legislative.

APPOINTMENT, TERM OF OFFICE.--The district officers are usually elected by the legal voters of the school district; but in some States they are appointed by the county superintendent, or county school commissioner as he is often called. In most States the term of office is three years, but in some it is two years, and in others it is only one year. Trustees or directors usually receive no pay for their services.

DUTIES.--In most States it is the duty of the district officers to raise money by levying taxes for the erection of school-buildings, and to superintend their construction; to purchase furniture and apparatus; to care for the school property; to employ teachers and fix their salaries; to visit the school and direct its work; to take the school census; and to make reports to the higher school officers. In some States, as in Indiana, most of these duties belong to the office of township trustee.

THE TEACHER.--The teacher is usually employed by the directors or trustees, but in some States he is employed by the township trustee or by the county superintendent. He must first pass an examination before an examiner, or board of examiners, and obtain therefrom a certificate or license entitling him to teach in the public schools.

POWERS.--The teacher has the same power and right to govern the school that the parent has to govern the family. The law puts the teacher in the parent's place and expects him to perform the parent's office, subject to the action of the directors or trustees. It clothes him with all power necessary to govern the school, and then holds him responsible for its conduct, the directors having the right to dismiss him at any time for a failure to perform his duty.

DUTIES.--The teacher is one of our most important officers. The State has confided to him the trust of teaching, of showing boys and girls how to be useful men and women, of training them for citizenship. This is a great work to do. The State has clothed him with ample power for the purpose, and it is his duty to serve the State faithfully and well. The teacher should govern kindly and firmly. Every pupil in school, of whatever age or size, owes him cheerful and ready obedience. It is his duty, the duty for which he is paid, to insist upon this obedience; to govern the school; to teach the pupils to obey while they are children, in order that they may rule well when they become rulers; that is, when they become citizens.

SUGGESTIVE QUESTIONS.

1. Why are law and order necessary to the peace and happiness of the people?

2. Why are public schools sometimes called free schools or common schools?

3. About how many square miles are there in a school district in this county?

4. What is the official title, and what the name, of the chief school officer of this county?

5. Why does the State want its people educated?

6. Why should children be regular and punctual in their attendance?

7. What can parents do to aid their children to acquire an education?

8. What number of directors do you think would be best for the school district? Why?

9. Should directors receive compensation? How much?

10. Why should the teacher pass an examination?

11. Should he be examined every year?

12. Why does the law place the teacher in the parent's place?

13. Why are citizens said to be rulers?

QUESTION FOR DEBATE.

Resolved, That it is right for a man without children to pay school taxes.

CHAPTER III.

THE CIVIL DISTRICT.

INTRODUCTORY.--In our study, thus far, we have had to do with special forms of government as exercised in the family and in the school. These are, in a sense, peculiar to themselves. The rights of government as administered in the family, and the rights of the members of a family, as well as their duties to each other, are natural rights and duties; they do not depend upon society for their force. In fact, they are stronger and more binding in proportion as the bands of society are relaxed.

In the primitive state, before there was organized civil society, family government was supreme; and likewise, if a family should remove from within the limits of civil society and be entirely isolated, family government would again resume its power and binding force.

School government, while partaking of the nature of civil government, is still more closely allied to family government. In the natural state, and in the isolated household, the education of the child devolves upon the parents, and the parent delegates a part of his natural rights and duties to the teacher when he commits the education of his child to the common school. The teacher is said to stand in loco parentis (in the place of the parent), and from this direction, mainly, are his rights of government derived. The school, therefore, stands in an intermediate position between family government and civil government proper, partaking of some features of each, and forming a sort of stepping-stone for the child from the natural restraints of home to the more complex demands of civil society. The school district, also, while partaking of the nature of a civil institution, is in many respects to be regarded as a co-operative organization of the families of the neighborhood for the education of their children, and its government as a co-operative family government.

THE CIVIL UNIT DEFINED.

In nearly every part of the United States there is a unit of civil society in which the people exercise many of the powers of government at first hand. This civil unit is variously named in the different States, and its first organization may have been for some minor purpose; but it has grown to be an important sphere of government in many States, and throughout the entire country it is the primary school of the citizen and the voter.

There are many different names by which this civil unit is known.

In the State of Mississippi it is called the Beat, and this name is no doubt derived from the original purpose of the organization, as the jurisdiction of a watchman or constable.

In Delaware it is called the Hundred, which is the old English subdivision of a county, supposed to contain one hundred families, or one hundred men able to bear arms in the public service.

In the New England States, in New York, and in Wisconsin it is called the Town, from the old Anglo-Saxon civil unit, which antedates the settlement of England by its Saxon invaders, and is probably older than the Christian era.

In Arkansas, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Montana, New Jersey, the Carolinas, Ohio, Pennsylvania, and parts of Illinois, Nebraska, and the Dakotas, it is called the Township, only a variation of name from the "town," and having the same origin.

In California it is called the Judicial Township, and in parts of the Dakotas it is called the School Township.

In Alabama, Colorado, Florida, Idaho, Oregon, Utah, Washington, and parts of Illinois and Nebraska, it is called the Election Precinct, from the fact that it was the subdivision made for the convenience of voters.

In Georgia it is called the Militia District, from the fact that each subdivision furnished a certain proportionate number of men for the militia service of the State.

In Kentucky, Virginia, and West Virginia, it is called the Magisterial District, from the fact that it was constituted as the limit of the jurisdiction of a local magistrate.

In Louisiana it is called the Police Jury Ward, perhaps for the reason that from each one of these subdivisions a warden was elected to administer the parish government.

In Maryland and Wyoming it is called the Election District, from