances, made in accordance with this instrument. Sec. 2 The Courts shall have power to summon any accused person before them. Sec. 3 If any accused person so demand, in the City Court, the judge presiding shall grant them a trial byjury. 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 Any person found guilty by the City Court may appeal his case to the Court of Appeals. Sec. 6 It shall be the duty of every judge to pass sentence upon the accused as soon as he is found guilty and to discharge any accused person found innocent. CHAPTER VII DUTIES OF SHERIFF AND ATTORNEY Article I 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 laws. Article II Attorney Sec. I The Attorney shall defend the interests of the City in all cases ot law and equity not inconsistent with any provisions of this charter. CHAPTER VIII AMENDMENT AND RATIFICATION Article I Amendment Section i This instrument may be amended at any time by a three-fourths vote of all the members elected to the City Council Moral and Civic Training 71 provided the amendment be ratified by a majority vote of those voting when referred to the City for that purpose, and approved by the principal of the school. Sec. 2 This charter shall take effect when ratified by a major- ity of the votes cast, when relerred to the City for the purpose of ratification, and approved by the principal of the school and signed by the mayor. Approved, MYRON T. SCUDDER, Principal. February 12th, 1900. SEMAN W. HASTINGS, Mayor. AMENDMENTS TO CHARTER ARTICLE I THE REPBRBNDUM Section i. The provisions of this article are operative in only the second half of each school year when all provisions of this charter which conflict herewith shall be inoperative. Sec. 2. Every law adopted by the city council shall go into ef- fect six school days after receiving the mayor's signature. As soon as it is signed by the ma>or it shall be posted in a public place. If within four school days a petition signed by five per cent, of the voters shall be presented to the city clerk, asking that such law be submitted to a vote of the citizens, the clerk shall is- sue a notice of a special election to be held two school days later. At this election voters who favor the law shall vote YES; voters who oppose it shall vote NO. The city clerk shall count the votes according to the law in other elections and shall announce the re- sult. If a majority votes Yes, the law shall go into effect. It a majority votes JVo, the law shall have no efiect. ARTICLE II THE INITIATIVE Section i. The provisions of this article are operative in only the second half of each school year when all provisions of this charter which conflict herewith shall be inoperative. Sec. 2. Any citizen may draft a proposed law or " bill" in the exact words in which he wishes it adopted. If five per cent, of the citizens sign a petition asking that this bill be submhted to a vote of the citizens, the clerk shall post a copy of the bill and s^hall give notice of an election to be held six school days later. At this election voters who favor the bill shall vote YES; voters who op- pose it shall vote NO. The clerk shall count the votes and de- clare the result, as in other elections. If a majority is found jn favor of the bill it shall be declared a law and shall go into effect at once. Ifa majority is found in opposition it shall be rejected, and no similar bill can be again rresenttd for one month. 72 The Gill System ARTICLE III PROPORTIONAL REPRESENTATION Section r. The provisions of this article are operative in only the second half of each school year wlien all provisions of this charter which conflict herewith shall be inoperative. Sec. 2. The Board of Aldermen shall be elected on one ticket for the entire city, in the same way as the mayor, and not by wards or districts. Sec. 3. Nominations shall be by petition submitted to the city clerk. A petition .'■hall have at least ten signatures. Each peti- tion shall present the names of as many candidates as the peti- tioners choose, less than the total number to be elected. The same candidate shall not appear on more than one ticket. The petition shall also add the name of an election judge. Sec. 4. The city clerk shall publish' the list of cai didates. Sec. 5. Each voter has as many votes as there are candidates to be elected. He can cumulate his votes as he pleapes. He can give all his votes to one candidate; or he can scatter his votes in any way he pleases. Sec. 6. All the election judges of the ditTerent 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 ntmiber of votes ca.st for each cjjndidate. (2) 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 number of votes cast by the number of candidates to be elected. The result shall be known as the '^ electoral quotient." (s) They shall then divide the vote of each party as ascertained above (See No. 2) by the electoral quotient. The result shall in- dicate the number of candidates elected by each party. In case this division does not come out even, the remaining candidate goes to the party having the highest remainder. (6) The successful candidate; on each party ticket are the ones who have the highest number of votes on each ticket up to the full number of candidates to which the party is entitled. Adopted April 13th, 1900. SEMAN W. HASTINGS, Mayor. JANET O. ROBSON, City Clerk. April 13, 1900. Approved, MYRON T. SCUDDER, Principal. SEMAN \V. HASTINGS Mayor of Normal Sch lol CiLy 74 The Gill System of MAYOR'S MESSAGE To the first City Council of the Normal School City of New Paltz, N V. CouNciLMEN : Since our charter has been duly granted and adopted, and since by certain sections in the charter the duty of making laws and ordinances and providing for departments of public service, ways and means of holding elections, etc. , has been entrusted to you : therefore in accordance Avith the duties im- posed upon me by the charter, I beg to submit the following statements and recommendations concerning our city : Although our city has been established but a short time and in this brief time conditions favorable to continued success have been attained, still there is much to be done in order that these conditions may continue. Since the city council is elected by the people and is the voice of the people, great responsi- bility rests upon you to give your city such laws and ordinances as shall be for its greatest good, as popular government is government of the people, by the people, for the people. I wish now to call your attention to the different sections in our charter which entrust to you these duties and also to offer such suggestions as seem necessary. (i) In accordance with Section 2 of Article III of Chapter II, you are to provide for the manner of hold- ing elections, counting and recording ballots, etc. I beg to recommend that you provide a secret system of voting, including blanket ballot, booths, ballot boxes, etc. ; that each ward constitute an election district ; that the polls be kept open on all election days at least from 9 A. M. till 3 p. M. , and that provision be made for at least two inspectors of election from each ward. Moral and Civic Training 75 (2) Your attention is directed to Section 4 of Article I of Chapter III, which requires you to elect a vice- chairman. ■' (3) I recommend that you make an ordinance deter- mining the number of policemen and term of office, as directed by Section i of Article II of Chapter V. (4) I recommend that you fix the term of office of the assistants of Commissioner of Public Works. Such term it would seem, should be not less than five weeks. Your authority for doing this is Section 3 of Article II of Chapter V. (5) I ask that you make an ordinance directing the Financial Department to collect, hold, and pay out any moneys coming to the city, and especially those coming from the bi-weekly entertainments. Your authority for so doing comes from Section 5 of Article II of Chapter V. (6) I recommend that you pass an ordinance pro- viding for the organization of a Fire Department, in accordance with Section 6 of Article III of Chapter V. (7) Section 3 of Article III of Chapter VI, provides that you determine the manner of making lists and drawing juries. I recommend that this have your very ■careful and immediate consideration. (8) I recommend that in accordance with Section i of Article I of Chapter VII you prescribe the manner by which the Sheriff shall notify all persons whose duty it is to appear before the court. In addition to the above the following suggestions merit your careful consideration : (i) In my judgment Sections 5 and 6 of Article III of the laws passed by the student body previous to the organization of the School City, concerning tardiness and unexcused marks of absence and tardiness, should be reaffirmed by you and incorporated into an ordi- nance. (2) Provision should be made by you for closing Chapel doors in the morning at the beginning of Chapel 76 The Gill System of exercises and opening them at the close of same; also for numbering all ordinances and laws pissed by the City Council; and for the publication and filing of all laws, ordinances and reports. (3) All ordinance should be passed concerning order in different parts of the building, especially in Chapel, halls and reading rooms. All laws should be specific. I consider this a vital point ; please give it your very careful attention. (4) Each law or ordinance should be accompanied by a penalty which should be fixed by you within stated limits. I recommend that these limits shall be: Not less than a reprimand by the judge nor greater than expulsion from the School City. (s) In my judgment special penalties should be im- posed upon officers who neglect their duties, as an offi- cer neglecting his duty is directly injuring the citizens. In conclusion, I wish you to act upon the following at once, as I consider them necessary for the immedi- ate needs of the city and citizens : Election laws, jury laws and laws concerning the general order of the city, also the laws concerning the number of policemen and their term of office. SEMAN W. HASTINGS, 13 March, 1900. Mayor. ORDINANCES OF THE NORMAL SCHOOL CITY The Citizens of the Normal School City represented in City Council, do enact as follows : ORDINANCE i— PRIMARY ELECTION Article I Order Section i 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. Moral and Civic Training 77 Article II Officers Section i The officers elected at the primary election shall be as follows : ( 1 ) Chairman of the ward. (2 ) Secretary of the ward. (3) One representative to the nominating convention. (4) Two mspectors o election. Sec 2 None but citizens shall have a right to hold office. (See Charter, Chap. I, Art. IV, See. 2). Article III Voting Section i Place. First Ward primaries shall be held in Science room Second " " " " Drawing " Third " " " " English " Fourth " " " " Greek and Latin room Fifth " " " " Mathematics Sixth " " " " French and German " Seventh " " " " Methods " Eighth " " " " Prelim. Academic ,, Ninth " " " " Primary Gymnasium Tenth " " " " Normal Chapel Sec. 2 A plurality vote shall decide all questions. Sec. 3 The chairman of each ward shall appoint two tellers to take charge of the voting at the primary meeting. Note - Inspectors of election have no jurisdiction in this election. Sec. 4 Each ward shall submit two reports, one to the city clerk and one to the city, which shall be posted upon the bulletin. Article IV Time Section i As provided by Charter, in Chapter II, Article II Section 3. ORDINANCE 2— NOMINATING CONVENTION Article I Members Section i Members shall consist of one citizen from each ward who shall have been eltcted at the primaries. Article II Duties Section i To nominate candidates for the following offices : For mayor, two (2) candidates. For president of city council, two (2). For sheriff, two (2;. For attorney, two (2). Forjudges, ten (loj. For city treasurer, two (2). 78 The Gill System of Article III Time Section i As provided by Charter, in Chapter II, Article II, Section 4. Article IV Voting Section i A plurality vote shall decide all questions. Article V Result Section i As provided by Charter, in Chapter II, Article II, Section 4. ORDINANCE 3— GENERAL ELECTION Article I Time and Place Section i Time as provided in Charter, Chapter II, Article III, Section i, from 12.15 to 4-°o ?• m. (Subject to change). Sec. 2 Place. Normal Gymnasium. (Subject to change). Article II Registration Section i All citizens must register for voting before 'each election. Sec. 2 Registration may be made during the two (2) school days preceding the general election, between the hours of 9.00 a.m. and 3.00 p. M. Sec. 3 The inspectors of election will take charge of registra- tion in their respective wards. Each of the inspectors of each ward shall keep a list of the names of those who register. Article III Voting Section i Only citizens who have registered previous to the election may vote. Each citizen shall cast but one vote. Sec. 2 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 returns to the principal and also post a copy of the same on the bulletin. Sec. 3 A copy of the official ballot may be seen by applying to the City Clerk. Note — The Australian form of ballot is used by this city. Sec. 4 The arrangement of ballot boxes and voting booths shall be left to the Mayor. Sec. 5 No two voters shall be allowed to be in the same booth at the same time. Sec. 6 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. 7 No voter shall be allowed to remain longer than three (3) minutes in a booth, nor shall any voter be allowed to use more than three (3) ballots in all. Moral and Civic Training 79 If a ballot is spoiled, it must be returned to the Inspector. Sec. 8 An erasure, or any mark, except as provided for on the ballot, shall render the ballot void. Inspectors shall cast out all such ballots. Sec. 9 Inspectors shall be held accountable for the total number of ballots intrusted to them. Sec. io The name of a voter, as said voter deposits his ballot, shall be checked on the registration books of his ward by both inspectors. Sec. II Any person who shall violate any section of these laws shall be denied the privilege of voting. ORDINANCE 4— POLICE DEPARTMENT Article I Officers Section i The department shall consist of a commissioner, a chief of police and 20 policemen. Sec. 2 The Police Commissioner shall be appointed by the Mayor. See Charter, Chapter V, Article I, Sections i and 2. Sec. 3 The Chief of Police and 20 policemen, two from each ward, shall be appointed by the police commissioner. Article II Duties Section i For duties of Police Commissioner, see Chapter V, Article II, Section i. Sec. 2 It shall be the duty of the Chief of Police to call all meetings of the police^ force and to see to it that each policeman properly performs his duties. When he is notified of an arrest, he shall notify the city judge holding court at that time. He shall detail a sufficient force to maintain order at general elections. Sec. 3 It shall be the duty of each policeman to arrest any person who is found violating any law or ordinance of the city within city limits. After the offender has once been warned, or if the offense merits instant arrest in the judgment of the policeman, he shall make such arrest without previous warning to the offender. Furthermore, the officer shall report the arrest to the Chief of Police. Article III Time Section i Policemen shall hold office for two weeks after their appointment. Article IV PerwMy Section i Neglect of duty shall be considered a misdemeanor and shall be tried by the court. 8o The Gill System of ORDINANCE 5— HEALTH DEPARTMENT Article I Department in General Section 1 The department shall consist of a Commissioner as head and three oth<.r members, and shall be known as the Board of Health. Sec. 2 The Health Commissioner shall be appointed by the Mayor according to Chapter V, Article I, Sections i and 2 of the Charter. Sec. 3 The three other members shall be appointed by the Health Commissiontr. Such appointments must be approved by the City Council. Article II Duties Section i For duties of the Health Commissioner, see Charter, Chapter V, Article II, Section 4. Al^o he shall take general charge of ventilation in chapel and halls. Sec. 2 A committee shall be appointed by the department to take charge of venlilatn-g the toilet and cloak rooms. Sec. 3 The other members of the board shall faithfully assist the Commissioner in all duties a-id shall have a voice in all matters which may come before the board. Sec. 4. Penalty for neglect of duty. See Police Department, Article IV, Section i. Article III Term of Office Section r The Health Commissioner shall hold office ten (lo) weeks, unless removed by the Mayor for cause. Sec. 2 The other members of the health department shall be appointed once. every five (5I weeks. ORDINANCE 6 -DEPARTMENT OF FINANCE Article I In General Section r The department shall consist of a City Treasurer as head and two (i) other members, and sliall be known as the Department of Firance. Sec. 2 The City Treasurer shall be elected as designated in Chapter II, Article I, Section i, of the Charter. Sec. 3 The other two (2J members shall be appointed by'the City Treasurer. Article II Duties Section i The Department of Finance shall pass orders for the collecting, holding and paying out of all moneys coming to the city from the bi-weekly socials and other sources. It shall audit all accounts. No moneys shall be expended exctpt by order of the City Council. Moral and Civic Training 8i Sec. 2 The Treasurer shall call all meetings of the board. Sec. 3 Any member of this department accused of malfeasance, or of neglect of duty, shall be tried by the city court. Article III Term of Office Section i The Treasurer shall hold office as designated in the Charter, Chapter II, Article I, Section 3. Sec. 2 The two (2) other members shall hold office as long as the Treasurer. ORDINANCE 7-DEPARTMENT OF PUBLIC WORKS Article I Department in General Section i The Board of Public Works shall cunsist of a Com- missioner who shall be the head of the department and six (6) other members. Sec. 2 The Commissioner shall be appointed as provided in Chapter V, Article II, Sections 1 and 2 of Charter. Sec. 3 The six (6) other members shall be appointed by the Commissioner. Article II Duties Section i The Commissioner shall call all meetings of the board. Sec. 2 It shall be the duty of the Board of Public Works to ' appoint committees which shall arrange for the bi-weekly socials, as to games, dancing, music, etc. Said commitlets to serve lor five (5) weeks. Sec. 3 It shall be the duty of this board to appoint a committee to take charge of the library with respect to arrangement and preservation of books, papers and magazines, unlil such time as a regular librarian may be appointed. This committee shall hold office for five (5) weeks. Sec. 4 It shall be the duty of the board to appoint a committee to care for plants, including the orange tree. ORDINANCE 8— FIRE DEPARTMENT Article I Department in General Section i The Fire Department shall consist of a Commis- sioner who shall b'; Chief and one (i ) company of twenty (21) members chosen from the male members oi the school. The com- pany shall have the right to choose one of its members for a fore- man and another for an assistant foreman. Sec.,2 The purpose of the Fire Department shall be to see ' that the fire rules hereinafter provided shall be carried out. Sec. 3 In case of fire, the Fire Department shall have control of affairs and the Commissioner shall be chief executive in the city, and all citizens shall be subject to his orders. 82 The Gill System of Article II Duties Section i It shall be the duty of the Commissioner to appoint the twenty ( 20) firemen and shall adopt a fire drill which shall be practiced not less than once a month. This drill shall take place at an unexpected time. Sec. 2 It shall be the duty of the Fire Department to devise and post suitable signals for indicating the location of the fire and mode of exit. Sec. 3 The foreman who is chosen by the company shall be chief executive of the company and shall receive orders from no one but the Chief. The assistant foreman shall assist him and shall take his place in case of absence. Sec. 4 It shall be the Chief's duty to call the roll and deter- mine how many firemen failed to respond to the call. Sec. 5 It shall be the duty of each firemen to attend the meet- ings of the department regularly and always to be at hand when the fire alarm is given. If a fireman fails to perform either or both of these duties, unless excused by the foreman, he shall be con- sidered as having been guilty of a misdemeanor and shall be liable to punishment Sec. 6 A fireman accused of neglect of duty may be tried before a tribunal consisting of the Mayor, President of the City Council, and Commissioner of the Fire Department. The punish- ment may be decided by the tribunal. Sec. 7 None but citizens are eligible to membership in the Fire Department. Article III Meetings Sectioj^ I The Fire Department shall meet at a time and place determined by the Commissioner. Sec. 2 A plurality vote shall decide all questions and every fireman must vote. A fireman under any other punishment than that of suspension from chapel may not vote in matters concerning the Fire Department. Sec. 3 The Commissioner shall be chairman of the meetings and shall have power to appoint a fireman as permanent secretary to take minutes of the meeting. Article IV Punishment — Appeal Section i A fireman who has been convicted of a misde- meanor may carry his case to the Court of Appeals. Sec. 2 Any resident of the city or any fireman who shall break . any of these laws pertaining to the Fire Department, or any one who shall hinder a fireman in the discharge of his duty shall be liable, on conviction, to such punishment as the court may pre- scribe. Moral and Civic Training 83 ORDINANCE 9- COURTS Article I Section 1 The courts shall be established as provided in Chapter VI, Article I, of the Charter. Article II Duties Section i As provided in Charter, Chapter VI, Article II. Article III Jurors Section i There shall be 36 jurors selected from the citizens. These shall constitute a jury list. 12 of these 36 shall constitute a trial jury. Sec. 2 These 36 jurors shall be citizens chosen by the City Council, and their term of office shall be five weeks. Sec. 3 In case a jury is not selected from these 36 the Sheriff shall summon citizens from the city at large until 12 have been accepted. Sec. 4 The jurors who are selected by the City Council shall be notified by the City Clerk to appear in court each session, until excused by the Judge. Sec. 5 Any juror who fails to attend court, unless excused by the Judge, shall be considered as having committed a misde- meanor and sentence shall be passed upon him by the Judge. Sec. 6 The juror's name shall be read aloud carefully by the clerk of the court and if no objection is raised, he shall act as juror on the case. This process shall be repeated until the 12 are chosen. Article IV Summoning Section i Offenders shall be summoned by the Sheriff. Sec. 2 Witnesses shall be summoned by their respective attorneys. ORDINANCE 10— RESIGNATION OF OFFICERS In case a vacancy occurs in an office filled by the Mayor's appointment, the Mayor shall have power to fill that vacancy. In case a vacancy occurs in an elective office, the vacancy shall be filled by the Mayor with the approval of the City Council. In case of a vacancy in the City Council, the ward in which the vacancy occurred shall meet at the summons of the Mayor and choose by majority vote a citizen to fill the vacancy. Approved, SEMAN W. HASTINGS, April 2, 1900. Mayor. JANET O. ROBSON, City Clerk; Approved, MYRON T. SCUDDER, April 2, 1900, Principal. ETHEL CASTLE, Mavor of Intermediate School Citv Moral and Civic Training 85 MESSAGE OF THE INTERMEDIATE SCHOOL CITY MAYOR TO THE CITY COUNCIL. To the first Council of the Intermediate School City of the New Faltz State Normal School. To you, who have been chosen to make the laws for this School City and as representatives of the citizens of the same, I submit the following suggestions which seem to me necessary and expedient for ti.e best man- agement of the city : I recommend that you institute some secret method of voting aud thereby provide for the booths, the kind of ballot and ballot boxes, and whd.tever else is neces- sary for the successful carrying on of the elections ; that each ward constitute an election district, and that the requisite number of Inspectors of Election be chosen from the same; also, that the polls be kept open from 10 to II A M. Your authority for this i.ction will be found in Section 2 of Article III of Chapter II of the charter. In accordance with Section i of Article II of Chapter V, I recommend that you determine the number of policemen and their term, which I suggest shall be two weeks in length. I als ) recommend that an ordinance be passed de- termining the term o office of the Commissioners, and that you pass some ordinance concerning those officials who neglect their duties. See Section 3 of Article II of Chapter V. In accordance with Section i of Article I of Chapter VII, it is your duty to designate the method of notify- ing all those who should ap jear before the court. Section 4 of Article I of Chapter III also requires that you elect a vice-chairman. Besides the foregoing recommendations I bring to your notice the following: 86 The Gill System of First, that to each law or ordinance which is passed, some penalty be attached for its violation. Second, that all laws shall be so specific as to leave no doubt, as to their meaning. This is very essential and requires, in my estimation, your most careful thought and consideration. In closing, let me impress upon your minds, the re- sponsibility whicli rests upon you as the first council of this School City. ETHEL CASTLE, March 22, 1900. Mayor. ORDINANCES FOR THE INTERMEDIATE SCHOOL CITY Enacted by the Council and approved by the Mayor Article i. Anything which disturbs the order in chapel, class rooms, or halls is prohibited. Article 2. Any citizen who is tardy or absent from school must present a satisfactory excuse within two days. Article 3. Any mutilation (unless accidental) of school prop- erty is prohibited. Article 4. Anything which causes unnecessary work for the janitors or mars the appearance of rooms, building or grounds of the school is prohibited. Article 5. No citizens are to be in the school building on Sat- urday, Sunday, holidays or after 1 130 p. m. on school days unless by permission of teacher, and those having such permission are to come and go in a quiet, orderly manner. Article 6. Every citizen shall at all times respect the rights of property and the rights of other citizens. Article 7. It is the duty of every citizen of the School City to report any violation of these laws to the police. Article 8. The punishment for the violation of these laws hall be at the discretion of the court, but shall not be less than a reprimand nor greater than the deprivation of rights of citizeaship. Moral and Civic Training 87 Article 9. Any citizen who leaves class-room during recita- tion by permission of class teacher is to record name and time in chapel and arrange to see class teacher at i :oo p. m. or other con- venient time in regard to work missed during the time he was absent from the room. Article 10. There shall be no walking across lawns until further notice. Article ii. The method of voting and manner of elections shall be left to the Mayor with full power to arrange and appoint as she sees fit. Article 12. The Mayor shall appoint two policemen in each ward and their term of office shall be two weeks. Article 13. Wilful neglect of duty on the part of any citizen shall be considered a misdemeanor. Article 14. It is the duty of every policeman who makes an arrest to notify all persons concerned as to when they are to ap- pear at court. Article 15. All teachers or citizens who order the arrest of any citizen must write out in full the charge and the names of wit- nesses. This is to be given to the policeman who makes the ar- rest, by him given to the chief of police who will hand it to the city attorney. Article 16. Any pupil tardy or absent without written excuse from his parents may be sent home for such excuse at the discre- tion of the Principal of the Intermediate Department. Article 17. Citizens are not to be in the building before 8:30 a. m. except by special permission of the Principal of the Inter- mediate Department. Article 18. All citizens are to enter recitations provided with necessary books and materials. Wilful neglect of this duty shall be considered a misdemeanor. Article 19. The penalty for the violation of these last ten laws shall be the same as provided in Article 8. HELEN TOWNSEND, President of the City Council. GRACE McCORD, Clerk. February 9, 1900. ETHEL CASTLE, Mayor. Approved, ELEANOR A. PERSONS, Principal Intermediate Dept. Miss ELLA A. FALLON Principal of Primary School Moral and Civic Training 89 SCHOOL CITY IN THE PRIMARY DEPARTMENT LARGE CLAIMS UPON THE FUTURE While our Primary School City is only in its in- fancy, in this child of a few months can be seen al- ready many significant evidences of vigorous health and of large claims upon the'future. The primary department consists of children from six to twelve years old doing the first four years' work. As here the oral instruction in School City government must be given largely in commo 1 session, it was thought best to introduce the plan in only the two oldest grades at first, awaiting the result of its effects there upon the younger grades, and introducing the same in them as occasion seemed to demand. At the beginning, nearly everything had to be ex- plicitly taught: the names of the officers and their duties; the departments and their provinces; how a business meeting should be conducted, and many other matters of a similar nature, no small undertaking, indeed, but one that will not require a repetition later, for as one grade sees its seniors take their parts intel- ligently, it unconsciously grows into correct habits of thought in the same line. The intelligence now dis- played by many in these matters is alone worth serious consideration. During the first few days of operation certain dangers became apparent, noticeably radical and severe judg- ments on the part of the department of order, and. a general turning of attention from the subject-matter of the lesson to the deportment of the members of the class. But it could be seen that at this early stage this was only a wholesome sign of earnestness, and the dis- cretion, wisdom and tact of the teachers soon remedied the evil, establishing the principle that the amount of interest manifested in the class work is the measure of good conduct in the class. 9° The Gill System of INTELLECTUAL, MORAL AND SOCIAL RESULTS Notwithstanding that some of the attractive features of the School City are as yet undeveloped in this department (the Department of Public Works and the Fire Department being yet untouched), results intel- lectual, moral and social are already gratifying. The children in the third and fourth grades are beginning to be conversant with the idea of a simple civic gov- ernment, its object, mode of operation, and its usual divisions. They are rapidly learning how to conduct meetings and how to vote, and appreciate in a measure the significance of their franchise. The improvement socially is noticeable. It is now no unusual sight to see teachers and children here and there in groups, talking upon some matter of vital importance to the City, seeking together the best solution of the problem. It not infrequently happens that a pupil is helped by his fellows to overcome some bad habit, or some weak- ness which affects his standing as a citizen, where in the past these same pupils' mistaken philanthropic efforts were spent in trying to help him hide it. Teachers and pupils now stand on common footing arrayed against wrong doing and poor work. Again the moral advantages of the School City organization are marked, not only by this wholesome spirit of co- operation, unselfish helpfulness and stronger public spirit engendered, but also by the force which the Department of Order and the Court exert. Through the Department of Order, offenses in habits and in speech have been disclosed that otherwise would have remained unknown. The officers' prompt and cour- ageous action in such matters has shown the culprits that such indulgence will not be tolerated. To the child brought to justice, the Court means something more than a group of his fellows judging the case. Children to whom any previously tried punishments seemed to have no permanent value, are so affected by appearing before the Court that a radical change at once results. The sense of dignity inspired by the Moral and Civic Training. 91 Court is seen through the involuntary "Yes, sir," " No, sir," frequently heard in the defendant's replies to the judge. To the child guilty of wrong doing, standing convicted before his fellows has a most salu- tary effect, engendering a stronger feeling of personal responsibility and a wholesome respect for the rights and opinions of his equals. INGENUITY OF THE JUDGES It is interesting to observe the logic and ingenuity of the judges in reaching decisions and passing sen- tences. Cause and effect are nearly always considered. Many interesting conclusions could here be cited did space. permit. A tendency towards over severity is the only danger apparent, but this is easily averted by a timely question or reminder from the teacher who is always present and who manages to spend some time with the judges before they return with a sentence. From the children's willingness to accept heavy sen- tences to labor rather than relinquish an office, if the choice is given, may be inferred the spirit that domi- nates the City as a whole. DISAPPOINTMENTS AND THEIR ANTIDOTE Of course these favorable results have not come unattended by relapses or disappointments. Some of the most earnest citizens have had their longings for a return to the past; have felt that perhaps attending to' police duties amounted to tattling, etc. But in what great new enterprise do we, who are older and pre- sumably wiser, engage without in our weaker moments •doubting and at times almost forsaking, because of trying to measure the new in terms of the old to which we are accustomed ? When these moods creep into our City, then must come the antidote from the teachers through their sympathy, tact, enthusiasm and clearer vision. Whatever the ups and downs, the immediate good results that come from the School City warrant the belief that it will secure a decidedly higher moral HILDA RUST President of Primary School City Moral and Civic Training 93 development of the child, cultivating in him an intelli- gent and active interest in public affairs, a keen and vigorous conscience in these as well as in private matters, and ultimately securing a higher standard of democratic society of which every child is destined to become a factor. ELLA A. FALLON, Principal. ♦MESSAGE OF THE MAYOR OF THE PRIMARY SCHOOL CITY TO THE CITY COUNCIL Councilmen: By our new Charter you are to be our law makers. To do my duty as Mayor, I present to you this message : We are just beginning a new form of government. The citizens have elected you to make 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 make these suggestions: 1. That you make the Golden Rule the first law of our City. 2. That you make such laws as will secure good order, good habits and good care of property. 3. That you make all laws simple and easy to under- stand. 4. That you make only as many laws. as are really needed. 5. That you state only a general penalty for offenses, letting the judges fix the special ones. 6. That you promptly decide on the length of all terms of office not fixed by the Charter. HILDA RUST, Mar. 2, 1900. Mayor. *0f course, Hilda Ruf^t. like every wise chief magistrate, seeks and gets the best advice she knows how to find. h u- O o re o 5 I c z < o o z D o Moral and Civic Training 95 PRIMARY SCHOOL CITY ORDINANCES THE GENERAL CITY LAW As ye would that men should do to you, do ye even so to them. SPECIAL ORDINANCES CHAPTER I— Things Prohibited ORDER Section i Anything which disturbs the order in chapel, halls, class-rooms or toilet rooms is prohibited. Sec. 2 Anything which is immodest, profane, rude or inten- tionally unkind is prohibited. CLEANLINESS Sec. 3 Anything which unnecessarily detracts from the orderly appearance of our School City is prohibited HEALTH Sec. 4 Anything which unnecessarily detracts from the health- ful condition of our School City is prohibited. PUBLIC AND PRIVATE PROPERTY Sec. 5 Anything whiqh unnecessarily mars or destroys property in our School City is prohibited. CHAPTER II— Duties and Punishments Section i Every citizen is obliged to call the attention of the authorities to any violation of the laws of this City. Sec. 2 Any citizen violating any law of this City shall be sub- ject to punishment not less than a reprimand and not greater than a withdrawal of the rights of citizenship. LEWIS MILLER, President of the City Council. ROBERT YEAPLE, Clerk. March 9, 1900. Approved, HILDA RUST, Mayor. Approved, ELLA A. FALLON, Principal. - c > < - w ■^ ft o c; Moral and Civic Training 97 OFFICERS OF THE THREE SCHOOL CITIES PRIMARY SCHOOL CITY OFFICERS Mayor : Hilda Rust. President of the City Council : Louis Miller. Vice-President of the City Council : Florence Deyo. Members of the City Council : Harold Krom, Eliza Freer, Clara Atkins John Carter. Clerk of the City Council : Robert Yeaple. Chief Judge : Francis Wynkoop. Associate Judges : Herbert Tremper, Susie Shaw, Howard Fielding. Clerk : Robert Yeaple. Sheriff: Victor Rudolph. Attorney : Grace Palmer. Chief of Police : Charles Price. INTERMEDIATE SCHOOL CITY OFFICERS Mayor : Ethel Castle. President of City Council : Helen Townsend. Vice-President of City Council : Arthur Merritt. City Clerk : Grace McCord. Members of City Council : First Ward-^George Zimmerman, Stella Wynkoop. Second Ward — Blanche Steadman, Daniel Shaw. Third Ward— Fred De Puy, Miriam Deyo. Fourth Ward — Mary Gerow, Daniel Lucey. Fifth Ward — Helen Townsend, Arthur Merritt. City Judge : Warren Tamney. Associate Judges : Mary Le Fevre, Marvin Van Wagenen, Cora Johns'on, Jonas Bedford. Harry Deyo, n K . J5 Mopat wd Civic Training 99 Clerk of the Court : Myra JacKson. Sheriff : Clarence 'Harp. Deputy Sheriffs : Sadie Costello, Henry Fagher. City Attorney : John FoUette. Chief of Police — Edmund Doremus. Commissioner of Public Works : George Relyea. Commissioner of Health : Arthur Travis. Commissioner of Finance : Johannes Le Fevre. Chief of Fire Department : Chas. Bleecker. There' are also Commissioners of Desks, Walls and Floors in each ward. NORMAL SCHOOL CITY OFFICERS Mayor : Seman W. Hastings. President of City Council : Fred Thome. Vire-President of City Council : Clementine A. E. Kirchner. Clerk of City Council : Janet O. Robson. Aldermen : First Ward— Anna T. Mannion, Second Ward— Mabel G. Mead, Third Ward — Emma De Bevoise, Fourth Ward — Clementine A. E. Kirchner, Fifth Ward — Constance Wack, Sixth Ward — Josephine Jansen, Seventh Ward — Ida F. Woolsey, Eighth Ward — Minnie Crossen, Ninth Ward — Charles Deyo, Tenth Ward — Augustus Marcinkowski. Judges : Anne V. A. Cline, Henry D. Cook, Patrick Kin,^, Frances Stevenson. Winona Smith. Clerk : Janet O. Robson . Sheriff : Susan Harreus. Attorney : William R. Ward. Commissioner of Fire Department : Alfred H. Smith. Commissioner of Finance Department : Anna Miller. Commissioner of Health Department : Esmond Childs. Commissioner of Police Department : James G. McGrat'i. Commissioner of Public Works : James O. Le Fevre. WILLIAM K. WARD Normal School City Attorneyl President of School State Constitutional Convention 102 The Gill System of PART IV THE ORGANIZATION OF THE SCHOOL STATE THE FIRST SCHOOL STATE New ^Paltz Normal can very properly assert her eight to the honor of having organized the first School State — an organization peculiar in itself, though part of Mr. Gill's general plan. After the three School Cities had been organized in the school and were doing successful work, many ipoints arose showing the need of a broader and more general government. The care of the flag, the improve- •ment and beautifying of the grounds and similar work, were things in which one department of the -school had as much right to participate as any other. To create joint committees consisting of citizens of each City was not considered the best and most logical ■solution of the problems. At this point, the formation of a School State was. -suggested, that being the true unit of government in ■our country and there being some actual work for it to