Elements of Civil Government Part 1

Elements of Civil Government.

by Alexander L.Peterman.

PREFACE.

This text-book begins "at home." The starting-point is the family, the first form of government with which the child comes in contact. As his acquaintance with rightful authority increases, the school, the civil district, the township, the county, the State, and the United States are taken up in their order.

The book is especially intended for use in the public schools. The plan is the simplest yet devised, and is, therefore, well adapted to public school purposes. It has been used by the author for many years, in public schools, normal schools, and teachers' inst.i.tutes. It carefully and logically follows the much praised and much neglected synthetic method. All students of the science of teaching agree that beginners in the study of government should commence with the known, and gradually proceed to the unknown. Yet it is believed this is the first textbook that closely follows this method of treating the subject.

The constant aim has been to present the subject in a simple and attractive way, in accordance with sound principles of teaching--that children may grow into such a knowledge of their government that the welfare of the country may "come home to the business and bosoms" of the people.

The recent increase of interest among the people upon the subject of government is a hopeful sign. It will lead to a better knowledge of our political inst.i.tutions, and hence give us better citizens. Good citizenship is impossible unless the people understand the government under which they live.

It is certainly strange that every State in the Union maintains a system of public schools for the purpose of training citizens, and that the course of study in so many States omits civil government, the science of citizenship.

The author's special thanks are due Hon. Joseph Desha Pickett, Ph.D., Superintendent of Public Instruction of Kentucky, for the suggestion which led to the preparation of the work and for excellent thoughts upon the plan. The author also desires to confess his obligation to President James K. Patterson, Ph.D., and Professor R. N. Roark, A.M., of the Kentucky State College, Lexington, for valuable suggestions as to the method of treatment and the scope of the book.

The author has derived much a.s.sistance from the many admirable works upon the same subject, now before the country. But he has not hesitated to adopt a treatment different from theirs when it has been deemed advisable. He submits his work to a discriminating public, with the hope that he has not labored in vain in a field in which so many have wrought.

ALEX. L. PETERMAN.

A FEW WORDS TO TEACHERS.

1. PURPOSE OF THE STUDY.--Every school should teach, and every child should study, the principles of our government, in order:

1. That by knowing his country better he may learn to love it more.

The first duty of the school is to teach its pupils to love "G.o.d, home, and native land."

2. That the child may learn that there is such a thing as just authority; that obedience to it is right and manly; that we must learn to govern by first learning to obey.

3. That he may know his rights as a citizen, and, "knowing, dare maintain;" that he may also know his _duties_ as a citizen, and, knowing, may perform them intelligently and honestly.

4. That he may understand the sacredness of the right of suffrage, and aid in securing honest elections and honest discharge of official duties.

5. That he may better understand the history of his country, for the history of the United States is largely the history of our political inst.i.tutions.

2. ORAL INSTRUCTION.--There is no child in your school too young to learn something of geography, of history, and of civil government.

These three subjects are so closely related that it is easier and better to teach them together. All pupils not prepared for the text-book should, at least on alternate days, be instructed by the teacher in a series of familiar talks, beginning with "The Family," and proceeding slowly to "The School," "The Civil District or Township,"

"The County," "The State," and "The United States." In this system of oral instruction, which is the best possible preparation for the formal study of civil government, the plan and outlines of this book may be used by the teacher with both profit and pleasure.

3. PROPER AGE FOR STUDY OF THE TEXT-BOOK.--The plan and the style of this book are so simple that the subject will be readily understood by pupils reading in the "Fourth Reader." Even in our ungraded country schools the average pupil of twelve years is well prepared to begin the study of the text-book in civil government. It is a serious mistake to postpone this much neglected subject until a later age. Let it be introduced early, that the child's knowledge of his government may "grow with his growth, and strengthen with his strength."

4. TWO PARTS.--It will be observed that the book is divided into two parts: the former treating the subject concretely, the latter treating it abstractly.

Beginners should deal with things, not theories; hence, the abstract treatment of civil government is deferred until the pupil's mind is able to grasp it.

For the same reason, definitions in the first part of the book are few and simple, the design of the author being to ill.u.s.trate rather than to define; to lead the child to see, rather than to burden his mind with fine-spun statements that serve only to confuse. In an elaborate work for advanced students the method of treatment would, of course, be quite different.

5. TOPICAL METHOD.--The subject of each paragraph is printed in bold-faced type, thus specially adapting the book to the topical method of recitation. This feature also serves as a guide to the pupil in the preparation of his lesson.

6. SUGGESTIVE QUESTIONS.--In deference to the best professional thought, the author has omitted all questions upon the text, knowing that every live teacher prefers to frame his own questions. The s.p.a.ce usually allotted to questions upon the text is devoted to suggestive questions, intended to lead the pupil to think and to investigate for himself.

The author sincerely hopes that the teacher will not permit the pupil to memorize the language of the book, but encourage him to express the thought in his own words.

ELEMENTS OF CIVIL GOVERNMENT

PART I.

CHAPTER I.

THE FAMILY.

INTRODUCTORY.[1]--People living in the United States owe respect and obedience to not less than four different governments; that is, to four forms of organized authority. They have duties, as citizens of a township or civil district, as citizens of a county, as citizens of some one of the States, and as citizens of the United States. All persons are, or have been, members of a family; some also live under a village or city government; and most children are subject to the government, of some school. Many people in this country live under six governments--namely, the family, the township or civil district, the village or city, the county, the State, and the United States; while children who live in villages or cities, and attend school, are subject to seven different governments. These organizations are so closely related that the duties of the people as citizens of one do not conflict with their duties as citizens of the others. The better citizen a person is of one of these governments the better citizen he is of all governments under which he lives.

DEFINITION.--Each of us is a member of some family. We were born into the family circle, and our parents first taught us to obey. By insisting upon obedience, parents govern their children, and thus keep them from evil and from danger. The family, then, is a form of government, established for the good of the children themselves, and the first government that each of us must obey.

PURPOSES.--The family exists for the rearing and training of children, and for the happiness and prosperity of parents. All children need the comforts and restraints of home life. They are growing up to be citizens and rulers of the country, and should learn to rule by first learning to obey. The lessons of home prepare them for life and for citizenship.

MEMBERS.

The members of the family are the father, the mother, and the children; and the family government exists for all, especially for the children, that they may be protected, guided, and taught to become useful men and women. The welfare of each and of all depends upon the family government, upon the care of the parents and the obedience of the children.

RIGHTS.--The members have certain rights; that is, certain just claims upon the family. Each has a right to all the care and protection that the family can give: a right to be kindly treated; a right to be spoken to in a polite manner; a right to food, clothing, shelter, and an opportunity to acquire an education; a right to the advice and warning of the older members; a right to the respect of all.

DUTIES.--As each of the members has his rights, each also has his duties; for where a right exists, a duty always exists with it. It is the duty of each to treat the others kindly; to teach them what is right and what is wrong; to aid them in their work; to comfort them in their sorrows; and to rejoice with them in their gladness. It is the duty of the children to love their parents; to obey them in all things; to respect older persons; and to abstain from bad habits and bad language.

OFFICERS.

The officers of the family government are the father and the mother.

They were made officers when they were married, so that the rulers of the family are also members of the family. The office of a parent is a holy office, and requires wisdom for the proper discharge of its duties.

POWERS.--The parents have power to make rules, to decide when these have been broken, and to insist that they shall be obeyed. They make the law of the family, enforce the law, and explain the law. They have supreme control over their children in all the usual affairs of life, until the children arrive at the legal age--twenty-one years.