LB 3093 
 
 G5 
 Copy 1 
 
 e BOYS' 
 
 And GIRLS' 
 REPUBLIC 
 
 WUton L. Gill 
 
(Ins^ lB3Q: 
 
 Book 
 
 G,^. 
 
 CopyiigMil". 
 
 COPYRIGHT DEPOSnV 
 
The Boys* and Girls* 
 Republic 
 
 Text-book of 
 The Art of Citizenship 
 
 BY 
 
 WILSON L. GILL, LL.B., 
 
 President of the American Patriotic League. 
 
 Formerly, General Supervisor of Moral and Civic Training 
 
 in Cuba, for the United States War Department and 
 
 Supervisor at Large of Indian Schools for the 
 
 United States Department of the Interior. 
 
 AMERICAN PATRIOTIC LEAGUE 
 
 INDEPENDENCE HALL 
 
 PHILADELPHIA. 
 
On 
 
 
 ^ 
 
 Copyright, 1913, by 
 WILSON L, GILL 
 
 DEC 27 1913 
 
 MONOTYPED BY 
 
 ANTHONY PRINTING COMPANY 
 
 HANOVER, HA. 
 
 (g:i.A361350 
 
PREFACE 
 
 QNE Sunday morning, some years ago, I asked 
 a young man sitting next to me in a trolley 
 car, if he were a graduate of a certain university. He 
 said he was, having graduated two years previously. 
 I asked him if he had attended the recent primaries. 
 He replied that he had never attended a primary or 
 caucus, and never expected to, that he had no curi- 
 osity in that direction and that he thought it not 
 worth while to waste his time that way. Before we 
 reached my destination, a half hour later, he said, 
 **This matter has never before been presented to my 
 mind in such a light. To me it is a new and true 
 gospel, and as you have preached it to me, a total 
 stranger, so I shall preach it to my friends, and to 
 others whenever I have the opportunity. I am grate- 
 ful to you for this new light, and with all my heart 
 I give you my promise that I shall not neglect any — 
 even the most humble of my civic duties." 
 
 Not long before this incident, I had been in cor- 
 respondence with the famous president of this same 
 great university, urging him to make use of the ne- 
 cessity of maintaining a government for the several 
 thousand students, as a means of acquainting them 
 practically, not only with the principles and no- 
 menclature of democratic government, but also with 
 the right practices of citizens and officers, so that 
 on leaving the university they should be already in 
 
4 Preface 
 
 the habit of performing their civic duties. He replied 
 that the matter had been discussed in faculty meet- 
 ings, and the right to govern themselves had been 
 offered to the students, who answered, apparently 
 with disgust, **We pay for all necessary police duty 
 when we pay our tuition." He wrote me, ''You see 
 they did not want it themselves, and there was noth- 
 ing more that we could do." I did not see how I 
 could reply, without giving offense, and thus defeat- 
 ing the cause. It ought to have been seen by all in 
 the light of a patriotic duty of the University and of 
 the students, and should have been presented in 
 such a way as to have made the students eager to 
 accept the privilege, rather than to reject it as a 
 scheme of police service to relieve the faculty. 
 
 It is in the college that an individual can have the 
 last opportunity for training in citizenship under 
 instructors. For this reason it is a matter of vast 
 importance to our nation that the colleges should 
 make certain that every student within their influ- 
 ence is imbued with the right spirit and habituated 
 in the right practices of citizenship ; but it is of vastly 
 greater importance that the high schools and gram- 
 mar schools should perform their duty in this respect. 
 What shall we say of the primary schools and kinder- 
 gartens, where the foundations of character are laid 
 and many of one's life-long habits are begun? The 
 primary school, the kindergarten and the normal 
 school back of them are the most important places 
 in which to begin. However, the right place in which 
 to begin is wherever there is an opportunity. 
 
 Fortunately, teaching the practices of citizenship 
 has been so simplified that it is in perfect harmony 
 with good kindergarten work, and teachers who 
 have been successful as kindergarteners use the School 
 
Preface 5 
 
 Republic method of teaching citizenship, with excel- 
 lent results and constant delight to the little citizens 
 and themselves. 
 
 Our first systematic experiment with democracy 
 in a public school w^as in the form of a municipality 
 and was called the ''School City." There was much 
 published about it, and teachers in every direction 
 used the method. Since then, we have used many 
 forms of democratic government, such as those of a 
 village, town, county, state and federal government, 
 and we now use the term ''Republic," as that covers 
 all the various forms. 
 
 All of the several text-books that have been written 
 to aid in the use of the laboratory or School Republic 
 method of teaching citizenship are out of print, 
 and this book is written to meet the immediate 
 and growing demand for such a text-book. I have 
 aimed to give in it such information as is needed 
 by the oldest students to whom the privilege to use 
 the method may come. At the same time I have 
 endeavored to make it so simple that it may be used 
 as a text-book in all grammar grades, and I trust 
 that primary and kindergarten teachers will find 
 in it the aid they need in steering the ships of state 
 of their little republics. 
 
 While this book is the result of all the School 
 Republic experience since I organized the first School 
 City in 1897, much of the manuscript was prepared 
 while, as United States Supervisor at Large of 
 Indian Schools, I was on the Indian reservations 
 from Michigan to the State of Washington and from 
 California to North Carolina, for the purpose of 
 giving to our young native Americans the School 
 Republic method. To my joy, I found the Indian 
 girls and boys, about the same as Anglo-Saxon girls 
 
6 Preface 
 
 and boys would be, were they born and bred in 
 similar environments. As a rule I found them lovable 
 and loving children, responsive to every kind and 
 good thought. 
 
 It seemed to me a convenient way, in furnishing 
 suggestions for organizing and conducting School 
 Republics, to do so in the form of a narrative, and that 
 it would be interesting to white boys and girls of 
 our country, if Indian girls and boys should be the 
 young citizens to furnish the examples. Large 
 numbers of Indians have adopted white men's names, 
 and it is probable that the Indian names will soon 
 disappear, and our present friend "Jim Shoots-a- 
 wolf-running-up-the-canyon," will be *'Mr. James 
 Canyon." I have used their names as I have found 
 them, and to a large extent I have used real incidents 
 and the real thoughts, actions and words of these 
 dear children, our little sisters and brothers. 
 
 The manuscript for this book was written origi- 
 nally under orders of the United States Commissioner 
 of Indian Affairs, but up to the present time it has 
 not seemed practicable for the government to print 
 and issue it, but I have been authorized to have it 
 printed and published privately for general use. 
 
 The School Republic method has been used for 
 some years past by a number of teachers in Alaska, 
 and with such happy results that the United States 
 Commissioner of Education has adopted the method 
 for all the Government schools of Alaska, and made 
 it a definite part of the curriculum. As these are all 
 the schools under his direct authority and as he is 
 the highest official educational authority in our 
 country, his action is of considerable importance, 
 and for that reason his order to the teachers in Alaska 
 is reproduced here as follows : 
 
Preface 7 
 
 DEPARTMENT OF THE INTERIOR 
 
 BUREAU OF EDUCATION 
 
 WASHINGTON 
 
 ALASKA DIVISION. DECEMBER 9, 1 91 2 
 
 THE SCHOOL CITY. 
 
 To the Teachers in the Alaska School Service : — 
 
 The object of the Alaska School Service is the advancement 
 in civilization of the native races, with a view to their ultimate 
 absorption into the body politic as good citizens. The full 
 attainment of this object is doubtless remote, but we welcome 
 every effective agency toward the accomplishment of this end. 
 
 The School City, a school democracy founded on kindness and 
 justice, has proved itself a vital influence in preparing for in- 
 telligent citizenship the white children in the public schools in 
 the United States, the children in the Indian Schools, and in the 
 schools of Cuba. 
 
 The introduction of the School City into our schools in Alaska 
 will be an important influence in securing the sympathetic 
 co-operation of the pupils; by inculcating the duties, privileges, 
 and responsibilities of citizenship, it will more rapidly prepare 
 the natives of Alaska for citizenship. 
 
 I transmit herewith two pamphlets by Mr. Wilson L. Gill, 
 LL.B., the father of the School City Movement: 
 The School Republic in Indian Schools. 
 Bad Civic Conditions and a Remedy. 
 
 You are directed to read these pamphlets carefully, 
 thoroughly to master the principles therein set forth, to 
 familiarize yourselves with the methods of procedure 
 recommended and, using your best judgment, put them 
 into effect in your school and in the native village in which 
 your school is situated. 
 
 Information regarding your action in this matter should be 
 included in your annual report. 
 
 Assuring you of my personal interest in your work, I am, 
 Very Respectfully, 
 
 P. P. CLAXTON, 
 Inclosures. Commissioner. 
 
 I have prepared another book to be used in con- 
 nection with this one, to give additional instruction 
 in the principles of democracy in common law, 
 
8 Preface 
 
 parliamentary practice, hygiene, the enforcement of 
 law and some other matters related to government 
 and citizenship, which I trust will be found helpful 
 to all who use the School Republic method. 
 
 The growth of civilization by the ordinary means 
 of evolution is very slow. The introduction of any 
 improvement in methods has been a matter of cen- 
 turies. The appeal has been to adults, whose habits 
 of thought and action had been established in child- 
 hood, before the appeal came to them. It is difficult 
 for any person and impracticable for most to change 
 any habit. 
 
 It is a comparatively easy matter to guide a little 
 child in the making of good habits for his whole life. 
 It is but recently that there has been any means of 
 reaching children in general for this purpose. The 
 public schools, rapidly extending to every country, 
 are the means for this purpose. 
 
 Competition, in other words, legalized and unlegal- 
 ized war has been the life of trade and politics, pri- 
 vate and national. The general observing of the 
 Golden Rule will supplant competition by co-opera- 
 tion. This means personal, civic and commercial 
 cleanliness, health, strength, efficiency, justice, kind- 
 ness, prosperity and peace throughout the world. 
 
 The object of this book is to aid in the utilization 
 of the public schools in every country to give every 
 child the spirit and practice of the Golden Rule. 
 That this is not merely a dream, is attested by the 
 fact that our own government, and some others, have 
 offically sanctioned the School Republic method. I 
 appeal to all men, women and children to do what 
 they can to forward this movement. 
 
 WILSON L. GILL. 
 
 Philadelphia, August 1, 1913. 
 
CONTENTS 
 
 CHAPTER I. 
 A Talk with Teachers and Older Girls and Boys 11 
 
 CHAPTER II. 
 Organizing a School Republic 19 
 
 CHAPTER III. 
 Organizing the Federal Government 30 
 
 CHAPTER IV. 
 First Session of the Congress 38 
 
 CHAPTER V. 
 The Plan in Day Schools 43 
 
 CHAPTER VI. 
 Organizing a School State 44 
 
 CHAPTER VII. 
 
 Organizing a School City 48 
 
 CHAPTER VIII. 
 An Evening Meeting 53 
 
 CHAPTER IX. 
 
 Proceedings of the Third Session of the Congress 64 
 
 CHAPTER X. 
 The Court 73 
 
 CHAPTER XI. 
 
 Messages and Reports 81 
 
 CHAPTER XII. 
 Records 92 
 
CHAPTER I. 
 
 A TALK WITH TEACHERS AND THE OLDER 
 BOYS AND GIRLS. 
 
 THE United States Government maintains many 
 schools for the purpose of training Indian 
 children in the art of right living, including 
 faithful citizenship. 
 
 The methods used in the ordinary public and board- 
 ing schools have been used in the Indian schools, 
 and improved by means of dividing the school hours 
 between academic and industrial training. In- 
 dustrial and social changes have been very - rapid 
 since the establishing of the school system of the 
 United States, and the schools have not kept pace 
 with the times. 
 
 Formerly, moral, civic and industrial training were 
 a natural and necessary part of home life. Now, for 
 most children this is impossible. Such training can 
 and must be given in the schools, and adequate 
 provision for this has not yet been made. Large 
 numbers of school men and women have recognized 
 this and have tried to meet the situation in reference 
 to moral and civic training by songs, recitations, 
 talks, salute to the Flag and other such academic 
 means. All of these are good, but inadequate. 
 
 In the nature of things there can be but one ef- 
 ficient way of meeting the new conditions, and that 
 is by teaching the practices of right living, rather 
 than simply its science and sentiment. In all these 
 
 11 
 
12 Academic versus Laboratory Method. 
 
 matters we must use a laboratory method, under 
 the guidance of thoroughly practical and enthusiastic 
 teachers. 
 
 For many years colleges spent much time and energy 
 in a fruitless endeavor to teach chemistry by means 
 of books, recitations, quizzes, lectures and "experi- 
 ments" performed by the professor at the time of 
 his lecture. At last there were those who saw that 
 such a method was inefficient, and that it compelled 
 the students to form a habit of wasting time. Slowly 
 and reluctantly our colleges and universities were 
 forced to follow the lead of Germany and give the 
 young people a chance to really learn chemistry, by 
 themselves working out the problems with chemidfcls 
 in a laboratory or workshop, led and encouraged 
 by a teacher. 
 
 The academic method long since abandoned for 
 teaching chemistry, is still in common use in the 
 schools, colleges, and universities of the United 
 States, for teaching citizenship. This blindness in 
 reference to the teaching of right living (which is 
 true citizenship) is far worse than in the case of 
 chemistry, as comparatively few have to work with 
 chemicals, and all have to live. 
 
 How vital this is to our nation becomes apparent 
 when we realize that those who have been trained in 
 our colleges and universities to think independently 
 and to know something of the history of civilization 
 and of our own country, as a whole, with few excep- 
 tions, never perform the ordinary duties of local 
 citizenship, such as attending primaries, voting at 
 local elections and serving on juries. These men 
 should be the very backbone of our local governments, 
 on which depend, far more than upon our state and 
 national government, the police, fire and sanitary 
 
The Great Law of Citizenship. 13 
 
 protection of our property and of our families. By 
 reason of this neglect, chargeable, not on these 
 educated men, but upon the failure of our educational 
 system to perform its duty in this matter, it has been 
 possible and inevitable that there should develop a 
 local tyranny of bosses, corrupt police, gamblers, 
 and saloon men, to say nothing of the dealers in 
 debasing drugs, such as opium, cocaine, morphine, 
 and in bad pictures and literature. 
 
 There has been adopted for use in Government 
 schools the School Republic method of training in citi- 
 zenship or right living. This is a laboratory method, 
 and so far as we knovv/-, there can be but one laboratory 
 method of teaching citizenship. The plans for making 
 the application of the method may be varied indefi- 
 nitely. Variations, however, ought not to depart 
 from the spirit and right practices of true democracy, 
 as set forth in the Declaration of Independence and 
 Constitution of the United States. This book is 
 for use in all schools to aid in the introduction 
 and use of this method. 
 
 It is not possible, and it would not be desirable 
 if possible, to make plans so complete for using this 
 method, that every problem which may arise would 
 be worked out ahead. Of course it is easily seen that 
 this would be absurd in arithmetic. It would be just 
 as absurd to attempt to do this in the field of social 
 and civic relations. 
 
 Fortunately, we have discovered that there is an 
 infallible rule by which, when properly applied, we 
 may solve correctly every social and civic problem. 
 The spirit of that Golden Rule is expressed in the 
 words, "Do good to others, whatever they do to you." 
 The thought and good-will necessary to enable 
 teachers and pupils to solve these problems by means 
 
14 Character Develops under Responsibility. 
 
 of this Rule are necessary also to make a live and 
 useful application of the method. 
 
 Practical Application of the School Republic 
 Method. 
 
 It is intended that all work at an Indian school in 
 which the children participate shall be educational 
 to as large a degree as can be made practicable. 
 A part of the purpose of the School Republic is to 
 facilitate this. 
 
 One of its means is that feature of human nature, 
 and especially of unwarped child nature, which en- 
 joys responsibility, and under it develops enthusiasm 
 and both mental and will power. 
 
 This principle is availed of for every child by 
 giving to him the right to choose leaders by nominating 
 and voting. A still stronger influence for good is^ 
 felt by the children when they are elected to office. 
 
 Apparently, in every case where children have to 
 work under direction of adults, a great advantage 
 in increased interest is gained by allowing the children 
 to elect one of their number as leader, foreman or 
 teacher, acting, of course, under instructions of the 
 adult in charge. 
 
 This idea has been applied through many years 
 and with excellent results for gaining and maintaining 
 good discipline, good social and civic relations, a 
 good esprit de corps and a greater interest in all 
 school activities. It is as important that it should 
 be applied in the kindergarten and primary school 
 as in the high school and college. These facts may 
 be illustrated by the following experiences. 
 
 In an Indian school, the first year primary class 
 had sixty pupils. Less than half could speak English. 
 
Method Applied To Teach Teaching. 15 
 
 The teacher arranged them in groups of from five 
 to seven pupils. Each group every day elected one 
 of its own number to be the teacher. The adult teacher 
 went from group to group giving encouragement and 
 help. It was both work and play. The children 
 seemed never to get tired, and they never wanted to 
 stop work. It was, and is today, to that teacher a 
 great and exhilarating pleasure, and not exhausting. 
 
 In a high school in eastern Massachusetts, the 
 pupils elect teachers from their own numbers, to 
 serve for a month. The adult teacher observes care- 
 fully and is always ready to give encouragement, 
 advice and instruction. 
 
 As a result, the pupils have become accustomed to 
 volunteer to address an assembly. They have learned 
 much of parliamentary practice. They have become 
 business-like in their school work. The whole body 
 insists that every individual shall respect the rights 
 of all, and not in any way be a drag on the class. 
 Cheating in recitations became impossible and its 
 object disappeared. The teacher can leave the class 
 room for a day or several days at a time, and know 
 that the business of the school will go on without 
 hitch or interruption. 
 
 In Indian schools the details of boys and girls to 
 laundries, kitchens, bakeshops, and other industrial 
 work, have elected their foreman, generally once a 
 week, and with excellent results. The added elements 
 of play, serious business and personal responsibility 
 drive out those of drudgery and the feeling of slavish 
 compulsion. 
 
 Every teacher, academic and industrial, can use 
 this plan to advantage, but he must use some in- 
 telligence, some patience, much persistence and a 
 good deal of enthusiasm. Then, a good response is 
 
16 The Teacher's Sympathy Necessary. 
 
 inevitable on the part of children who are normal, 
 be they red or white, yellow, brown or black. 
 
 Elements of Our Problem. 
 
 Let us keep in mind the fact that work is a necessary 
 element of success in life. However, it is not simply 
 work, but work so well directed that it will produce 
 the best practical results with the least expenditure 
 of energy. 
 
 If the best physical, moral and civic development 
 is to be obtained for any child or body of children, 
 it must be through wise provisions for the develop- 
 ment of all its faculties and cultivation of the heart, 
 head and hand, and all of the 24 hours must be 
 completely provided for. Every day must have its 
 proper amount of rest, recreation and physical and 
 mental work, so that no unprovided for time shall 
 remain for mischief. 
 
 In order to accomplish this purpose, and as an 
 illustration of what may be done to give children 
 efficient training in this direction, they should, as 
 far as practicable, have a place of their own for their 
 clothes and other property and be enabled to earn, 
 pay for and own the books and other personal property 
 which they have to use, and also to earn the money 
 with which they may pay, at least in part, for their 
 board, washing, clothing and education, toys, tools 
 and materials which they use. 
 
 In all matters there should be a watchful eye, 
 helping hand, sympathizing heart, helping the child 
 to be happy and to develop harmoniously his health 
 and strength, his mind, his heart and his will, to take 
 the initiative in many things and to co-operate for 
 every good purpose; and thereby develop his own 
 individuality and a good strong character. 
 
Children for Order at Home and Peace Abroad. 17 
 
 Will Hasten the Coming of Universal Peace 
 and Friendship. 
 
 As this method, based on the practice of the 
 Golden Rule, has been taken up in some schools 
 in many countries, there is reason to hope that it 
 may prove to be a valuable factor in hastening the 
 coming of universal peace and good will among men. 
 
 Thoroughly successful citizenship is necessarily 
 based on the practice in all the affairs of life, of that 
 principle which is expressed in the Golden Rule, a 
 good statement of which is ''Do good to others, 
 whatever they do to you." 
 
 The highest welfare of every nation is dependent 
 on thoroughly successful citizenship. 
 
 When the statesmen of the great nations recognize 
 these two facts, they will begin to see that the present 
 curriculum of the schools does not include practical 
 training in the application of this principle. When 
 they see this clearly, they will make definite provi- 
 sion, since a way to do it has been discovered, that 
 the curriculum of all schools for children shall in- 
 clude this training. 
 
 In the spring of 1908, official commissioners of 
 education from four countries in Europe, Asia and 
 South America met with the writer in the City of 
 New York to devise ways to develop child citizenship, 
 with a view to advancing the standard and efficiency 
 of citizenship at home to the highest plane, and 
 through co-operation and correspondence of the 
 children, create an international friendship which 
 will grow in every family in every land, as a beauti- 
 ful plant in good soil, bearing fragrant, lovely flowers 
 and refreshing, life-sustaining fruit. 
 
18 International Personal Friendship. 
 
 It seems self-evident, that with such citizenship 
 general, at home and abroad, riots, strikes, anarchy 
 and international war will be rendered impossible. 
 
 This international work among the children for 
 peace and happiness at home and abroad, will be de- 
 veloped as soon as money can be found to maintain 
 some workers in this part of the field of child citi- 
 zenship. 
 
CHAPTER 11. 
 
 ORGANIZING AN INDIAN SCHOOL 
 REPUBLIC. 
 
 QN Tuesday morning at half past eight, all the 
 pupils, teachers and assistants at the Indian 
 School at Rocky River were seated in the assembly 
 room of the school. The superintendent read the 
 ancient proverb, ''He that is slow to anger is better 
 than the mighty: and he that ruleth his spirit than 
 he that taketh a city." All sang America and the 
 superintendent then addressed the assembly as 
 follows : 
 
 Address by the Superintendent. 
 
 The purpose of this and of all Indian schools is to 
 so train the Indian boys and girls that when they are 
 grown they will be healthy, strong, industrious and 
 law abiding citizens, maintaining themselves by their 
 own industry, in comfortable, happy homes. 
 
 This is stated more fully in the following rules 
 for the Indian Service, approved by the Secretary 
 of the Interior : 
 
 "It is the purpose of the Federal plan of Indian 
 education to prepare Indian youth for the duties, 
 privileges, and responsibilities of American citizen- 
 ship. This implies training in industrial arts, develop- 
 ment of moral and intellectual faculties, establish- 
 
 19 
 
20 Citizenship an Art, not Academic Theory. 
 
 ment of good habits, formation of character, and 
 reasonable knowledge of civic rights and duties. 
 
 "Every Indian school in an Indian community is 
 to be a center of positive propaganda in industrial 
 development, physical well-being, and moral protec- 
 tion." 
 
 In order to carry out more fully and effectually this 
 purpose of the general government to prepare Indian 
 youth for the active responsibilities of citizenship, 
 it has been recognized that more specific and definite 
 efforts than have been made heretofore are demanded. 
 The present policy of Indian education, as stated in 
 the "Rules for Indian Schools," contemplates the 
 alliance of Indian Schools with the systems of educa- 
 tion in the several states so that Indian pupils may 
 be more easily transferred to the public schools and 
 raised to a "position of worthy citizenship." 
 
 The goal of all Indian legislation is the final and 
 complete absorption of the Indian population into 
 the body politic with the rights, privileges, duties 
 and responsibilities of American citizens. 
 
 Citizenship an Art. 
 
 It is coming to be understood that citizenship 
 is an art, and that no art can be learned except by 
 the use of the tools and materials of that art under 
 instruction. To this end the Commissioner of Indian 
 Affairs has adopted a laboratory or practical working 
 method of Civic Training, which for convenience 
 is called the School Republic or School City, to be 
 used in all Indian Schools, and has sent to us the 
 originator of this method to help us to understand 
 it and to begin its use. 
 
c ^ o 
 
Laboratory Method Adopted by Government. 21 
 
 Some of us have read in the newspapers and 
 magazines of the school cities established by our War 
 Department in Cuba and of school republics in our 
 own and other countries, so that this work and its 
 author are not total strangers to us, and we wish 
 to assure him that he is very welcome, and that every- 
 one of us will be eager to understand and to help 
 make a perfect success of our little democracy which 
 he has come to establish. 
 
 1 now introduce to you our Supervisor of Civic 
 Training. 
 
 The entire audience made it apparent that its 
 interest was fully aroused. 
 
 Address by the Supervisor. 
 
 Mr. Superintendent, Teachers, Girls and Boys: 
 It is a great privilege and pleasure to bring to you 
 such an important message from our Government 
 as I have brought to you today, and this is the message : 
 ^ The United States Government has adopted the 
 laboratory method of teaching citizenship, for use 
 in this and every other Government Indian School. 
 That means that every one of you girls and boys is 
 to be a citizen, that you will make many laws for 
 yourselves and elect officers to see that these laws 
 are obeyed, and other officers to settle difficulties 
 when the laws are disobeyed. 
 
 Your teachers will help you to understand how to 
 solve the problems of your daily life and of your 
 government, as they help you to understand how to 
 solve the problems of arithmetic. As soon as they can, 
 they make you independent in solving the problems 
 of arithmetic, yet they are on hand, and if they see 
 you are making an error, they point it out. So it 
 will be in your citizenship. 
 
22 Liberty is not License To Do Wrong. 
 
 Liberty to do Right but not to do Wrong. 
 
 As long as you are right you are independent. As 
 soon as you make an error or do wrong, which you 
 do not of your own accord correct at once, it will 
 be the duty of your teacher either to see that you 
 right the wrong, or, as previously, attend to it himself. 
 The teacher's authority is not changed. 
 
 It is important that you should clearly understand 
 this last point. For this reason I will tell you of a 
 parallel in the government of grown people. 
 
 All the people of the State of Ohio, through their 
 representatives in the legislature, say to the people 
 in Columbus, "You may govern yourselves. You 
 may make some laws for yourselves. You may 
 elect officers to see that the laws are obeyed, and 
 others to settle difficulties. You must obey the laws 
 of the State and of the United States. You must 
 preserve order in your city and protect the lives 
 and rights of the persons who live in it. If you fail 
 to attend to these things as you should, we, the people 
 of the State, will take the matter into our hands. 
 It shall be the duty of our officer, the Governor of 
 the State, to order the State militia to come with 
 their rifles and Gatling guns and compel you to be 
 orderly." 
 
 By this illustration, you can see that among grown 
 people in our country, those living in any particular 
 neighborhood, are allowed to govern themselves as 
 long as they preserve order and conduct their govern- 
 ment properly, but as soon as they fail to do this, 
 the higher authorities are liable to take matters 
 into their own hands. In that respect your govern- 
 ment which we will organize today is much like the 
 government of men and women. 
 
The Foundation of Democratic Government. 23 
 
 Fundamental Principle of Citizenship and 
 Government. 
 
 One of the most important facts which you should 
 know is this, that no citizenship or democratic 
 government can be fully successful unless it is founded 
 on that principle of kindness and consideration 
 which is expressed in the Golden Rule, a good version 
 of which is, '*Do good to others, whatever they do 
 to you." If you have the spirit to live up to this rule 
 of doing good, of course you can not wish to do 
 harm to any one. 
 
 If we understand this rule and live up to it faith- 
 fully, we will be clean and have everything about us 
 clean and healthy, for if we tolerate dirt on us or 
 about us, we injure not only ourselves but others, 
 for the disease which one person gets from being 
 unclean, is very frequently carried from that person 
 by flies, mosquitoes and other insects, and even by 
 simply floating in the air, to those who are clean. 
 
 Wherever a number of persons have to be together 
 for any purpose, there has to be some kind of govern- 
 ment and laws so that they shall not interfere with 
 one another's rights, and that they may accomplish 
 the purpose of being together. 
 
 Monarchy and Democracy. 
 
 There are two principal kinds of government. 
 One is natural. The other is the result of civilization. 
 Natural government is the ruling of the weak by the 
 strong, as in the case of a baby who must be ruled 
 by its mother. In the other, those who are physically 
 weak have the same rights as the strong. One is 
 sometimes called monarchy and the other democracy. 
 
24 Citizenship versus Subjection to Monarchy. 
 
 The Russian government is monarchy and the 
 United States is intended to be democracy, and it 
 is so to a large extent, but it is honey-combed by mon- 
 archy. Boss rule which is common in our cities is 
 monarchy, and school government in general, all 
 over the world, is monarchy. 
 
 Citizens and Subjects. 
 
 Persons who live in a monarchy are subjects. 
 Those who live in a true democracy are responsible 
 citizens. 
 
 Citizenship is an art, and cannot be learned by 
 studying reading, writing, arithmetic, grammar, 
 geography, history or even civics, any more than any 
 other practical art can be learned that way, such 
 for instance as blacksmithing or dressmaking. 
 
 Moreover, it is as stupid to think that if we train 
 an individual in the schools from the time he is five 
 or six years old till he graduates from a high school 
 or university, as being the subject of a government 
 in which he has no part except to obey, that he will 
 then be a good and effective citizen of a democracy, 
 as it would be to teach a boy blacksmithing, and 
 because of this training expect him to be able to make 
 a perfect steel engraving for a bank note, design and 
 make a beautiful and satisfactory dress for a lady or 
 compose a beautiful symphony and play it exquisitely 
 on the piano. Yet this is what our people expect 
 from that kind of training which is given in our public 
 schools, colleges and universities. 
 
 I know that I am, as is said, "talking over the 
 heads" of the younger pupils, but you, the elder 
 pupils and the teachers, can understand, and it is 
 necessary that you should, to enable you to realize 
 
Responsible Independence and Voluntary Industry. 25 
 
 the importance of my mission and that you give 
 your hearts as well as your minds to this matter. 
 
 Monarchy in School Supplanted by Democracy. 
 
 This school, like most schools in our country and 
 throughout the world, is conducted as a monarchy. 
 It must be so to some extent, but in so far as it is 
 practicable to conduct it as a democracy, it is the 
 will of the authorities of the United States that it 
 shall be so conducted. 
 
 This is for economic reasons as well as the pleasure, 
 comfort and present welfare of all concerned. But 
 above all these considerations it is that you, the pupils, 
 shall be trained not as conquered subjects, but so 
 to live in responsible independence and voluntary 
 industry, ever defending that which is clean, right 
 and just, that thereby you shall establish, while 
 at school, the habits and character of intelligent and 
 efficient citizenship for your present and your adult 
 life. 
 
 Divisions of Government in an Indian School. 
 
 As I have already said, you have a government in 
 your school. It is a monarchical government. Your 
 superintendent is the monarch, at the head of a general 
 government of the school. He is held responsible 
 by the United States Government for good conditions. 
 This government has several distinct divisions 
 or branches. There is the government in the aca- 
 demic school house at the head of which, representing 
 the superintendent, is the principal teacher. In 
 each room is another separate local government, 
 the head of which is the teacher, and each shop to 
 which details of your workers are sent, is similar, 
 in that respect, to a school room, except that the 
 
26 Responsibility Good for Youngest Pupils. 
 
 teachers in the shops are generally directly subject 
 to the superintendent or to his orders. There are 
 still other branches of government in the dormitories. 
 The heads of these governments are the disciplin- 
 arians and the matrons. 
 
 No Pupil too Young for Citizenship. 
 
 No child in the primary grades or the kinder- 
 garten is so small as to avoid realizing that he is 
 subject to each one of these branches of government, 
 and must be obedient in all. 
 
 Whether this is a simple government or compli- 
 cated — too complicated for children under twelve 
 or fourteen years of age to comprehend — ^it is useless 
 to ask. It is a condition which exists, and it is this 
 condition, not a theory, with which we have to deal. 
 The youngest and the oldest must and do respond 
 to every feature of it. 
 
 This furnishes the material out of which we have 
 to construct our laboratory plan for teaching demo- 
 cratic citizenship. We must use all or none, for it 
 would be impossible to make such immature minds 
 understand as truth, the untruth that the democracy 
 that is all right in one branch of the government, is 
 all wrong in another. 
 
 Quoting Theory to Discredit Fact. 
 
 Moreover, in the face of the fact, which every 
 intelligent person has observed, who has had practical 
 experience with children under six years of age, 
 and of which there have been ample demonstrations 
 in the Indian schools, that little children, the same as 
 older ones — even men and women — enjoy respon- 
 sibility, and under it, properly supervised, develop 
 strength of character with great rapidity, it is gross 
 
School and Adult Government. 27 
 
 Stupidity, to quote the theories of famous writers 
 to try to discredit the wisdom of teaching little 
 children the principles and practices of doing right 
 because it is right. That is the essence and the 
 practice of true democracy. 
 
 Parallels in Adult and School Government. 
 
 These several divisions of government in a boarding 
 school are not exactly parallel to those of our national 
 and state governments, but they are sufficiently 
 near for our purpose. Moreover, we have already 
 experimented along these lines in enough boarding 
 schools to know by experience that we are on the 
 right track. 
 
 By your strict attention and eager faces, I can see 
 that the teachers and older girls and boys under- 
 stand all I have said to you, and that your hearts 
 are enlisted in this great message to you. The eyes 
 of you little boys and little girls have been riveted 
 on me every instant. I know that you understand 
 a part of what I have been saying and that you have 
 caught the spirit of it, and that very soon you will 
 be actively, intelligently, and earnestly engaged 
 in the practices of your own democracy. 
 
 Program of Organizing the School Republic. 
 
 I will now tell you how we shall proceed to build 
 your democratic government. We shall then at once 
 begin to build it. We can not duplicate exactly 
 every detail of adult government, but we shall 
 follow the spirit, and as nearly as practicable the 
 ordinary right practices of adult government. 
 General Government. 
 
 You will have a general government to correspond 
 with that of the United States Government, and in 
 the field of the superintendents' general government. 
 
28 Program for Organizing. 
 
 1. I will read to you a pledge of loyalty and 
 citizenship. I will then ask you to stand, to raise 
 your right hands and repeat it after me. You will 
 then sit down. 
 
 2. I will read to you a Constitution for your 
 General Republic, and ask you to vote to accept it, 
 by raising your right hands. 
 
 3. You will make nominations for and elect a 
 President, a Vice President and a Clerk of Congress. 
 
 4. These officers will come before the school and 
 take the oath of office. 
 
 5. The President will appoint the following: 
 a boy Chief Justice for the boys and a girl for the 
 girls, and for each court an Attorney General, Clerk 
 and Marshal; a Secretary of State; and such other 
 officers as your Constitution and your Congress 
 may provide for. 
 
 6. As it is possible for all the pupils to meet at 
 one time in the assembly room as at present, we will 
 consider that all of you together constitute the 
 Congress, sitting as a single law-making body. 
 The Vice President will preside at the sessions of 
 your Congress. I will help him to preside at such 
 a session immediately and to submit to you for your 
 confirmation or rejection the appointments by the 
 President. 
 
 7. The newly appointed and confirmed officers 
 will be sworn into office. 
 
 8. You will stand and sing a patriotic song and 
 take a few minutes' recess. 
 
 Dormitory Government — States. 
 
 9. We will organize five School States. Each of 
 the five dormitory buildings will be a State. That 
 will make two States for the girls and three for the 
 
Dormitories and School Rooms. 29 
 
 boys. Each State will adopt a Constitution and will 
 elect a Governor, Lieutenant Governor, Chief Justice 
 and Clerk of State Court, Secretary of State, Attorney 
 General and Clerk of the Legislature. All the citizens 
 of one State will constitute the Legislature and the 
 Lieutenant Governor will preside at sessions of the 
 Legislature. 
 
 School Building Government — ^A National District. 
 
 10. We will consider the academic school building 
 to be a National District, like the District of Colum- 
 bia, subject to the general government, in which the 
 inhabitants are subject to the laws of the District 
 and at the same time are citizens of the various 
 States. 
 
 School Room Government — Cities. 
 
 IL The pupils of each school room will constitute 
 two school cities, the pupils of the morning session 
 one city and those of the afternoon session the other 
 city. 
 
 Each school city will elect a Mayor, President of 
 the Council, Judge and, except in the lower primary 
 grades, three Clerks, one each for the executive, 
 legislative and judicial departments. All the pupils 
 will be Members of the City Council. The mayor 
 will appoint health and police officers, and such 
 other officers as may be found desirable. These 
 appointments will be subject to confirmation by the 
 council. 
 
CHAPTER III. 
 
 ORGANIZING A GENERAL GOVERNMENT. 
 
 I will now re-state to you the message I bring to 
 you to-day from the Commissioner of Indian Affairs, 
 whom I represent. 
 
 Grant of Citizenship. 
 
 The United States Government has granted to 
 you the privileges and responsibilities of American 
 citizenship, now, while day by day you are spinning 
 your lives into strong, unbreakable habits, and 
 weaving this warp and woof into your permanent 
 character. 
 
 You have learned something of the spirit of our 
 American institutions, of the history of our country, 
 and of present conditions. Though our people are 
 prosperous, a deplorable civic condition has been 
 pointed out to you that a large part of the intelli- 
 gent men who were educated as you are now being 
 educated, do not perform the fundamental duties 
 of citizenship, such as attending primaries, voting at 
 city elections, and serving on juries. Thereby the 
 democratic foundations of our great republic have 
 been seriously injured and must be repaired. You 
 have been shown how you may be saved from such 
 a fate by being trained into faithful and effective 
 defenders and developers of the democratic rights to 
 which you are heirs, though you have not yet come 
 into your heritage, and you adopt these words and 
 sentiments, which have been submitted to you to 
 be your own. In other words you are permitted to 
 govern yourselves, to make laws, to elect your own 
 
 30 
 
Conditions of Grant of Citizenship. 31 
 
 legislative, executive and judicial officers, and to 
 be instructed how to do these things, and you will 
 be given a constitution and a charter defining these 
 rights and duties. 
 
 You will be taught, day by day, the rights and 
 duties of citizenship and the spirit of equality, justice, 
 and kindness, on which they are based. 
 
 Your teachers, as they train you to be indepen- 
 dent in solving mathematical problems, will train 
 you to deal in the same way with the civic and social 
 problems which arise daily in your midst. 
 
 Though the Government is granting to you 
 privileges of citizenship, such as have not been known 
 in schools of former times, and has arranged that 
 teachers shall aid you to understand how to make 
 use of them, still it remains with you to appreciate 
 this and to get the good of it by your own action, 
 each one doing his best and all together promptly 
 stamping out every attempt to trifle. 
 
 These rights are granted to you for these two special 
 reasons : 
 
 First, that you may enjoy at the present time the 
 pleasures and all the advantages of true democracy, 
 and at once begin active service for the welfare of 
 yourselves, your school, your community, and your 
 country; and second, that you maybe fully prepared, 
 and in the habit of performing your civic duties, when 
 you arrive at the age of twenty -one years and come 
 into your full heritage of adult citizenship. 
 
 These rights and a National and a State Consti- 
 tution and a Charter for local government, defining 
 your rights and duties, are granted to you on the 
 condition that you will agree to do your part as 
 citizens, as stated in the following pledge ; 
 
Recognizing in some measure how great a privilege it is which 
 the United States Government has granted to us, that we shall 
 be trained as responsible citizens of a democratic republic, rather 
 than as irresponsible subjects of a monarchy, we solemnly promise 
 that we will be loyal, obedient, and faithful to every branch of 
 our government from that of the United States of America 
 and our State, to our own local School Republic, and to all 
 authority that is lawful; that we will endeavor to make good laws 
 and to obey them; that we will use our best judgment in choosing 
 officers; and perform the duties to the best of our ability when 
 chosen to any office; that we will encourage and help our officers 
 without reference to the way our individual votes may have been 
 cast; that if summoned to appear in court we will comply, and give 
 every reasonable assistance to enable the judge to discover the 
 truth and to arrive at a just decision, whatever our relation may 
 be to the case; that we will abide by the judgment of our court, 
 when approved by the teacher or other authorized adult officer 
 of our school; and that we will, to the best of our ability, perform 
 faithfully all the duties of citizenship. 
 
 Girls and boys, please stand, raise your right hands 
 high as you can and repeat after me this pledge 
 as I shall read it to you, a clause at a time. 
 
 [Every pupil stood. Every right hand was raised 
 high, and the pupils repeated the pledge in a clear 
 and decisive voice and then sat down.] 
 
 Constitution of the Republic. 
 
 I will now read to you a constitution for your re- 
 public. Please give the best attention you can, 
 
 32 
 
School Constitution Is Elastic. 33 
 
 for after I shall have read it to you, you will have the 
 opportunity to vote on its ratification, and it is 
 desirable that you shall vote for it, knowing just what 
 it contains. 
 
 This constitution is designed to be very elastic, 
 so that the details may be quite simple and com- 
 paratively few, or they may be increased in number 
 and complexity to be more like the adult government. 
 For instance, you can have your congress consist 
 of only one body or it may have a senate and house 
 of representatives. 
 
 One house has been found far better than two 
 for educational purposes, at least to begin with. 
 It involves all the vital principles and practices and 
 avoids some of the confusing forms that cause in 
 our adult government delay and great expense, and 
 in school government a stumbling block in the way 
 of success. However, if there is a superintendent 
 who is prepared to overcome this difficulty, the 
 constitution will permit him to do so. Then there 
 may be a few or many departments of government, 
 each providing for some constructive work. 
 
 In some successful school republics, a constitution 
 of only six hundred words has seemed long enough, 
 but after years of experience in this work and much 
 consideration, it seems desirable to incorporate more 
 ideas, suggestions and details than can be given in 
 so short a constitution. For this reason I am going 
 to give you two constitutions. The first is very brief, 
 and as it is but two pages, you can see it at a glance. 
 The longer one you can look to, when you wish, for 
 details. I will read the shorter one and you can vote 
 on accepting it. The longer one I will leave for 
 reference and trust you will find it useful. 
 
Ql0itBlttuttntt nf a Btiinttl 3F^&eral JR^iiubltr. 
 
 Preamble. 
 
 We, the pupils of an Indian school, grateful to Almighty God 
 that there has been granted to us by the United States Govern- 
 ment the right to enjoy the privileges and to perform the duties 
 of citizenship, gladly accept and confirm this Constitution, 
 to the end that we shall be trained individually in leadership 
 and in teaching, and to take the initiative in private and public 
 affairs; to think and act independently and vigorously and in 
 co-operation among ourselves and with our teachers and public 
 authorities for cleanliness, for health, for good manners, for 
 prosperity, for the convenience and beauty of our environment 
 and for every good purpose; to establish the habit of practicing 
 the Golden Rule in all the affairs of life; and that we may be 
 trained in economy and efficiency in the use of time, energy, 
 books, tools and materials. 
 
 Article I. 
 
 Section 1 . All legislative powers herein granted shall be vested 
 in a Congress of the Republic which shall consist of all the 
 citizens or of representatives elected by the citizens. 
 
 Sec. 2. The Congress, if composed of elected representatives, 
 shall consist of two representatives from each state, elected at 
 large by the citizens of the state and may be known as senators; 
 and fifteen representatives, or more if desirable, at least one 
 from each state, the remaining number to be apportioned to the 
 states in proportion to their number of citizens. The Congress 
 may sit as a single house or as two houses; if as two houses, 
 appointments by the president shall be confirmed by the Senate. 
 There shall be a regular session of the Congress at least once each 
 month. 
 
 Sec. 3. The Vice-President of the Republic shall be the 
 President of the Congress. 
 
 Sec. 4. The Congress may provide such officers as it may 
 find desirable for the transaction of its business. 
 
 Sec. 5. The Congress shall have power to enact laws affecting 
 the welfare of the Republic. 
 
 Sec. 6. Every legislative act must be by a resolution or bill. 
 Every bill shall begin with the following clause : "Be it enacted 
 by the School Republic in Congress assembled. That" 
 
 34 
 
The School Republic Constitution. 35 
 
 Sec. 7. All legislative acts shall become effective when ap- 
 proved by the President of the Republic and the Superintendent 
 of the school. 
 
 Sec. 8. The territory of the Republic extends over the lands 
 of the school and the district or reservation in which it is located. 
 
 Article II. 
 
 Section 1 . The executive power shall be vested in a President 
 of the Republic, to be elected by a majority of the whole body 
 of citizens. He shall hold office during a term of ten weeks or 
 until his successor is elected and shall not serve more than two 
 terms in succession. 
 
 Sec. 2. The President shall appoint a Secretary of State whose 
 appointment shall be subject to confirmation by a majority of 
 the Congress, whose duty will be to preserve the records of the 
 Republic, and perform such other duties as may be prescribed 
 by the Congress. 
 
 Article III. 
 
 Section 1. The judicial power of the Republic shall be vested 
 in a Supreme Court, the judges of which shall be appointed 
 by the President of the Republic and confirmed by a majority 
 of the Congress. 
 
 Sec. 2. The Court shall have two branches, one for the boys 
 and one for the girls. 
 
 Sec. 3. The Judges of the Court may appoint such clerks and 
 other officers as may be desirable tor the transaction of its 
 business. 
 
 Sec. 4. The judicial power shall extend to all cases in law 
 and equity, arising under this Constitution and the laws of the 
 Republic, and cases arising between states, and between citizens 
 of different states, or in which a state and citizens of another 
 state become a party, and to all cases not provided for in the 
 state and municipal courts. 
 
 Sec 5. Decisions of the Supreme Court shall not become 
 effective till signed by the Superintendent of the School. 
 
 Article IV. 
 
 Section 1. Where in this Constitution it is provided that a 
 choice may be made between two or more methods, this choice 
 shall be made by the Superintendent of the School. 
 
36 Provisional Government. 
 
 Sec. 2. Amendments to this Constitution may be made 
 whenever two-thirds of the citizens of all the states or two- 
 thirds of the states comprising the Republic deem it necessary, 
 providing such amendment is approved by the Superintendent 
 of the School and the Supervisor of Civic Training. 
 
 Sec. 3. This Constitution shall take effect immediately. 
 
 Date 
 
 President. 
 
 Superintendent. 
 
 Supervisor of Civic Training 
 
 This constitution has been prepared with great 
 pains and is presented to you, under authority of 
 the United States Government, to be your guide in 
 conducting your government. All in favor of accept- 
 ing and ratifying this constitution will show it by 
 standing. [Every pupil stood.] All opposed to 
 accepting and ratifying this constitution, please 
 stand. [No one stood.] 
 
 Election of Officers. 
 
 Since you have accepted and ratified this consti- 
 tution, your next business is to elect the officers 
 provided for in it. 
 
 I have found by large experience that in organizing 
 a government as we are doing to-day, it is best to 
 consider it a sort of provisional government, and to 
 proceed to get the desired results in the shortest way 
 possible, disregarding the ordinary parliamentary pro- 
 cedure. 
 
 This I think is a sufficient reason to give at present 
 for this mode of proceeding. A few weeks from now 
 we shall have a new election, following more closely 
 the custom of adult government, using the ballot 
 and other formalities. 
 
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Not Friendship but Fitness for Office. 37 
 
 I have found in schools in general, the pupils 
 know to whom they are willing to intrust their affairs, 
 and that almost invariably they agree, unanimously 
 or nearly so, that a certain boy or girl is the right 
 one for a given place. 
 
 You must not choose any boy or girl because of 
 some particular fancy, friendliness or relationship, 
 but only because you believe he or she is fitted to do 
 the work of the office, or is so trustworthy that you 
 know the work will be well done. You must not 
 oppose any one because that one is not a member 
 of your tribe, or for any reason except that you 
 believe that one is not good for the place. 
 
 All of you who know a good one for President, 
 raise your right hands. [Many hands were raised.] 
 Whom do you nominate? [Pointing to one of the 
 larger girls, who arose and said, *'I nominate Mr. 
 Augustus Welch for President of our Republic."] 
 
 Augustus Welch is nominated for President. All 
 in favor of Augustus Welch raise your right hands. 
 [All raised their right hands except Augustus Welch 
 himself.] Augustus Welch is elected first President 
 of this Republic. [Most enthusiastic hand clapping.] 
 
 All who are ready to nominate a Vice President 
 raise your right hands. [Many hands were raised.] 
 Whom do you nominate? [Pointing to one of the 
 boys, who arose and said, *'I nominate Sylvester 
 Long for Vice President," and sat down.] All in 
 favor of Sylvester Long for Vice President, raise 
 your right hands. [All, except himself, voted for 
 him.] Sylvester Long has been elected unanimously 
 to be your Vice President. [Another outbreak of 
 enthusiastic hand clapping.] 
 
 Other officers were elected in the same way, and 
 all came forward and took the oath of office, 
 
CHAPTER IV. 
 
 FIRST SESSION OF THE CONGRESS. 
 
 As it is possible for every citizen of the Republic 
 to attend such a meeting as this and take an active 
 part in it, your Constitution provides that your Con- 
 gress may consist of the entire body of citizens, 
 and now I ask you as the Congress to nominate a 
 Clerk of the Congress. [One of the boys arose and 
 being recognized said, "Mr. Chairman, I nominate 
 Miss Iva Miller for Clerk of the Congress."] Miss 
 Iva Miller is nominated. All in favor of this nomina- 
 tion raise your right hands. [A large majority raised 
 their hands.] Miss Iva Miller is elected Clerk of 
 the Congress. 
 
 The three newly elected officers of this Republic 
 will please come forward and take the oath of office. 
 [They came forward and stood in front of the 
 organizer.] 
 
 All elected and appointed officers in the United 
 States Government before entering upon the duties 
 of their office are required to take an oath of loyalty. 
 
 Please raise your right hands and repeat after me 
 this oath : 
 
 "I do solemnly swear to support the Constitution 
 of the United States and defend it against all enemies, 
 both domestic and foreign, and to perform the duties 
 of my office in the School Republic, to the best of 
 my knowledge and ability." 
 
 [The new citizens clapped their hands, and the 
 three officers were given seats at a table, provided 
 with writing materials.] 
 
 38 
 
A New and Great Hope. 39 
 
 As far as practicable, the Vice President will 
 preside, the Clerk will write minutes of this and 
 future sessions and the President will make appoint- 
 ments to the several offices provided for in the 
 Constitution. These are Secretary of State; Treas- 
 urer; for the girls' branch of the court, a Chief Justice, 
 Attorney General, Clerk, and Marshal; similar officers 
 for the boys' branch, and later some other officers. 
 
 I have asked your President if he will speak to you, 
 and as he will do so, I take pleasure in introducing 
 to you Mr. Augustus Welch, the first President of 
 your new Republic. 
 
 Address by the President.* 
 
 Fellow Students and Citizens: I highly appreciate 
 the honor you have conferred on me, and am grate- 
 ful for this expression of your confidence, and shall 
 do my best to be worthy of it. 
 
 I realize that most students have been benefitted 
 in many ways by the instruction we have received 
 at this school. I know that many changes for the 
 better have been wrought in our mode of thought and 
 action. And while we all appreciate this, I wish to 
 say that I appreciate still more deeply this new effort 
 which the Government is making to broaden and 
 intensify our education. 
 
 I am not taken entirely unaware in this matter, 
 because I have read some and thought much in this 
 direction, and since Mr. Gill arrived at the school, 
 I chanced to be present during a long conversation 
 between him and our principal teacher, in which 
 I was privileged to have a part; and I feel inspired 
 to a new and great hope by the inaugurating of this 
 method of teaching young people to be efficient 
 
 *Thla speech was written by a young Indian. 
 
40 Must Not Dodge Our Own Part. 
 
 citizens, and I am convinced that through this method 
 it will be possible for us to more thoroughly under- 
 stand the true value and become accustomed to the 
 right practices of citizenship and our responsibility 
 in this matter. 
 
 It is a matter of much moment to all of us that we 
 learn to read, write and to figure, and that we learn 
 a trade, but it is of much more vital concern that we 
 learn to live the clean, manly and womanly life of 
 true citizenship. 
 
 We must know how to act as citizens. We must 
 know how to help to conduct the affairs of the com- 
 munity in which we live, and we must know how to 
 protect our rights and those of our fellow citizens. 
 
 I believe that it will be through the part that we 
 will take in the democratic control of ourselves in 
 this school, and by that means alone, that we shall 
 be fitted to direct intelligently our future efforts 
 toward right living and faithful service to our country, 
 and I further believe that the majority of you will 
 come, or have already come to this same conclusion. 
 
 While we shall be utterly helpless without the 
 earnest and persistent teaching, encouragement and 
 support of the teachers and other authorities of the 
 school, we must understand that we ourselves must 
 take up the larger share of the work that is to be 
 done, and that in order to get real experience, we 
 must not dodge our own part. No one but ourselves 
 can make citizens of us and we cannot do it except 
 by a determined and continuous effort. 
 
 You have entrusted me with the responsibility of 
 leading you in these matters, which are vital to the 
 best interest of every individual, and while, with 
 all my heart I pledge to you the best thought and 
 efforts of which I am capable, I beg you to aid me 
 
Ofificers Appointed and Confirmed. 41 
 
 in every way possible and to do your full part as 
 vigilant and earnest citizens. 
 
 This speech was received with great applause. 
 
 The Vice President and the Clerk of Congress 
 each in a few words thanked the citizens for the 
 compliment paid them and declared their determina- 
 tion to show by their deeds that they were worthy of 
 the confidence placed in them. 
 
 To give the President a few minutes in which to 
 make the several appointments, the pupils sang 
 "Hail Columbia." 
 
 At the end of the song, the Vice President said, 
 **The Congress will please come to order. The 
 President has appointed Miss Agnes Waite as Secre- 
 tary of State." 
 
 One of the boys in the audience arose and said, 
 "Mr. President." The presiding officer recognized 
 him saying, "Mr. Manawa." Mr. Manawa said, 
 "I move the confirmation of this appointment." 
 A girl arose and said, "I second the motion." The 
 presiding officer said, "You have heard the motion, 
 which has been seconded, to confirm the appoint- 
 ment of Miss Agnes Waite to be Secretary of State. 
 Have you anything to say? [No response.] Are 
 you ready for the question? All who are in favor of 
 this motion please raise your right hands. Now 
 please put your hands down. Those opposed to the 
 motion please raise your right hands." [None opposed. ] 
 "This motion is carried unanimously and Miss 
 Agnes Waite's appointment as Secretary of State is 
 confirmed." 
 
 In the same way the other officers were appointed 
 and confirmed, and all came before the assembly 
 and took the oath of office. 
 
42 Meeting Adjourns. 
 
 The organizer remarked to the Congress that 
 enough had been accomplished for this session and 
 that he suggested adjourning to meet this evening 
 but that all remain for the state organizing. 
 
 Immediately one of the boys, Henry Lonewolf, 
 arose and moved an adjournment to reassemble at 
 7 p. m. Alexander Respects-nothing seconded the 
 motion, which was carried. The Vice President said, 
 "The first session of this Congress stands adjourned 
 till seven o'clock this evening." 
 
CHAPTER V. 
 
 THE PLAN IN DAY SCHOOLS. 
 
 In day schools, whether in the country or city, each 
 school room should be considered as the unit of organ- 
 ization. 
 
 It should have the three elements of government 
 complete, namely, the legislative, executive and the 
 judicial. It may be called a village, town, county 
 or city. Its forms may follow that of the government 
 of the locality in which it is located or any other 
 form which complies with the principles and practices 
 of American citizenship and government. 
 
 The most simple and convenient form of which 
 we know, is that in which the pupils elect a chief 
 executive officer who may be called "mayor," a presi- 
 dent of the city council, and a judge. All of the chil- 
 dren in the room are members of the city council. 
 Other officers may be elected by the pupils, or ap- 
 pointed by the mayor. 
 
 The government of several school rooms may be 
 organized as a state. The form of government may 
 be similar to that of the school room, but the chief 
 executive officer would be called Governor. In 
 schools of several hundred children, it is well to have 
 separate states for primary and grammar grade pupils. 
 
 Several states in one or more school buildings may 
 constitute a federal government, with a president, 
 congress, etc. 
 
 43 
 
CHAPTER VI. 
 
 ORGANIZING THE SCHOOL STATES. 
 
 The organizer said to the assembly: We will now 
 organize one of your five states, and having seen how 
 simply this is done, you can organize your other 
 four states in your respective dormitory buildings 
 with such assistance from your disciplinarians and 
 matrons as may be necessary. 
 
 I will read to you the authorized state constitution 
 and submit it to all of you for your vote of acceptance. 
 Though the acceptance is entirely voluntary on your 
 part, I know by experience how you will vote. Under 
 such circumstances, young people without stopping 
 to argue the case, know that such a document has 
 been written with much thought and care by those 
 who are devoted friends, and who were prepared 
 for the task by the right kind of experience. Never- 
 theless, the formality of submitting it to you and of 
 your glad acceptance and ratification seems to be an 
 important element in the developing of your democracy. 
 
 As your longer national constitution contains with 
 considerable detail, a statement of the objects of 
 school democracy and of the rights and duties of 
 citizenship, it is not desirable to repeat them in 
 your State constitutions and city charters. For this 
 reason it is practicable to make them comparatively 
 brief, but as in the case of the general constitution, 
 you shall have a brief and a longer State Constitution. 
 
 I will read the short form Constitution and you 
 can vote to ratify it. The longer form you will have 
 for reference. You will be at liberty to adopt features 
 from it or all of it whenever it may seem desirable. 
 
 44 
 
Qlflttjattluttnti of tly^ g>rI?noI BUU. 
 
 Preamble. 
 
 Grateful to Almighty God and to the Government of the 
 United States of America for the privilege of being taught the 
 principles and trained in the right practices of independent 
 citizenship, economy, efficiency, justice, kindness, independence 
 of character and of co-operation for every good purpose, public 
 and private, we, the pupils of an Indian School, do hereby 
 accept and confirm the following constitution : 
 
 Chapter I. Name, Territory, Citizenship, Elements of 
 Government. 
 
 Section 1. The name of this state may be determined by a 
 majority vote of the pupils at the time of their accepting and 
 ratifying this constitution. 
 
 Sec. 2. The State may consist of all the pupils of one dor:? 
 mitory or it may consist of several school rooms, each being or- 
 ganized as a village, town, county or city. Each city may elect a 
 mayor, president of the council and judge. All the pupils of 
 the room will be the council or legislative body. Clerks and other 
 officers may be elected. The city may have a commission form 
 of government. 
 
 Sec. 3. The territory of the school state is a dormitory and 
 adjacent territory, or the school district or reservation in which 
 it is located. 
 
 Sec. 4. Every pupil is a citizen of the school State and may 
 be elected to office. 
 
 Sec. 5. The government shall have a legislative, an executive, 
 and a judicial department and the citizens shall elect a separate 
 head for each. The title of the head of the executive department 
 is Governor, of the legislative department is President of the 
 Legislature, of the judicial department is Chief Justice. There 
 may be one clerk for the three departments, or three clerks, one 
 for each department. The legislative department may establish 
 other offices when needs arise. 
 
 Sec. 6. The term of office shall be ten weeks or less. 
 Sec. 7. An officer shall not be re-elected to serve more than 
 two full terms in succession. 
 
 45 
 
46 State Constitution 
 
 Chapter II. Legislative Department. 
 
 Section 1. The legislative department shall include every 
 citizen. It may or it may not, as shall be decided by the superin- 
 tendent or principal of the school, delegate its power in part to 
 a body chosen by the citizens and to be called the State Legis- 
 lature of six or more members. In a school of both boys and girls, 
 in which a legislature of delegates has been established, two or 
 more citizens should be elected in each room as members of the 
 legislature, one half of the members being boys and the other 
 half girls. 
 
 Sec. 2. All laws, before they take effect, must receive the 
 signature of the superintendent of the school and the governor, 
 or in lieu of the governor's signature, a two-thirds majority of 
 the legislature. 
 
 Sec. 3. Every legislative act must be by a resolution or bill. 
 Every bill shall begin with the following clause: "Be it enacted 
 by the Legislature of the School State that " 
 
 Chapter III. Executive Department. 
 
 Section 1. The governor shall be the chief executive. It 
 shall be his duty to see that the laws of the State are obeyed; to 
 recommend to the legislature all such measures as he deems 
 expedient; to appoint commissioners and heads of departments 
 and remove them if there shall be cause for doing so; to submit 
 his appointments to the legislature for confirmation and if the 
 legislature fails to confirm an appointment, to make such new 
 appointment as the legislature will confirm. 
 
 Sec. 2. The President of the legislature shall preside at all 
 meetings of the legislature and in the absence or disability of 
 the governor shall perform the duties of the chief executive. 
 
 Sec. 3. The Secretary of State shall keep the records of the 
 State and unless there should be elected separate clerks of the 
 legislature and court, he shall perform the duties of those offices. 
 
 Chapter IV. Judicial Department. 
 
 Section 1. The Chief Justice shall hold court whenever an 
 occasion demands. There should be a session of the court at 
 a regular time each week. If there is no business to transact, 
 the justice should announce this and declare the court adjourned 
 to the next regular date. 
 
 Sec. 2 . It shall be the duty of the justice to encourage brevity, 
 directness, promptness of decisions and action, pleading guilty 
 
State Constitution 47 
 
 when guilty, a full disclosure of the truth without a demand for 
 witnesses; and to discourage quibbling and all endeavor to cover 
 the truth or escape justice. 
 
 Sec. 3. A teacher should be present at every session of the 
 court to suggest methods of solving the judge's problems, as if 
 they were problems in arithmetic, to point out errors before a 
 decision is reached and to give attention to the judgment. 
 
 Sec. 4. Such penalties as tend to humiliate or make the of- 
 fender appear ridiculous, should be avoided. The justice and all 
 citizens should keep in mind the fact that the object of the court 
 is not to punish but to prevent wrong doing in the future. 
 
 Sec. 5. No sentence shall be carried into execution before it 
 has been sanctioned by the teacher, principal or superintendent. 
 
 Chapter V. Miscellaneous. 
 
 Section 1. The part of the superintendent, principal and 
 teachers is to recognize; first, that the school democracy is not 
 a machine, but a method by which they may lead and train the 
 pupils in independence of character and co-operation for every 
 good purpose; second, that by the introduction of citizenship 
 in the school, their authority is not affected in the slightest; 
 third, that boys and girls in general are so earnest in their desire 
 for good thought and action constructive work and right con- 
 ditions, that the success or failure of the democracy, exactly 
 the same as of all other school work is dependent wholly upon 
 the maintained interest, respect, tact and enthusiasm of the 
 superintendent, teachers and other school authorities. 
 
 Sec. 2. A majority of the citizens of the school state, with the 
 consent of the principal of the school, may adopt as amendments 
 to this constitution any features which are contained in any more 
 elaborate constitution which is sanctioned by the same authority 
 that grants the right to adopt this constitution. Any other 
 amendment o this constitution, before it takes effect should 
 be sanctioned by the Supervisor of Civic Training. 
 
 Sec. 3. This constitution shall take effect immediately. 
 
 Date _._ _.__ Governor. 
 
 Sec. of Legislature. 
 
 Disciplinarian or Matron. 
 
 Superintendent. 
 
 Further organizing was as described on page 36. 
 
CHAPTER VII. 
 
 ORGANIZING SCHOOL CITIES. 
 
 While the school was still assembled, the pupils 
 were told that the proceedings in each school room to 
 organize a school city, should be about the same as 
 that followed to organize the school national or 
 state government, and that one school city would be 
 organized at once to illustrate this. As the charter 
 is the same for each school city, it was read to and 
 adopted by the entire student body, as had been done 
 in the case of the national and state constitutions 
 The Charter is as follows : 
 
 Article I. Object, Name, Territory, Citizens, Powers. 
 
 Section 1. The object of this School City is to train the 
 citizens in the practice of the Golden Rule, independence of 
 character, teaching and co-operation for every good purpose, in 
 school, at home and everywhere. 
 
 Sec. 2. The Name of this School City shall be determined 
 by a majority of the citizens at the time this charter is adopted. 
 
 Sec. 3. The territory of this School City is the school and so 
 much of the district in which the pupils live as is not otherwise 
 provided for. 
 
 Sec. 4. Citizens. Every child who is or shall be a pupil 
 in this school room division shall be a citizen of this School City. 
 
 Sec. 5. Powers. The city shall have the right to make, to 
 enforce and to adjudicate laws. 
 
 Article II. Rights and Duties. 
 Section 1. Rights. Citizens shall have the right to nominate 
 and elect officers, to work and play without unlawful interruption. 
 Sec. 2. Duties. It is the duty of the city to protect the rights 
 of all citizens and promote the general welfare; and of citizens 
 to practice the Golden Rule and be obedient to every lawful 
 authority. 
 
 48 
 
CHARTER OF THE SCHOOL CITY 
 
 Preamble 
 
 This Charter is granted and accepted with the under- 
 [standing that the SPIRIT of the Constitution of the United 
 States is expressed by the Golden Rule; That all laws and 
 processes of government must be in accord with this spirit; 
 That voting judicially in every election by all who have the 
 right to vote, is necessary for the full developing of civili- 
 zation according to the plan of the Constitution; That life 
 habits are begun and developed in childhood; That respon- 
 sibility accepted, and discharged under competent instruc- 
 tion, is the most forceful educational means that exists; 
 That to provide that all who will have the right to vote 
 shall do so habitually, loyally and judicially, it is desirable 
 if not necessary that the habit shall be started in early child- 
 hood and developed and confirmed throughout the school 
 land college career; That teaching is a chief function of 
 [most of the transactions of Human life, and should be taught 
 practically from the beginning to the end of every person's 
 (educational course. 
 
 ARTICLE I 
 
 Object, Name, Territory, Citizens, Powers 
 
 Section 1. The object of this School City is to train the 
 [citizens in the practice of the Golden Rule, independence of 
 character, teaching, co-operation for every good purpose, 
 and all duties of citizenship, in school, at home, and every- 
 1 where. 
 
 Sec. 2. The Name of the School City shall be determined 
 I by a majority of the citizens at the time this charter is 
 |adopted or as soon after as convenient. 
 
 Sec. 3, The territory of this School City is the school, 
 land so much of the district in which the pupils live as is 
 [not otherwise provided for. 
 
 Sec. 4. Ail individuals who are or shall be pupils in this 
 [school room division shall be citizens of this School City, 
 with equal rights. If two or more divisions occupy the 
 I same room, but at different times, each may be a separate 
 school city. 
 
 Sec. 5. AH citizens shall make the following pledge of 
 I loyalty: 'T solemnly promise that I will support and defend 
 [the Constitution of the United States, and that I will per- 
 form the duties of my American citizenship to the best of 
 my knowledge and ability." 
 
 Sec. 6. Citizens shall have the right to nominate and 
 elect officers, to make laws for their own conduct, and to 
 work and play without unlawful interruption. 
 
 Sec. 7. Citizens shall have the right, but shall not be re- 
 quired, to provide for themselves textbooks relative to the 
 school republic, and badges for themselves and their offi- 
 cers. 
 
 Sec. 8. It is the duty of the city to protect the rights of 
 all citizens and promote the general welfare, and of citizens 
 to practice the Golden Rule and to be obedient to every 
 lawful authority. 
 
 Sec. 9. The City shall have the right to make, to enforce 
 and to adjudicate laws. 
 
wrong, to give encouragement to all that is good, and to 
 maintain equal rights for all and special privileges for none. 
 
 We are responsible citizens, and the flag of our country 
 is our symbol of service and co-operation for the good of 
 all mankind. W^ want to be true to the citizenship of our 
 country and will show our love and loyalty by our in- 
 dustry, our efficiency, our friendliness, by looking on the 
 bright side of things and not on the dark (except to help 
 correct them) and by our good works. 
 
 Our country asks us to live for her and the good of all, 
 and so to live and so to act that "her citizenship and her 
 government shall be pure, her officers honest and efficient 
 and every part of her territory safe and fit for the best 
 of men, women and children. 
 
 Our country asks that we co-operate with our brothers 
 and sisters in every land to make an end of tyranny and 
 crime and advance the cause of good will, good manners 
 and best conditions in our homes and neighborhoods and 
 throughout the world. 
 
 Pledge cf Loyal Citizenship 
 
 Recognizing in some measure how great a privilege it is 
 v/hich has been granted to us, that we shall be trained as 
 responsible citizens of a democratic republic under the 
 Constitution of the United States, rather than as irrespon- 
 sible subjects of a monarchy, we solemnly promise, That 
 we will be loyal, obedient and faithful to every branch ©f 
 our government from that of the United States of America, 
 and our state or other established government, to our own 
 local School Republic, and to all authority that is lawful; 
 That we will endeavor to make good laws and to obey 
 them; That we will use our best judgment in choosing 
 officers; That we will perform the duties of office to the 
 best of our knowledge and ability when chosen to any 
 office ; That we will encourage and help our officers without 
 reference to the way our individual votes may have been 
 cast; That if summoned to appear in court we will comply 
 and give every reasonable assistance to enable the judge 
 to discover the truth and to arrive at a just decision, what- 
 ever our relation may be to the case; That we will abide 
 by the judgment of our court when approved by the teacher 
 or other authorized adult officer of our school; and That 
 we will, to the best of our ability, perform faithfully all 
 the duties of citizenship. 
 
 ARTICLE y 
 
 Section 1. This charter having been granted by compe- 
 tent authority, and accepted by a majority of the citizens, 
 takes effect immediately. 
 
 Date 
 
 Mayor 
 
 Teacher 
 
 Note especially Article 4 . 
 
 Copyright, 1925, by Wilson L. Gill, Mt. Airy, Philadelphia 
 
 I'rcjpc-vty of 
 
School City Charter 49 
 
 Article III. 
 
 ICama of l^trBunni (Hanhtxtt. 
 
 Chapter I. The General Law. 
 
 Section 1. Do good to others whatever they do to you. 
 This natural law, without which no popular government can 
 succeed, is the general law to which all other laws and regulations 
 must conform. 
 
 Chapter II. Things Prohibited. 
 
 Section 1. Do no wrong to any one. 
 Order 
 
 Sec. 2. Anything which disturbs the order in halls, class- 
 rooms, or in any place within the jurisdiction of this government, 
 is prohibited. 
 
 Sec. 3. Anything which is profane, rude, immodest, impure, 
 impolite or unkind to any living creature is prohibited. 
 
 Cleanliness 
 
 Sec. 4. Anything which detracts from the neat and orderly 
 appearance of our community is prohibited. 
 
 Health. 
 
 Sec. 5. Anything which detracts from the healthful conditions 
 of our community is prohibited. 
 
 Public and Private Property. 
 
 Sec. 6. Anything which mars or destroys property is pro- 
 hibited. 
 
 Chapter III. Duties. 
 
 Section 1 . Every citizen is in duty bound to call the attention 
 of the authorities of this government to any violation of the laws. 
 
 Chapter IV. Punishments. 
 
 Section 1. Any citizen violating any law of this government 
 shall be subject to punishment not less than a reprimand and 
 not greater than a withdrawal of the rights of citizenship. 
 
 Sec. 2. No punishment shall be carried into execution before 
 it has been approved by the teacher or principal of the school, 
 and then it must be put into effect promptly. 
 
50 Elect School City Officers 
 
 Article IV. Officers, Nominations, Elections. 
 
 Section 1. There shall be a Mayor to see that the laws are 
 obeyed, a Judge to decide what is right and what is wrong, and 
 a President of the City Council to preside over the meetings 
 of the City Council. All the citizens shall be Members of the 
 Council. 
 
 Sec. 2. There may be health, police and any other officers 
 that the Council shall authorize to be elected by the citizens 
 or to be appointed by the Mayor. 
 
 Article V. The Teacher. 
 
 Section 1. The Teacher is not a citizen or officer, but teacher, 
 guide and friend, whose authority is not changed and whose 
 sanction is needed to validate every action of the School City. 
 
 Sec. 2. This charter having been granted by the United 
 States Government and the teacher and accepted by a majority 
 of the citizens takes effect immediately. 
 
 Date ~ Mayor. 
 
 Teacher. 
 
 After the adoption of the Charter by all the pupils, 
 the members of the morning division of the 7th grade 
 class were asked to stand, so as to show their locality 
 in the room, and then sit down. They were asked to 
 nominate and elect a Mayor, Judge, President of 
 the Council (all the pupils of the division to be members 
 of the City Council), a City Attorney, and three 
 Clerks, one for each department, namely a City Clerk, 
 Clerk of the Council, and Clerk of the Court. 
 
 All of this division who were ready to nominate a 
 classmate for Mayor were asked to raise their right 
 hands. Most of the members of the division responded. 
 A girl was designated. She at once arose and said, 
 **Mr. Chairman, I nominate Miss Alice Springer for 
 Mayor." A boy arose and said, "Mr. Chairman, I 
 second the nomination." 
 
Co-operation With Teachers 51 
 
 The election was unanimous. The other officers 
 were elected in the same way, and all the city officers 
 came before the assembly and took the oath of office. 
 
 The Superintendent addressed the assembly and 
 said in part : I think all of us have reason to be grate- 
 ful to the Commissioner for adopting for our use the 
 School Republic method of training in citizenship, 
 and for sending its originator to aid us to construct 
 our Republic and get it in running order. 
 
 Having read of it in the papers and magazines, 
 though I was interested, and it seemed to me to be on 
 the right road, it always seemed to be rather compli- 
 cated. I thought it would be difficult for school 
 boys and girls to grasp. 
 
 I supposed it would interfere with our established 
 government, and complicate matters for us with 
 something new which we did not know how to handle. 
 Now I see that it does not touch either the powers or 
 form of the government to which we are accustomed. 
 It simply shows you the way and gives you a chance 
 to be good and efficient citizens and thus while you 
 are profiting by it, you are relieving me and all my 
 helpers of much that is difficult and disagreeable in 
 our work. 
 
 In other words, I have found in it the way to ask 
 you to help me make the school pleasant, comfortable 
 and efficient for you, and to make you healthy, 
 happy and efficient too; and you have found the way 
 to help me to do it. 
 
 Still another way to say it is this: There are 
 fifty men and women here working for your welfare. 
 Each one has a special work to do for you, and for 
 you only. We are simply learning by the new process 
 how you may more systematically help them with 
 happier spirit and more efficiently than before, 
 
52 Helps Us to Appreciate our Country 
 
 to help you to be healthy, happy, prosperous and 
 faithful citizens. 
 
 This message which our Supervisor has brought us 
 today is one of those things which help to make us 
 love our country so dearly, and our hearts to thrill 
 when we sing of her. 
 
 We will meet here at 7 o'clock this evening. 
 
 Let us close our meeting with that song which we 
 have come to love — "My own United States." 
 
 "MY OWN UNITED STATES" 
 1 
 
 My native land; my country dear, — 
 
 Where men are equal, free. 
 For thee each morn new love is born, 
 
 Sweet land of liberty ; 
 With tears my eyes are filling fast. 
 
 Yes, tears that joy awaits, 
 With love I cry "For you I'd die ! 
 
 My own United States !" 
 
 Refrain. 
 I love ev'ry inch of her prairie land, 
 Each stone in her mountains' side, 
 I love ev'ry drop of the water clear, 
 That flows in her rivers wide; 
 I love ev'ry tree, ev'ry blade of grass. 
 Within Columbia's gates ! 
 
 The Queen of the earth is the land of my birth. 
 My own United States ! 
 
 2 
 
 From golden youth to silver'd age, — 
 
 Though feeble feet may lag, — 
 With joy each heart bids age depart, 
 
 When gazing on our flag ! 
 The flag that ever leads the van. 
 
 Whose courage naught abates, 
 The flag of youth; the flag of truth ! 
 
 My own United States ! 
 
CHAPTER VIII. 
 
 EVENING MEETING. 
 
 AT 7 o'clock all pupils and employees were present 
 
 in the Assembly Hall, the Superintendent having 
 
 notified the latter this was necessary, since their 
 
 part in the matter is as important as that of the 
 
 pupils. 
 
 The Superintendent called the meeting to order 
 and said that Supervisor Gill would speak in reference 
 to some special rules, and then the Vice President 
 would preside at the first session of the Congress. 
 
 Remarks of the Supervisor. 
 
 Generally, important legislative bodies make for 
 themselves special rules for the introduction and 
 consideration of bills and for conducting other business. 
 
 We naturally desire to follow the rules of the 
 United States Congress, but this is impracticable 
 for several reasons : First, they are so complicated that 
 learning them would consume time which is needed 
 for the vital work of school legislative bodies; second, 
 the rules of the Senate are different from those of 
 the House of Representatives; third, these rules 
 are not permanent — they are changed from year to 
 year. 
 
 For these reasons I shall give you some very simple 
 rules, which you may change if you wish, and to 
 which you may add others should it seem best. I 
 expect to leave with you, besides these rules, some 
 brief instructions in parlimentary practice and in 
 reference to laws in general. 
 
 53 
 
54 Parliamentary Procedure 
 
 Special Rules of the Congress of the School 
 Republic. 
 
 "Unanimous Consent" means that any of the rules 
 of the body may be set aside and the business taken 
 up for which unanimous consent is asked. For in- 
 stance : by unanimous consent any course of procedure 
 may be followed, that is, a bill may be introduced, 
 considered, amended and put to a vote without 
 following the general rules. 
 
 To Introduce a Bill. 
 
 A bill must be introduced under order of business 
 "Introduction of Bills." 
 
 A Member who introduces a bill rises and gains 
 recognition of the Presiding Officer. 
 
 He then states, "I desire to introduce a bill which 
 I send to the Clerk's desk." The page takes the bill 
 and delivers it to the Clerk. 
 
 The Presiding Officer then says, "The Clerk will 
 read the bill." 
 
 The Clerk reads as follows : 
 
 [Here the Clerk reads the bill.] 
 
 After the reading of the bill the Member, having 
 retained the floor, is allowed three minutes in which 
 to advocate his bill and may suggest the names of 
 those whom he would like to have appointed on the 
 Committee to which his bill will be referred. 
 
 The Presiding Officer then refers the bill to a 
 Committee whom he appoints. 
 
 Consideration of a Bill. 
 
 The bill is reported back to the Congress by the 
 Committee, accompanied by a report, both of which 
 
Course of a Bill 55 
 
 are handed by the Chairman of the Committee to 
 the Clerk. The bill in its original form, and the report 
 containing the bill in the form approved by the Com- 
 mittee, are read to the Congress by the Clerk. 
 
 If a motion is not at this point made by the Chair- 
 man or any other Member of the Committee or any 
 other person, to adopt the bill, it will be dropped. 
 
 A Member may gain the floor and say, '*I move 
 the adoption of the bill." Another Member, with- 
 out waiting for recognition, may arise and say, 
 ''I second the motion." If no Member seconds the 
 motion, it is dropped. That ends the whole matter. 
 If the motion is seconded, the whole matter is before 
 the Congress for discussion, which will be opened 
 by the Chairman of the Committee, who will discuss 
 the bill, and if there are amendments, will present 
 one amendment at a time, and give each amendment 
 a chance to be seconded, discussed and voted upon. 
 When he is through it will be in order for any other 
 Member to discuss the bill, and if he wishes to do so, 
 may offer an amendment. 
 
 When every member has had an opportunity to 
 discuss the bill, the Presiding Officer says, **Have 
 you anything more to say concerning this bill?" 
 If there is no reply, he says to the Clerk, ''Read the 
 bill as it stands." 
 
 The bill, either amended or not amended, is then 
 read by the Clerk. 
 
 The Presiding Officer then says, *'Are you ready 
 for the question?" After a pause, if there is no reply, 
 he says, "All in favor of this bill as read by the Clerk 
 say 'Aye.' " If a majority votes for it, it is thereby 
 adopted and is then called "an act", and it is then 
 sent to the President for his approval and signature 
 or veto. If he signs it, that completes the business. 
 
56 Civic Creed 
 
 If he vetoes it, he writes his reason for vetoing it and 
 sends it back to the Congress, and if it should then 
 receive a two-thirds vote in favor of the bill, it be- 
 comes a law without the President's signature. 
 
 If the President neither signs nor vetoes it, at the 
 end of three school days it becomes a law without 
 the signature. 
 
 The Vice President then took the chair, and fol- 
 lowing is the 
 
 Report of the Second Session of 
 
 The Congress of the Rocky River School Republic 
 
 Tuesday, 7 p. m., March 5, 1912. 
 
 The Congress met at 7 p. m. in the Assembly Hall. 
 The members stood and repeated the Civic Creed. 
 
 ffitntr (Hvtth. 
 
 God is the father of all nations, and all humanity are His 
 children — ^brothers and sisters. 
 
 Ws are responsible citizens and our flag is our symbol of 
 service and of co-operation for the good of all mankind. We want 
 to be true to our citizenship, and will show our love and loyalty 
 by our industry, our efficiency, our friendliness, by looking on 
 the bright side of things and not on the dark (except to help 
 correct them) and by our good works. 
 
 Our country asks us to live for her and the good of all, and so 
 to live and so to act that her govermnent shall be pure, her 
 officers honest and efficient, and every part of her territory safe 
 and fit for the best of men and women; and that we co-operate 
 with our brothers and sisters in every land, for peace, health, 
 prosperity, good will, good manners, and best conditions in our 
 own homes and neighborhoods and throughout the world. 
 
 The VICE PRESIDENT. The Clerk will read 
 the Journal of the first session of the Congress of the 
 Rocky River School Republic. 
 
 The Clerk read as follows : 
 
Message from the President 57 
 
 Journal of Congress of 
 
 The Rocky River School Republic 
 
 Tuesday, 10 a. m., March 5, 1912. 
 
 The Congress met in its first session at 10 a. m. 
 in the Assembly Hall. It was called to order by the 
 Vice President. 
 
 Miss Iva Miller was nominated and elected Clerk 
 of the Congress. 
 
 The President, Vice President and Clerk of the 
 Congress took the oath of office. 
 
 The following appointments by the President were 
 confirmed and the appointees took the oath of office : 
 Miss Agnes Waite, Secretary of State; Henry Gray- 
 wolf, Treasurer; of the girls' branch of the Supreme 
 Court, Miss Nan Sanook, Chief Justice; Miss Mary 
 Strong, Attorney General; Miss Jessie Wright, Clerk; 
 Miss Christine Mitchell, Marshal; of the boys' 
 branch of the Supreme Court, Charles Judge, Chief 
 Justice; John Dick, Attorney General; William Bright, 
 Clerk; James Brave, Marshal. 
 
 The President addressed the Congress. 
 
 The Vice President and the Clerk of Congress 
 each made a brief address of thanks for the confidence 
 in them expressed by the President and the Congress. 
 
 The Congress then adjourned to meet at 7 o'clock 
 p. m. the same day. 
 
 THE VICE PRESIDENT. Is there objection to 
 the minutes as read? [After a pause.] There being 
 no objection, the minutes as read stand approved. 
 
 Message from the President. 
 
 The VICE PRESIDENT. A message has been 
 received from the President of the Rocky River 
 School Republic. The clerk will read it. 
 
 The clerk reads as follows : 
 
58 Do Right because It Is Right 
 
 To the First Congress of the Rocky River 
 School Republic: 
 
 It is the will of the United States Government that 
 every Indian School should be organized as a repub- 
 lic, and that all the pupils in the Indian Schools 
 should be trained as citizens of the United States 
 and of the communities in which they live. 
 
 As I understand, and it seems perfectly clear to me, 
 Supervisor Gill is not here to change the machinery 
 of the government we have always had. He is just 
 showing us how to pour some oil into the cogs and 
 journal bearings of our old government. This oil 
 or lubricant is nothing more nor less than that we 
 shall do right because it is right, and because we want 
 to, not because we are watched and compelled by 
 our superintendent and his assistants. 
 
 Old fashioned government without this oil is mon- 
 archy. New fashioned government with it is democ- 
 racy, and the spirit of democracy is that we shall 
 do good to others, whatever they do to us. 
 
 The government of this school in the past has been 
 a monarchy, with three distinct divisions. We come 
 in contact with all three at once, and whether we are 
 fifteen or only five years old, must instantly adjust 
 our daily life to each one of the three. 
 
 The first division of our government is in the dor- 
 mitory, which is in charge of the disciplinarian or 
 matron. The second is in the school house under the 
 principal and other teachers. The third, directly in 
 charge of the superintendent, includes both of these 
 and extends everywhere else and includes all that 
 they do not. 
 
 If we have the right spirit and the right attitude 
 toward one of these branches, we have toward all 
 three. 
 
Appoints Commissioners 59 
 
 Though these three divisions of Indian school 
 government are as old as the schools, I understand 
 that they have never been fully recognized and named 
 till now. The school room government is local or 
 city government. The dormitory government is 
 state government. The general government is the 
 school republic. 
 
 The right spirit leads to right actions, and we must 
 all act together, to get best results. We can not do 
 this unless we have a plan so that every one can know 
 what his part is. This plan was given to us to-day 
 and we accepted it eagerly. 
 
 As you have chosen me to be your leader, it is 
 necessary for me to find out what we can and ought 
 to do to put this plan into successful operation so 
 that we can get the greatest good for ourselves, our 
 school and our country, and that this should be given 
 to you in a message. 
 
 Our constitution provides for the forming of several 
 departments of government, such as health, public 
 safety, industries, social service, games, athletics, 
 care of apparatus. Red Cross, Boy Scouts, Campfire 
 Girls, etc., and directs me to appoint commissioners 
 as heads of the departments. 
 
 Therefore, I have made the following appointments, 
 which I submit to you for your consideration, and I 
 hope they will meet with your approval : 
 Commissioners of Health or Red Cross, Peter Clay- 
 more and Julia Necklace. 
 Commissioners of Public Works, Jesse Rouse and 
 
 Edna Dupree. 
 Commissioners of Public Safety, Joshua Cook and 
 
 Nancy Flying Hawk. 
 Commissioners of Industries, Oliver Russell and 
 
 Rena Dion. 
 
60 Recommendations Adopted 
 
 Commissioners of Social Service, Isaac Pomina and 
 
 Nora Martinez. 
 Commissioners of Fire, Joe Giles and Martha Reed. 
 Commissioners of Athletics, Chester Blackbear and 
 
 Dora Huff. 
 Commissioners of Public Property, Joe Whitemouse 
 
 and Mary House. 
 
 I hope that many u§eful activities will be found for 
 these and other departments. 
 
 I wish to urge each one of you to look for ways in 
 which our conditions may be improved, and to bring 
 the results of your study and observation to the atten- 
 tion of the Congress for consideration and prompt 
 action, to the end that our new republic may be 
 thoroughly successful and a blessing to all of us. 
 
 Executive Office, AUGUSTUS WELCH. 
 
 March 6, 1912. 
 
 Miss YELLOWBIRD. Mr. President. 
 
 The VICE PRESIDENT. Miss Yellowbird. 
 
 Miss YELLOWBIRD. I move that these recom- 
 mendations be adopted and the appointments be 
 confirmed. 
 
 Mr. STANDINGBEAR. Mr. President. 
 
 The VICE PRESIDENT. Mr. Standingbear. 
 
 Mr. STANDINGBEAR. I second the motion. 
 
 The VICE PRESIDENT. It has been moved and 
 seconded that the President's recommendations be 
 adopted and the appointments be confirmed. Are 
 there any remarks? [After a pause and no response.] 
 All in favor of this motion say "Aye.'* [All vote 
 "Aye."] Those opposed say "Nay." [After a pause 
 and no response.] The President's recommendations 
 have been adopted and the appointments are con- 
 firmed. 
 
A Bill 61 
 
 Introduction of Bills. 
 
 Mr. BRAVE. Mr. President. 
 
 The VICE PRESIDENT. Mr. Brave. 
 
 Mr. BRAVE. I desire to introduce the bill which 
 I send to the Clerk's desk. 
 
 The V. PRESIDENT. The clerk will read the bill. 
 
 The clerk reads as follows : 
 
 A bill (No. 1) providing for organizing the citizens 
 of this Republic into two bodies for convenience in 
 social gatherings. 
 
 Be it enacted by the Rocky River School Republic in Congress 
 assembled, That the citizens of this Republic be organized into 
 two bodies for social entertainments, namely a senior organiza- 
 tion to be composed of students twelve years of age and more, 
 and a junior organization to be composed of students less than 
 twelve years of age; the senior assemblies to be held in the large 
 gymnasium and the junior assemblies in the small gymnasium. 
 
 Mr. BRAVE. The object of this bill is to permit 
 each organization to enjoy the usual school socials in 
 separate buildings, as the large gymnasium is too 
 small for running and playing by the little children, 
 and dancing by the older ones at one time, and that 
 the comfort and enjoyment of all the students, irre- 
 spective of age, will be advanced by such an arrange- 
 ment. 
 
 The VICE PRESIDENT. The bill is referred to 
 a committee composed of Mr. Paul Baldeagle and 
 Mr. Guy Plentyhorse, to report at the next session of 
 the Congress. 
 
 Is there any further business? [After a pause and 
 no response.] A motion to adjourn is in order. 
 
 Miss ONHAND. Mr. President. 
 
 The VICE PRESIDENT. Miss Onhand. 
 
 Miss ONHAND. I move that we adjourn to 7 P. 
 M., March 11. 
 
62 Documents 
 
 Mr. CLOUD. [Addressing the chair.] I second 
 the motion to adjourn. 
 
 The VICE PRESIDENT. Those in favor of the 
 motion to adjourn say "Aye." [All vote "Aye."] 
 Those opposed say "Nay." The meeting stands 
 adjourned. 
 
 Though the session of the Congress had adjourned, 
 the pupils and employees remained. They stood and 
 sang "The Red, White and Blue," and the Supervisor 
 again spoke as follows: 
 
 I shall be with you a few days to help you make a 
 practical application of your new government. After 
 a few weeks I expect to return and give you such 
 further help as you may then need. 
 
 Tonight I shall speak to you of several subjects, 
 closely related to your government. In the same way 
 I shall talk to you from time to time while I remain, 
 and will leave to be read to you several addresses 
 which friends of our cause have prepared for you. 
 
 Beside this, I shall leave for you to study and refer 
 to, two very valuable documents, prepared by order 
 of Major General Leonard Wood, head of the Ameri- 
 can Army, by officers at the Army War College, for 
 me to give to you and the pupils of public and other 
 schools. The first is in reference to provisions for the 
 preservation of health, the second is in relation to 
 military drill and agrees with the new manual of arms 
 prepared by the same officers at the same time for 
 the Army. 
 
 While I remain with you, I hope every one will feel 
 perfectly free to ask questions, which I shall answer 
 the best way I can. 
 
 When I leave I shall be glad to hear from you and 
 to answer any questions which you may send. If 
 
Curious Ideas 63 
 
 some should not know where I am, when you write, 
 you can address me care of the Commissioner of 
 Indian Affairs, Washington, D. C, and the letter will 
 be forwarded. 
 
 Some persons have curious, mistaken ideas about 
 the School Republic. I will tell you this evening of 
 several of these, that you may be guarded against 
 them. [Reported elsewhere]. Meeting then adjourned. 
 
CHAPTER IX. 
 
 PROCEEDINGS OF THE THIRD SESSION. 
 
 Congress of the Rocky River School Republic. 
 Monday, March 11, 1912. 
 
 The Congress met at 7 o'clock p. m. in the Assembly 
 Hall. 
 
 There were present the Vice President (Presiding 
 Officer of the Congress) and a majority of the mem- 
 bers. 
 
 The VICE PRESIDENT. [Rapping on desk.] 
 The Congress will be in order. [Silence.] There is 
 evidently a quorum of the Congress present and we 
 will begin the session by repeating our Civic Creed. 
 [All stood and repeated the Creed.] 
 
 The VICE PRESIDENT. I appoint Loulin 
 Brewer to be Clerk pro tempore. The Clerk will read 
 the Journal of the second session of the Congress of 
 the Rocky River School Republic. 
 
 The Clerk read as follows : 
 
 Journal of Congress of Rocky River School Republic, 
 Tuesday, March 5, 1912. 
 
 The Congress met in its second session at 7 o'clock 
 p. m. in the Assembly Hall. 
 
 The Congress was called to order by the Vice Pres- 
 ident. 
 
 64 
 
Convenience in Social Gatlierings 65 
 
 The Members of the Congress repeated the Civic 
 Creed. 
 
 The VICE PRESIDENT laid before the Congress 
 the following message from the President of the Repub- 
 lic, which was read by the Clerk of the Congress. 
 [The message appears at this place in the Journal of 
 Proceedings, but the printing here is omitted, as it 
 is printed on page 57.] 
 
 On motion of Miss Yellowbird the President's 
 recommendations were adopted and his appointments 
 were confirmed. 
 
 Mr. Brave introduced a bill (No. 1) providing for 
 organizing the citizens of this Republic into two 
 bodies for convenience in social gatherings. [The bill 
 was sent to the desk of the Clerk, who read as follows :] 
 
 Be it enacted by the Rocky River School Republic in 
 Congress assembled, That the citizens of this Republic be 
 organized into two bodies for social entertainments, namely, 
 a senior organization to be composed of students twelve years of 
 age and more, and a junior organization to be composed of 
 students less than twelve years of age; the senior assemblies 
 to be held in the large gymnasium and the junior assemblies 
 in the small gymnasium. 
 
 Mr. Brave explained the object of this bill is to 
 permit each organization to enjoy the usual school 
 socials in separate buildings, as the large gymnasium 
 is too small for running and playing by the little 
 children, and dancing by the older ones at one time, 
 and that the comfort and enjoyment of all the students, 
 irrespective of age, will be advanced by such an 
 arrangement. 
 
 The bill was referred to a committee composed of 
 Mr. Paul Baldeagle and Mr, Guy Plentyhorse, to 
 report at the next session of the Congress. 
 
66 Activities for Good of Community 
 
 A motion was made to adjourn and seconded. The 
 Congress was adjourned until 7 p. m., Monday, 
 March 11, 1912. 
 
 The VICE PRESIDENT. Is there objection to 
 the minutes as read? [After a pause.] There being 
 no objection, the minutes as read stand approved. 
 
 Message from the President. 
 
 The VICE PRESIDENT. A message from the 
 President of the Rocky River School Republic has 
 been received. The Clerk will read it. 
 
 The CLERK read as follows : 
 To the Congress of the Rocky River School 
 Republic : 
 
 Our buildings are in a beautiful park, which is 
 defaced by worn spots leading away from the cement 
 paths. This indicates that supplementary paths are 
 needed. Other improvements and repairs are needed 
 from time to time about the buildings and grounds. 
 To take care of this business I have appointed two 
 Commissioners of Public Works, Ethel Roberts to 
 look after such matters in connection with the girls' 
 buildings and grounds, and Galucia Nelson in reference 
 to all other buildings and grounds. 
 
 We are encouraged by the Commissioner of Indian 
 Affairs to have out-of-door play grounds and apparatus. 
 The way having been opened for us I have appointed 
 two Commissioners of Playgrounds, to look after the 
 construction, care and repairs of play ground apparatus, 
 Lubova Siftsoff to look after these matters on the 
 girls' grounds, and Louis Dan on the boys' grounds. 
 
 I submit these four appointments to you for your 
 approval. AUGUSTUS WELCH. 
 
 Executive Office, 
 March 12, 1912. 
 
Report of a Committee 67 
 
 Mr. JIM. Mr. President. 
 
 The VICE PRESIDENT. Mr. Jim. 
 
 Mr. JIM. I move that these recommendations be 
 adopted and the appointments be confirmed. 
 
 The VICE PRESIDENT. Do I hear a second? 
 
 Mr. EAGLE. I second the motion. 
 
 The VICE PRESIDENT. It has been moved and 
 seconded that these recommendations be adopted and 
 the appointments be confirmed. Are there any 
 remarks? [After a pause.] Are you ready for the 
 question? [After a pause.] All in favor of the motion 
 to adopt these recommendations and to confirm 
 these four appointments say "Aye." [All vote "Aye." ] 
 All opposed say "Nay." [After a pause.] There 
 being no negative vote, the motion is adopted unan- 
 imously. 
 
 The VICE PRESIDENT. Are there any other 
 communications? [After a pause.] There being 
 none, we will proceed to the next order of business, 
 which is Reports from Committees. 
 
 Mr. BALDEAGLE. Mr. President. 
 
 The VICE PRESIDENT. Mr. Baldeagle. 
 
 Mr. BALDEAGLE. I am instructed by the 
 committee to which was referred the bill (No. 1) 
 for the separating of the citizens into two bodies 
 for convenience in social gatherings, to report it 
 without amendment and submit a report thereon, 
 as follows: Your Committee submitted this bill to 
 the Superintendent, who said that it was all right, 
 and if adopted by the Congress, he would authorize 
 its being carried into effect. 
 
 Miss BLACKHORSE. Mr. President. 
 
 The VICE PRESIDENT. Miss Blackhorse. 
 
 Miss BLACKHORSE. Mr. President, I move the 
 adoption of t his report. 
 
68 A Bill before the House 
 
 The VICE PRESIDENT. Do I hear a second ? 
 
 Mr. TWOFOXES. Mr. President, I second the 
 motion. 
 
 The VICE PRESIDENT. It has been moved and 
 seconded that the report of the committee be adopted. 
 All who are in favor of this motion say "Aye." 
 [Apparently all vote "Aye."] [After a pause.] All 
 opposed say "Nay." [No votes.] The motion to 
 adopt the report is carried unanimously. The Clerk 
 will read the bill. 
 
 The Clerk read as follows : 
 
 Bill No. 1. For the separating of citizens into two 
 bodies in social gatherings. 
 
 Be it enacted by the Rocky River School Republic in 
 Congress assembled, That the citizens of this Republic be 
 organized into two bodies for social entertainments, namely, 
 a senior organization to be composed of students twelve years of 
 age and more, and a junior organization to be composed of 
 students less than twelve years of age; the senior assemblies 
 to be held in the large gymnasium and the junior assemblies 
 in the small gymnasium. 
 
 The VICE PRESIDENT. This bill is before the 
 Congress for discussion. [After a pause and no 
 response.] Are you ready for the question? All who 
 are in favor of this bill say "Aye." [All seem to vote 
 "Aye."] All opposed say "Nay." [After a pause 
 and no response.] The bill is passed unanimously. 
 
 Mr. MINESINGER. Mr. President. 
 
 The VICE PRESIDENT. Mr. Minesinger. 
 
 Mr. MINESINGER, I desire to introduce a 
 resolution and ask unanimous consent for its immediate 
 consideration. 
 
 The VICE PRESIDENT. The gentleman will 
 present it. 
 
 Mr. MINESINGER. I move the adoption of the 
 following resolution : (Reading;) 
 

 
 
 
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Discussion of a Bill 69 
 
 Be it resolved by the Rocky River School 
 Republic in Congress assembled, That the Com- 
 missioner of Public Works is hereby directed to take 
 such action in relation to a more direct walk from the 
 railroad station across the south lawn to the school 
 house, and the constructing and improving of paths 
 elsewhere, as the school authorities may sanction. 
 
 Mr. SORTOR. I second the motion. 
 
 The VICE PRESIDENT. This motion has been 
 seconded. Is there objection to its immediate con- 
 sideration? [After a pause.] There being no ob- 
 jection, the resolution will be given immediate con- 
 sideration. Discussion on the adoption of this reso- 
 lution is in order. What have you to say? 
 
 Mr. SORTOR. Mr. President. 
 
 The VICE PRESIDENT. Mr. Sortor. 
 
 Mr. SORTOR. This is a matter of considerable 
 importance. As some of our paths are constructed 
 apparently for ornament on paper rather than for 
 business, we constantly leave these curved paths 
 and thereby not only disfigure the grounds, but at 
 least appear to be lawless. The paths ought to be 
 corrected in the interest of law, order, economy of 
 time and efficiency, and for this reason I have offered 
 this resolution. 
 
 Miss BLACK. Mr. President. 
 
 The VICE PRESIDENT. Miss Black. 
 
 Miss BLACK. I object to this resolution. The 
 architect knows what is symmetrical. Both sides are 
 drawn alike. The south entrance to the school yard 
 is further from the school house than the north en- 
 trance, and the curves would not be symmetrical 
 were they drawn in reference to that fact. He knew 
 what he wanted and the pupils ought to be required 
 
70 Department of Secret Service 
 
 to keep to his lines. Anyhow, there is more time than 
 anything else, and it is a good thing to have paths 
 that will use some if it. Another reason why I think 
 the cement paths are all right as they are, is that it 
 is good discipline to be compelled to do things you 
 don't like to do. Of course, no person does keep to 
 that cement path on the south side, but I think they 
 ought to be compelled to do it just as a matter of 
 discipline. 
 
 Miss BROWN. Mr. President. 
 
 The VICE PRESIDENT. Miss Brown. 
 
 Miss BROWN. I think that every one of those 
 ideas is so absurd that no further time should be 
 wasted on them. 
 
 The VICE PRESIDENT. Have you anything 
 further to say on the adoption of this resolution? 
 [After a pause, and no response being made.] Are 
 you ready for the question? Those in favor of the 
 adoption of this resolution say ''Aye." [Apparently 
 all vote "Aye."] Those opposed say ''Nay." [A 
 few Nays.] This resolution has been adopted al- 
 most unanimously. 
 
 Miss WILSON. Mr. President. 
 
 The VICE PRESIDENT. Miss Wilson. 
 
 Miss WILSON. I desire to introduce the following 
 bill: 
 
 A Bill (C 2.) 
 
 To Establish a Department of Secret Service. 
 
 Be it enacted by the Congress of the Rocky 
 River School Republic in Congress assembled, 
 
 That there is hereby established a Department of 
 Secret Service which shall have control of matters 
 concerning missing articles, the destruction and de- 
 facing of school property and of all other forms of 
 
Unanimous Consent 71 
 
 evil which from their nature should not be made 
 public. 
 
 The President is the head of the Department of 
 Secret Service and has power to appoint as many- 
 officers of the department as he shall deem necessary, 
 and such officers shall be known only to the President. 
 
 All reports of the officers shall be made only to the 
 President, and such reports shall be made in writing. 
 
 All matters for the investigation by the depart- 
 ment shall be reported to the President immediately- 
 after their discovery or no attention will be paid to 
 them. 
 
 This law is to take effect immediately upon its 
 passage. 
 
 Mr. GRAYFOX. I move the adoption of this 
 bill and ask unanimous consent to consider and vote 
 upon it at once. 
 
 The VICE PRESIDENT. If there is no objection, 
 this bill will be considered and voted upon at once. 
 [After a pause.] I hear no objections and unanimous 
 consent is granted. 
 
 Miss EVANS. Mr. President. 
 
 The VICE PRESIDENT Miss Evans. 
 
 Miss EVANS. I second the motion for the adop- 
 tion of this bill. 
 
 The VICE PRESIDENT. This motion has been 
 seconded and discussion on the adoption of this bill 
 is in order. This is a matter of much importance, 
 but as all are familiar with the necessity for such a 
 provision, it will not be necessary to spend much time 
 considering it. What have you to say? 
 
 Miss FORD. Mr. President. 
 
 The VICE PRESIDENT. Miss Ford. 
 
 Miss FORD. Some person is making a good deal 
 of trouble in the school. I think it will not be difficult 
 
72 Reputation and Character Saved. 
 
 to find the wrong doer, but if this should be done in 
 a public way, and "an example is made" as they say, 
 the unfortunate one's reputation will be forever 
 ruined, in the estimation of the students, but if the 
 matter can be dealt with in a quiet way, both the 
 character and the reputation of the erring pupil 
 may be saved. I favor the bill. 
 
 The VICE PRESIDENT. Have you anything 
 further to say on the passage of this bill? [Waiting a 
 moment and no response being made.] Are you 
 ready for the question? Those in favor of this bill 
 say *'Aye." [All apparently vote "Aye."] Those 
 opposed say "Nay." [No response.] This bill has 
 been unanimously passed. 
 
 Is there any further business? [After a pause and 
 no response.] A motion to adjourn is in order. 
 
 Miss MILLER. Mr. President. 
 
 The VICE PRESIDENT. Miss Miller. 
 
 Miss MILLER. I move that we adjourn, to 7 
 p. m., Monday, March 18, 1912. 
 
 Mr. ADAMS. [Addressing the chair.] I second 
 the motion to adjourn. 
 
 The VICE PRESIDENT. Those in favor of 
 the motion to adjourn say "Aye." [All vote "Aye."] 
 Those opposed say "Nay." The Congress stands 
 adjourned, to 7 p. m., Monday, March 18, 1912. 
 
CHAPTER X. 
 THE COURT. 
 
 The pupils, teachers and other employes of the 
 school, having assembled for an evening meeting, 
 the Supervisor gave the following explanation of 
 legal terms and procedure and illustration of the ses- 
 sion of a court, and also forms for keeping the records 
 of a court, of a legislative body and of a mass meeting 
 of all the citizens. 
 
 Judicial. 
 
 Legal Terms and Formalities — Some Law Terms. 
 
 An Arrest, in the School Republic, generally con- 
 sists in the policeman's saying to the person to be 
 arrested, "I arrest you for breaking the law." There 
 is generally no place of confinement, and the police- 
 man has no occasion to touch the offender. It amounts 
 to a notification that he will have to be tried by the 
 Court for the wrong he has done. 
 
 A policeman who sees a wrong done, may make an 
 arrest on the spot, without any warrant or other 
 formality. 
 
 A Warrant is a writing by the Court ordering an 
 arrest, a search or a seizure, and is used in School 
 City Courts. 
 
 A Summons is an order to a defendant to appear 
 in Court in a civil action, but is not used in the School 
 City at present, as there are no civil cases or actions. 
 
 There are two kinds of cases or actions in the 
 courts, criminal and civil. 
 
 73 
 
74 Court Cries 
 
 Criminal cases occur when a person does a wrong. 
 
 Civil cases occur when there is a dispute in reference 
 to some business transaction. 
 
 Criminal and civil cases are tried by the same 
 judges, except in cities where there is enough court 
 business to keep one or more judges busy on each 
 separate class of cases. 
 
 The Sheriff is an officer of the Court to carry out 
 its orders. 
 
 Police are not officers of the Court, but of the 
 executive department of the government. 
 
 All Papers belonging to the court are kept by the 
 clerk of the court. 
 
 Court Cries. 
 
 Following is the proclamation used on opening the 
 court: ''Hear ye! Hear ye! Hear ye! All manner of 
 persons that have any business to do at this court 
 held in and for the School Republic let them draw 
 near and give their attention and they shall be heard." 
 Then follows this cry to the Sheriff: "Sheriff of 
 this School Republic return the writs and precepts 
 to you directed and delivered, and returnable here 
 this day, that the court may proceed thereon!" 
 
 At the adjournment of court the Crier proclaims: 
 "Hear ye ! Hear ye ! Hear ye ! All manner of persons 
 who have any further business to do at this court, 
 may depart hence and appear here tomorrow morning 
 at 9 o'clock, (give right time) to which time this 
 court is adjourned." 
 
 These cries are not generally used in the lowest 
 courts, but if desired, may be in all courts of the 
 School Republic. They certainly add dignity to the 
 proceedings. 
 
Court Procedure 75 
 
 Court Procedure. 
 
 When a citizen transgresses some legal regulation, 
 in the presence of a policeman, he may be arrested 
 without warrant, by a simple statement, ''You are 
 
 arrested for the offence of " 
 
 or "for breaking the law." Otherwise, information 
 is laid before a judge or magistrate, by any citizen 
 and a warrant procured for his arrest, and the warrant 
 delivered to a policeman who will make the arrest. 
 
 The judge appoints the time for holding court. 
 He taps a bell and says: ''The court will come to 
 order." He then turns to the clerk and says: "The 
 clerk will call the first case." The clerk then announces 
 the name of the accused and reads the charge. The 
 court instructs the accused that he is entitled to 
 counsel, and if he desires it, time is given to secure 
 the same. An officer generally acts as messenger 
 to secure the attorney. If he says he does not want 
 counsel the judge addresses the accused, "You 
 have heard the charge, are you guilty or not guilty?" 
 
 If the person arrested pleads "Guilty:" 
 
 1. The judge then directs the city attorney to 
 read a detailed statement of the misdemeanor (usually 
 the report of arrest as told by the clerk). 
 
 2. The judge then asks the defendant: "Have 
 you anything to say why sentence should not be 
 passed upon you?" 
 
 3. This is sometimes answered by the defendant's 
 attorney who rises and asks for leniency on account 
 of extenuating circumstances which he explains. 
 
 4. If there are several judges, the presiding judge 
 requests the others to ask any questions they wish. 
 
 5. The court (the judges) retires and consults 
 concerning the punishment. 
 
76 The Jury 
 
 6. Upon their return the presiding judge pro- 
 nounces the sentence, the offender standing to receive 
 it. 
 
 If the plea is "Not guilty;'* 
 
 1. The people's attorney outlines his case and 
 calls witnesses. 
 
 2. These witnesses take the following pledge, 
 answering "Yes" to the question asked by the clerk, 
 "Do you, on your honor as a citizen, promise that the 
 evidence you shall give in the matter of difference 
 between the people of the School Republic and 
 
 the defendant, shall be the truth, 
 
 the whole truth, and nothing but the truth?" 
 
 3. They are examined and cross-examined. 
 
 4. The defendant's attorney follows the same line 
 of action and presents his case to the court, and then 
 sums up the case. 
 
 5. After him the people's attorney sums up the 
 case. 
 
 6. The judges retire and deliberate as before. 
 
 7. The verdict is brought in and the sentence 
 pronounced. 
 
 8. After all cases are disposed of the judge de- 
 clares the court adjourned. 
 
 It is the sheriff's duty to attend to the enforce- 
 ment of the sentences. 
 
 Jury. 
 
 It is generally best to discourage the complications 
 of a jury, especially in trivial matters. 
 
 The defendant may demand a trial by jury, in 
 which case the trial is adjourned for a sufficient 
 length of time to allow the jury to be drawn. This 
 need not be for more than a few minutes. 
 
Pledge of Jurors and Sheriff 77 
 
 The jury is selected thus : 
 
 1. The clerk of the court, in the presence of the 
 judge (or the presiding judge and one other, if there 
 are several judges), the sheriff, and as many citizens 
 as wish to be present, public notice having been given, 
 draws twelve names from the jury box in which 
 have been deposited, on separate slips, the names of 
 all the quilified jurors in that court. In a School 
 Republic any student designated by the sheriff is 
 subject to jury duty. 
 
 2. A list of these twelve names is given to the 
 sheriff, who notifies each person named to appear 
 at the time to which the case is adjourned. 
 
 3. When the case is called, six of the twelve per- 
 sons selected act as a trial jury. 
 
 4. The attorneys for the prosecution and for the 
 defence have a right to examine each juror as to his 
 qualifications and may object to any juror for cause, 
 the objections to be ruled upon by the judge. 
 
 5. After six jurors have been selected they answer 
 "Yes" to the following question: "Do you solemnly 
 promise to try the matter of difference between the 
 
 people of this School Republic and 
 
 the defendant herein and a true verdict render ac- 
 cording to the evidence?" 
 
 6. They are then put in charge of the sheriff or 
 constable who is required to make the following 
 affirmation, the clerk saying: "You shall well and 
 truly keep every person sworn on this jury in some 
 private and convenient place, without meat or drink, 
 water excepted; you shall not speak to them yourself, 
 nor suffer any person to speak to them, without 
 leave of the court, except it be to ask them whether 
 they have agreed on a verdict, until they have so 
 
78 Oath of Office 
 
 agreed on their verdict." The sheriff, marshal or 
 constable answers: **I will." 
 
 Court of the Chemawa School Republic. 
 
 On the morning of March 18, 1912, Frank Sortor, 
 Thomas Hawley, Bryan Hall, Jay Stevens, George 
 Pepion, Ross Fox and Levi Martin, all citizens, 
 violated the rules and laws of the Republic by going 
 over the hill at the south end of the baseball field 
 as if to smoke in this secluded spot. 
 
 The school disciplinarian saw the boys go there 
 and gather in a group but the smoke could not be 
 seen at that distance. 
 
 The disciplinarian reported this case to Chief 
 Justice Joseph Dunbar. A session of the court was 
 called in the disciplinarian's office at 6 p. m.. Mar. 
 18, 1912. 
 
 Chief Justice Dunbar called the court to order. 
 
 The office of marshal being vacant, the Judge 
 appointed Kiutus Jim. The new appointee came to 
 the desk of the clerk of the court, who said to him, 
 "Please hold up your right hand and repeat after 
 me the following oath of office:" 
 
 *'I do solemnly swear to support the constitution 
 of the United States and defend it against all enemies, 
 both domestic and foreign, and to perform the duties 
 of my office in the School Republic to the best of 
 my knowledge and ability, so help me God." 
 
 The clerk read the charges against the young men. 
 Justice Dunbar said, "Are you guilty or not guilty?" 
 All plead "not guilty." The disciplinarian at this 
 point addressed the court and the defendants as 
 follows: "As an officer of the Indian Service, I 
 challenge the plea of not guilty. These young men 
 
Active Occupation versus Temptation 79 
 
 are smokers and under the circumstances their going 
 over the hill and gathering in a group is evidence 
 that they were smoking." 
 
 The complainant did not see the smoke and the 
 court ruled that as long as there was no smoke in 
 evidence the defendants should be given the advantage 
 of the doubt. 
 
 Attorney General Minesinger asked each one if 
 he would not be glad to discontinue this unmanly 
 habit. All agreed that they would be glad to do so 
 but that it is not easily done. Some thought they 
 had will power enough to stop. Frank Sortor said, 
 *'I can not say that I can or that I can not, but about 
 two years ago while under training for the relay 
 race I knew that tobacco would interfere with my 
 efficiency, and I had not the slightest desire for it 
 during the six weeks. As soon as the event for which 
 we were training was past the old desire came back 
 and I have yielded to it ever since. If we could have 
 some interest continually to correspond with the 
 training, it would be easy to let the habit go forever. 
 
 "I think that if we were permitted to build for 
 ourselves some out-of-door gymnastic apparatus with 
 trapeze, traveling rings, parallel bars and such things, 
 we would so use our time and thoughts in the con- 
 structing and use of these things as to relieve us of the 
 temptation to chew and smoke." 
 
 The Judge said: ''All of you know that tobacco 
 degrades you and that for your own good you ought 
 to let it alone. Moreover, you know that your 
 example is an important influence on the smaller 
 boys. The United States Government has established 
 this school to aid us in making the best of our lives. 
 We are not doing our best to co-operate with the 
 
80 Case Dismissed 
 
 Government for our own good while we have anything 
 to do with tobacco. 
 
 "For all these reasons, I ask you to act on the 
 suggestion of Mr. Sortor, to use your leisure thoughts 
 and physical energy in constructing useful things and 
 in healthful recreation. Are you willing to do this?" 
 All earnestly replied, ''I will," and the Judge said, 
 "Under these circumstances this case is dismissed." 
 
 The next case was that of eleven boys who pleaded 
 guilty to the charge of going beyond the allowed 
 limits, into the cow barn hay loft to play. One boy 
 pleaded **not guilty," but he acknowledged that he 
 had done as the other boys. The terms "guilty" and 
 "not guilty" were explained to him and he then 
 pleaded "guilty." All were sentenced to work during 
 the recreation periods of one day, under orders of 
 the disciplinarian. 
 
CHAPTER XI. 
 
 MESSAGES AND REPORTS. * 
 
 Means of Inspiration and Co-ordination. 
 
 The object of School RepubUc Messages and 
 Reports is to aid in arousing and maintaining in- 
 terest in the government, and in developing every 
 possible advantage which may be gained through 
 the little republic, and to serve as a gauge of progress 
 or retrogression, a thermometer of the warmth of 
 interest and some indication of the spirit, or lack 
 of it, in the school. 
 
 They must not be regarded as examples of the 
 pupirs unaided skill, for it is his duty not only to 
 make a truthful presentation, but it is incumbent 
 upon him, as it is upon adult officers, to get all 
 reasonable assistance to enable him to perform his 
 duties efficiently and to make correct and valuable 
 reports and recommendations. 
 
 The making of these reports will not be a trouble- 
 some task, but a pleasure if the right spirit prevails 
 in the school. 
 
 A Proclamation of Thanksgiving 
 
 By the President of the Eastern Cherokee 
 
 School Republic. 
 
 This year now drawing to a close has been very 
 favorable to us as a school community. As pupils we 
 have been given by the Government of the United 
 States the privilege of self-government for our present 
 pleasure, comfort and welfare, and that we may 
 be fitted to become worthy adult citizens of the 
 United States and of our State and local community. 
 
 81 
 
82 Thanksgiving Procolamation 
 
 It is fitting that we thank God, who is the Giver 
 of all good gifts, for the plenteous crops of grain, 
 vegetables and fruit with which our people have been 
 blessed. 
 
 As a school community v^e have reason to be 
 thankful for the health of our members; although 
 visited by an epidemic of measles and pneumonia, 
 the lives of all have been spared. 
 
 As citizens of the School Republic we have cause 
 for gratitude for the splendid spirit and hard work 
 of our Board of Public Works and other officers 
 and citizens under the enthusiastic and kindly leader- 
 ship of Mr. Gibbs, our teacher in carpentry, which 
 has resulted in our two new out door gymnasiums, 
 built for our enjoyment, and for the added conveniences 
 in our buildings, the reading rooms, and other changes 
 which add to our comfort. 
 
 By custom and by proclamation of the President 
 of the United States, the last Thurdsay in November 
 is observed as Thanksgiving Day. Therefore, in 
 conformity with that custom, I, Frankie Cooper, 
 President of the Eastern Cherokee School Republic, 
 do hereby proclaim Thursday, Nov. 28, 1912, Thanks- 
 giving Day, and I earnestly request that it be ob- 
 served by all as a day of praise and prayer to God for 
 his continued blessings to all and especially for his 
 gracious kindness to the citizens of our School Re- 
 public. 
 
 FRANKIE COOPER. 
 United States Indian School, 
 Cherokee, North Carolina, 
 November 21, 1912. 
 
Primary School Mayor's Message 83 
 
 Messages. 
 
 Primary School City. 
 
 Councilman : — To do my duty as Mayor, I present to you this 
 message. 
 
 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 sugges- 
 tions : 
 
 1. That you make such laws as will secure good order, 
 good habits and good care of property. 
 
 2. That you make all laws simple and easy to understand. 
 
 3. That you make only as many laws as are really needed, 
 
 4. That you state only a general penalty for offences, let- 
 ting the judges fix the special ones. 
 
 5. That you promptly decide on the length of all terms of 
 office not fixed by the Charter. * 
 
 Mar. 2, 19 . HILDA RUST, Mayor. 
 
 Normal School. 
 To the Normal School City Council : 
 
 Councilmen: — Another official term has begun, and it is my 
 privilege and duty to address you; and to recommend to you such 
 measures as I deem to be needed. 
 
 Ties. 
 
 The first thing for you to consider is the matter of "ties" 
 (that is an even vote for persons who are running for the same 
 office). In our last city election a "tie" occurred. So far as I 
 am acquainted with our city law, there is no provision for such 
 cases. Since the Mayor is empowered by existing laws, to fill 
 vacancies in such offices as judge, alderman, etc., by appoint- 
 ment, with consent of the City Council, I consider it right to 
 settle this "tie"; therefore, I declared Isaac Conklin alderman. 
 Inconvenience of this kind is liable to occur at any time; there- 
 fore I recommend that you make some ordinance providing for 
 the settlement of such cases. 
 
 Codify the Ordinances. 
 
 I suggest that you instruct your Clerk to collect, arrange and 
 publish in some convenient way the ordinances which you have 
 enacted since the granting of our charter. 
 
 Note. Of course a little primary pupil could not have written such a mes- 
 sage without assistance, any more than adult executive officers are expected 
 to act without cabinets or other advisors. 
 
84 Normal School Mayor's Message 
 
 Order in Study Hall. 
 
 The order in our study hall can and must be greatly improved. 
 If this cannot be gained by co-operation with our police officers 
 under our present laws, new laws and more severe ones must be 
 passed. 
 
 Appointments. 
 
 According to Chapter 4, Article 2, Sections 5 and 6, I appoint, 
 subject to the approval of your most honorable body, the fol- 
 lowing officials : 
 
 1. Daisy B. Hitch, Commissioner of Police. 
 
 2. Esmond Childs, Commissioner of Public Works. 
 
 3. Moses Teas, Commissioner of Health. 
 
 4. John MacCartney, Commissioner of Fire Department. 
 
 5. Mary MacHenry, City Clerk. 
 
 6. Julia A. Lucy, Alderman, in place of Edmund Doremus, 
 resigned, according to Ordinance 10. 
 
 Guard the Peoples' Interest. 
 
 It is the duty of the members of the City Council, as repre- 
 sentatives of the people, to be ever on the lookout, guarding the 
 people's interests, and enact such ordinances as will insure the 
 greatest good to the greatest number. I therefore urge you to 
 investigate the condition of the city, to study the ordinances 
 already in force, and to serve the interests of those whom you 
 represent in the best possible way. Be ever mindful of the 
 responsible position which you hold. Seek and find the ways in 
 which you can benefit your city, so that you may feel, when 
 your office shall have expired, that you have done your duty, 
 and that you have done it well. 
 
 MAY E. DAVIS, 
 February 17, 19 . Mayor of Normal School City. 
 
 Reports — ^Means of Inspiration and Co-ordination. 
 
 Every officer should make reports at short inter- 
 vals of what has occurred within the jurisdiction 
 of his office, and of what he thinks should be done. 
 The teacher should help him to learn how to make and 
 to record observations, and how to suggest or make 
 improvements. 
 
"^S^iP^® i 
 
Reports — Grammar School 85 
 
 As far as this can be made practicable and reason- 
 able, these reports should be made weekly. 
 
 The writing of these reports should be a part of 
 the regular class work in language. If this idea is 
 followed carefully, it will give an element of life and 
 interest to the language work, which can probably 
 be gotten by no other means. 
 
 The reading of the reports to the class or school, as 
 the case may be, should be used for instruction in 
 reading. 
 
 The preparing of reports and reading them to the 
 proper body and the official considering and action 
 upon them, can be made an important means for 
 arousing and maintaining interest in the pupils' 
 democracy. You can scarcely exaggerate their im- 
 portance. 
 
 The following reports are from a girls' grammar 
 school in Philadelphia. 
 
 To the Principal and Citizens : 
 
 The work done by the School City Council during the adminis- 
 tration now drawing to a close has been a great help to the school. 
 Certain measures regarding the order in different parts of the 
 school were adopted. From meetings of the Council only a few 
 members have been absent. The record as a whole is quite good. 
 
 REBA WIREMAN, 
 
 President of City Council. 
 
 To the Principal and Citizens : 
 
 The council meetings of the Third Administration have been 
 held regularly every two weeks. They were conducted with 
 dignity, and some important work accomplished. Badges were 
 secured for all the city officers, a receptacle for waste material 
 was bought and placed in the yard, and cups with chains were 
 fastened to the faucet. The money for these purchases was 
 contributed by the citizens. 
 
 FANNY S. GOLDSMITH, 
 President of School City Council. 
 
86 Reports 
 
 To the Principal and Citizens : 
 
 The Executive Department of the School City has been con- 
 ducted satisfactorily by all the officers. 
 
 The councilmen of the administration now closing have proved 
 to be faithful, and the getting of the receptacle for trash has 
 improved the looks of the yard. The cups also have helped to 
 make better order. It seems as if the citizens were taking an 
 interest in the government and are endeavoring to improve. 
 
 MARGUERITE MURROW, 
 
 Mayor of the School City. 
 
 To the Principal and Citizens : 
 
 The Mayor suggested several measures which were adopted 
 by the City Council. In this administration the "Lost and Found 
 Department" was organized, and a report of this department 
 is presented herewith. 
 
 The Police Department, including the Director of Public 
 Safety, the Chief and Captain of Police and the policemen, have 
 greatly improved the order in the classrooms, dressing rooms and 
 elsewhere. 
 
 The court, which meets every Wednesday afternoon, is very 
 necessary to the welfare of our school. There were no cases 
 brought to court last week, which shows that the order is greatly 
 improved. 
 
 We hope that the new administration will be more success- 
 ful even tha then last, and the retiring officers will willingly 
 assist in any difficulties that may arise. 
 
 CORA WATKINS, Acting Mayor. 
 
 To the Mayor : 
 
 The lost and Found Department, established in the second 
 administration, has accomplished its purpose of receiving and 
 returning lost articles to their owners. 
 
 The following articles have been received: A silver hat- pin, 
 an eraser, five handkerchiefs, a velvet muff, a pencil case, a 
 hair ribbon, two gloves and one cent. 
 
 Returned to their owners, a cent, an eraser, and a pencil. 
 The other articles are still held for delivery to their owners. 
 
 CORA WATKINS, 
 Qhief of I^ost and Found Department. 
 
Reports 87 
 
 To the Principal and Citizens : 
 
 Following is a statement of the School City Treasury : 
 
 Balance on hand May 4 $ .49 
 
 Rec'd in payment for lost badges June to September, 19 . . .16 
 Rec'd from Lost and Found Department June to Sep- 
 tember, 19 .37 
 
 Total money received $1.02 
 
 Paid for badges .04 
 
 Balance on hand October 2, 19 $ .98 
 
 VERA HOOPES, Treasurer. 
 
 To the Mayor : 
 
 The Department of Public Safety has been conducted satis- 
 factorily by all the officers. 
 
 Owing to the absence of the Mayor, the President of Councils 
 has assisted the Director of Public Safety in making the lists 
 of policemen for the different wards. 
 
 The policemen, with a few exceptions, have performed the 
 duties of their office faithfully and well. A few fail to realize 
 the responsibility resting on them. 
 
 MARGUERITE MURROW, 
 
 Director of Public Safety. 
 
 To the Mayor : 
 
 As the captains and policemen know their duties better than 
 before, great progress has been made in the work of the Depart- 
 ment of Public Safety. The order in the halls, in the dressing 
 rooms and on the stairs shows that the policemen have not 
 neglected their duties, and that their orders have been implicitly 
 obeyed. 
 
 The lines formed in the school yard are much more orderly 
 than in the past, but by an effort on the part of the citizens 
 they can be improved still more. 
 
 LAURIE A. McDonald, 
 
 Director of Public Safety. 
 
 To the Director of Public Safety : 
 
 The Police Department has been successfully conducted. 
 The captains have endeavored to be punctual in presenting lists 
 to the Chief and the policemen have tried to do their duty in 
 preserving order on the stairs and elsewhere. The order on the 
 stairway and in the halls and dressing-rooms is greatly improved. 
 
88 Reports 
 
 We sincerely hope that this improvement will be continued in 
 the future administration. 
 
 MAY TOTHENGAS, Chief of Police. 
 
 To the Principal and Citizens : 
 
 Through this administration court has been held weekly. 
 Several weeks there were no cases and the court adjourned 
 immediately after being opened. There has been greater care 
 on the part of the citizens and a decrease in the number of arrests 
 made for disorderly conduct on the stairs and in the dressing- 
 rooms. The policenr^en may be credited for part of this improve- 
 ment. But following this decrease, there was also an increase 
 in more serious offences. This fault was especially noticeable 
 at one session of court, when four persons were temporarily 
 deprived of their rights of citizenship. This tended somewhat 
 to lower our hopes for better work. But all the offenders when 
 punished seemed, from all appearance, to take their punishment 
 as though they thought it was deserved. 
 
 As far as the officers who were in anywise connected with the 
 court could see, there were no unjust arrests, for almost every 
 person accused, after being examined, answered "guilty" of the 
 offense charged. This proves that the policemen have arrested 
 justly and with sufficient cause. All the retiring officers who are 
 in any way engaged in the work of this court join to express 
 the desire that the improvements mentioned may continue, and 
 that the new officers may have as much success as those before 
 them. B. FEIGHAY, Judge. 
 
 To the principal and Citizens : 
 
 The sessions of court during the present administration have 
 been held regularly. The number of arrests has greatly decreased, 
 there having been only eight, which was one-fourth as many as 
 in the last administration. Three court sessions were adjourned 
 as soon as assembled, there being no persons accused. This 
 gives evidence that our School City is improving. The sessions 
 of court were conducted with earnestness and dignity. The 
 right of citizenship was not withdrawn from any citizen. 
 
 It is the earnest wish of the retiring judge and of all the other 
 officers that our School City may continue to improve, so that 
 the cases for court shall become fewer with each administration. 
 
 SELMA SCHWAB, Judge. 
 
Reports 89 
 
 The following reports were made by officers of 
 the Royal School City, in Honolulu, Hawaii, for the 
 week ending January 27, 1908. Each report is headed 
 by the name of the School Republic, and the date. 
 Except in the first report, these are omitted to save 
 space in printing. 
 
 ROYAL SCHOOL CITY. 
 
 Report of Supervisor of Public Works for week ending 
 January 27, 1908. 
 
 Number of pupils Sewing 230, time 1 hour 
 
 Number of pupils Cooking 56, time 1 hour 
 
 Number of pupils Lace Work 87, time 1 hour 
 
 Number of pupils Woodwork 67, time 1 hour 
 
 Total 440 
 
 HERMAN MACHADO, 
 Supervisor of Public "Works. 
 
 Report of City Attorney. 
 Number of cases tried for the following offenses : 
 
 Swearing 2 Teasing 2 
 
 Disobedience 3 Fighting 7 
 
 Fooling 3 Playing ball in forbidden place 5 
 
 Roughness 1 Talking in forbidden time ... .22 
 
 CalUng Names 1 Playing in forbidden time ... 1 
 
 Pushing 2 Laughing in forbidden time . . 1 
 
 Total 49 
 
 STANLEY SHAW, 
 
 City Attorney. 
 
 Report of Road Supervisor. 
 
 Number of persons worked 523 
 
 Time each person worked 1-2 hour 
 
 Kind of work done : Cutting grass — persons 26 
 
 Hoeing 42 
 
 Picking papers and grass 325 
 
 Sweeping and dusting 130 
 
 H. NAOHE, 
 
 Road Supervisor. 
 
90 Reports 
 
 Report of Chief Sanitary Inspector. 
 
 Number of persons worked 390 
 
 Number of hours each worked 1-2 
 
 Number of bbls. of trash collected 17| 
 
 Number of bbls. of trash burnt 17| 
 
 J. K. SUEDA, 
 
 Chief Sanitary Inspector. 
 
 Report of Pound Master. 
 Things found : 1 knife, 1 pink ribbon, 
 
 1 glass cutter, 1 lunch ticket. 
 
 Things returned to owner : 1 knife. 
 
 Y. Q. CHU, Poundmaster. 
 
 Report of Sheriff. 
 
 Swearing 2 Pushing 2 
 
 Disobedience 2 Teasing 2 
 
 Fooling 3 Fighting 7 
 
 Roughness 1 Playing ball 5 
 
 Calling Names 1 Talking 22 
 
 Playing 1 Laughing 1 
 
 Total 49 
 
 SOLOMON, Sheriff. 
 
 Report of Truant Officer, 
 
 Number of pupils tardy 13 
 
 Number of pupils absent 27 
 
 KALEI NAHALAN, 
 
 Truant Officer. 
 
 Report of Librarian. 
 
 Nimiber loaned : Bound volumes 29 
 
 Pamphlets 17 
 
 Song books 65 
 
 Tonic Sol Fa 8 
 
 Hawaii's Y. P 382 
 
 Newspapers received : Advertiser 12 
 
 Evening Star 8 
 
 Evening Bulletin 10 
 
 Total papers 30 
 
 REBECCA M. KAPUA, Librarian. 
 
Reports 91 
 
 It is desirable to have printed form blanks for re- 
 ports. If you cannot get printed forms and have no 
 hectograph or other means of printing, a report may- 
 be made in any one of many ways, such as the above 
 reports, or let us imagine the following. At Cherokee 
 the boys have erected two out-door gymnasiums, one 
 for the girls and one for themselves. 
 
 EASTERN CHEROKEE SCHOOL REPUBLIC. 
 
 Report of Commissioner of Play Apparatus, 
 Week ending June 21, 1913. 
 
 Boys' Out- door Gymnasium. 
 5 Swings all right. 
 1 Swing out of commission — rope worn out. This is the third 
 
 week reported. Rope was ordered ten days ago but has 
 
 not yet come. 
 1 Climbing rope, all right. 
 
 1 Tug- of- war rope all right. It was ravelling, but the ends have 
 
 now been carefully wrapped with twine. 
 
 2 Trapeze all right. 
 
 2 Pairs of swing rings, all right. 
 
 3 Teeters — small — o.k. 
 
 4 Teeters, — large — the 2-inch pipe fulcrums are not stiff enough 
 
 with only three posts for two teeters. Each large teeter 
 should have two posts, set close to the teeter plank, and a 
 short, separate piece of pipe for each teeter. 
 1 Giant-stride. The small ropes have broken many times — no 
 person hurt — but this week, one inch ropes replaced the 
 small ones. These are strong enough and better to hold on to. 
 
 1 Merry-go-round. The two planks got separated. New bolts 
 
 were put in, but that is not enough. Next week, the four 
 angles at the center should be thoroughly braced with 2-inch 
 plank cut to fit the angles and bolted in place. 
 
 2 Horizontal-bars, begun several weeks ago were completed 
 
 this week. One is high and one is low. 
 The 20x30 foot over-head frame, from which the swings, etc., 
 hang, has gotten loose in two joints. The braces will be 
 tightened up next Monday. 
 
 ARNOLD COOPER, Commissioner, 
 
CHAPTER XII. 
 
 RECORDS. 
 
 The Secretary of State and the City Clerk should 
 each keep a record of the executive department, 
 quite separate from the books and records kept by 
 the clerks of the legislative and judicial departments. 
 The following suggests how the secretary or clerk of 
 the executive department may begin his record : 
 
 The Chemawa Indian Republic. 
 
 Chemawa, Oregon, February 23, 1912. 
 
 On February 23, 1912, a mass meeting was held 
 in the school assembly hall, and was attended by all 
 the teachers and other employees and the pupils 
 of the school. 
 
 Mr. Chalcraft, the Superintendent, said in effect 
 that all would welcome Mr. Gill back to the school, 
 on his mission from the Government to aid us in 
 more fully organizing our civic educational work, 
 and that it had been decided to organize all the pupils 
 of the school as citizens of a federal government, 
 which would have jurisdiction every place on the 
 school lands not otherwise provided for. 
 
 The academic school building and grounds will be 
 considered a federal district, somewhat like that of 
 the District of Columbia, in which the pupils of each 
 session in each school room will be organized as a 
 city, making 17 cities. 
 
 Each of the five dormitories will be a state, the 
 territory being the building and adjacent grounds. 
 
 The industrial buildings and farm will be imder 
 
 the federal jurisdiction. 
 
 92 
 
Records 93 
 
 The pupils adopted unanimously a federal and a 
 state constitution, a city charter and a brief code of 
 laws suggested by Mr. Gill, all being based on the 
 Golden Rule. 
 
 The pupils wished to name their republic "Chal- 
 craft . ' ' Mr. Chalcraft said that he was greatly pleased 
 with the compliment, but under the circumstances 
 wished they would adopt another name, and suggested 
 **The Chemawa Indian Republic," which was adopted 
 unanimously. The pupils of the several states 
 adopted names as follows: The large girls, McBride; 
 small girls, Swastika, good luck; large boys. Progress; 
 medium boys, Wilkinson, for Major Wilkinson 
 who founded the school; the small boys, Philadelphia, 
 brotherly love. The 17 cities were named as follows: 
 Pacific, Royerville, Gillville, London, Rennersburg, 
 Charlos, Seattle, Willamette, Villa Grande, Loyalty, 
 Buenos, St. Petersburg, Hiawatha, Baltimore, Gill- 
 burg, Washington. Many others were suggested 
 such as Golden Rule, Goodville, Social Service, 
 Sunshine, Happy-day. 
 
 The following federal officers were elected: Presi- 
 dent, Burney Wilson; vice president, to preside over 
 meetings of the congress, Augusta Chamberlain; 
 secretary of state, Lee Evans; justices of the federal 
 court, for the girls, Maude Lowry; for the boys, 
 Joseph Dunbar; attorney-general, James Minesinger. 
 
 In accord with this plan, as far as we can make it 
 practicable, to develop leadership and power of 
 initiative, each academic class will elect daily for the 
 following day, teachers to act under instruction of 
 the adult teachers. The industrial classes will elect 
 foremen each week. 
 
 The meeting adjourned at 9 o'clock. 
 
94 Aid for Keeping Records 
 
 Aid for Keeping the Records. 
 
 To aid the clerks of the School Republic courts 
 and of legislative bodies in keeping their records, 
 the writer has made the following lists of items that 
 should be entered. These may be typewritten and 
 pasted on the inside of the front cover of the blank 
 books so that the list will extend beyond the edges 
 of the books and can be read when the books are 
 open at any page. It will then be possible to read 
 from the lists over on to the blank pages where the 
 entries are to be made. When the books are not in 
 use the lists are folded out of the way. It will pay for 
 the trouble to first paste muslin on the back of the 
 paper to keep it from cracking where it folds. 
 
 If there is not room on the left page for the full 
 record of the meeting, use the right hand page also. 
 For instance, should there not be room for all the 
 names of the members present, then, near the top of 
 the right hand page, finish the list this way : 
 
 3. (Continued) Harry French, Mary English, 
 Patrick Ireland, Jennie Poland. 
 
 Any other item may be continued in the same way. 
 
 If the right hand page is not needed to complete 
 the record begun on the left hand page, it may be used 
 for a new record. In that case the clerk may omit 
 the titles, using only the figure representing the title. 
 
 A good size book is 8x10 inches, such as Depart- 
 ment of the Interior No. 5-931. A book can be made 
 of a quire or two of letter paper or foolscap, one quire 
 put inside the other and sewed through the back and 
 a strip of canvas or muslin, which can be glued on 
 pasteboard sides and covered with cloth or paper. 
 Get the very best you can. 
 
MINUTES OF THE COURT. 
 
 1 Date of this entry : 
 
 2 Name of Complain- 
 
 ant: 
 
 3 Name of Defend- 
 
 ant: 
 
 4 Name of officer who 
 
 made arrest : 
 
 5 Name of People's 
 
 Attorney : 
 
 6 Name of Defend- 
 
 ant's Attorney : 
 
 7 Name of Complain- 
 
 ant's Witnesses : 
 
 8 Name of Defend- |" 
 
 ant's Witnesses : « 
 
 9 Date of hearing : "^ 
 
 o 
 
 10 Statement of the 2 
 
 o 
 offense charged : f^ 
 
 11 Plea, guilty or not 
 
 guilty : 
 
 12 Defense: 
 
 13 Sentence: 
 
 14 The above entries 
 
 are correct: (Sig- 
 nature of Clerk of 
 Court:) 
 
 15 Approved (Signa- 
 
 ture of presiding 
 Judge). 
 
 16 Approved: (Signa- 
 
 ture of Superin- 
 tendent). 
 
 The object of the Court is not to 
 punish, but to discourage wrong actions 
 and encourage right. Sometimes this 
 can be accomplished best by other means 
 than punishing. 
 
 It is a happy day when the judge 
 announces "there being no case for trial, 
 the Court is adjourned." 
 
 The Court should be conducted orderly 
 and with dignity. Though some very 
 amusing things occur in court, it must 
 be remembered that the court is not 
 a place for laughing. 
 
 The teacher may sometime think it 
 wise to have a case tried before the school, 
 but generally, if not always, it is better 
 for all concerned not to encourage publicity 
 of the court proceedings. 
 
 Do not make a great deal out of a very 
 small matter. Do not call witnesses when 
 there is no necessity. 
 
 Generally, the defendant has no need 
 for an attorney, yet he may have one if 
 he wishes. It is well for every person to 
 be able to defend himself. 
 
 Generally in the School Republic there is 
 no occasion for a jury. In a high or 
 normal school or college, if occasion 
 arise there is no objection to a jury trial. 
 In America and Great Britain, a citizen, 
 if put on trial, has a right to demand a 
 jury. 
 
 An adult judge is especially educated 
 to be a lawyer. He is supposed to be 
 picked out for his place because he is an 
 especially able lawyer. "Learned counsel" 
 assist him to arrive at correct decisions. 
 He is helped by the decisions of other 
 judges, printed in the law books. A 
 School Republic judge can not have such 
 important professional assistance. In place 
 of this, whenever the School Republic Court 
 is in session, the teacher should be present 
 to give such tactful hints as may seem 
 desirable. Because of this help, the 
 young judge's decision should not be 
 considered less his own than is the adult 
 judge's decision. 
 
 95 
 
JOURNAL OF THE LEGISLATIVE BODY. 
 
 1 Place and time of 
 
 meeting : 
 
 2 Name of presiding 
 
 officer : 
 
 3 Names of members 
 
 present: (In case 
 the legislative 
 body is composed 
 of all the citizens, 
 simply state that 
 a majority were 
 present.) 
 
 4 Names of members 
 
 absent: (See note 
 above.) 
 
 5 Minutes of last 
 
 meeting read : (and 
 approved or 
 amended.) 
 
 6 Communications 
 
 read: 
 
 7 Appointments con- 
 
 firmed : 
 
 8 The following re- 
 
 ports were read : 
 
 9 Old business: 
 
 10 New business: 
 
 11 Time of adjourn- 
 
 ment: 
 
 12 Approved by coun- 
 
 sel : (Date and sig- 
 nature of Clerk.) 
 
 13 Approved: (Signa- 
 
 ture of Teacher or 
 other adult in au- 
 thority.) 
 
 14 Approved by Su- 
 
 perintendent. 
 
 Some Parliamentary Rules. 
 
 Encourage courtesy, brevity and rapid 
 dispatch of business. 
 
 All motions should be seconded before 
 they are discussed. 
 
 A motion to adjourn is not debatable, 
 and takes absolute precedence of all 
 other motions. 
 
 No motion can properly be put to vote 
 while a previous motion is still before 
 the house, except an amendment to the 
 earlier motion, or certain privileged 
 motions such as "to refer," "to lay on 
 the table," "to limit debate," "to close 
 nominations" and "to adjourn." 
 
 The motion "to close nominations" 
 c is useful when nominations are made, 
 '^ to prevent an unnecessary number, 
 2 which consumes too much time. Un- 
 g der some circumstances, two, or even 
 ° one nomination may be enough, and a 
 ^ member can at once arise and, after he 
 I** has been recognized by the chairman, 
 say; "I move the nominations for may- 
 or (or whatever the office may be) be 
 now closed." If this motion should be 
 seconded and carried, there will be no 
 more nominations for that office. 
 
 Only one member can have 
 at one time. 
 
 'the floor' 
 
 A member has no right to discuss a 
 question on the floor of the assembly 
 until he has first addressed the chair 
 and been recognized. 
 
 For other details see "Social, Civic and 
 Legal Practice and the Enforcement of 
 Law, for Boy and Girl Citizens." 
 
 For parliamentary procedure see 
 "Roberts' Rules of Order," Cushing's 
 "Manual," Reed's "Rules," "Paul's Par- 
 liamentary Law." 
 
 96 
 
INDEX 
 
 Academic method 12 
 
 Absence of teacher 15 
 
 Address by president of 
 
 school congress 39 
 
 Address by supervisor 21, 53, 62 
 Address by superintendent 19,51 
 Adoption of resolution .... 68 
 Aid for keeping records .... 94 
 Appointment of officers 41,66,84 
 
 Arrest 73 
 
 Art of citizenship 20 
 
 Athletics 60 
 
 Bill, Introduction and con- 
 sideration of 54, 61 
 
 Boss rule 24 
 
 Boy Scouts 59 
 
 Business-like in School 
 
 work 15 
 
 Campfire girls 59 
 
 Case dismissed 80 
 
 Character 20 
 
 Charter of School City 48 
 
 Cheating in recitation 15 
 
 Chemawa School Republic, 
 
 Court of 78 
 
 Chemistry 10 
 
 Citizens 24, 34, 48 
 
 Citizens? Who are school 
 
 30,34,43,45,48 
 
 Citizenship . 20, 24, 30, 32, 40, 43 
 
 Citizenship, Grant of 30 
 
 City 5, 10, 20, 22, 
 
 29, 43, 48, 83, 84, 85, 92 
 Civic creed 56 
 
 Civic development 16 
 
 Civic relations 13, 14 
 
 Civic training 11 
 
 Civilization, Growth of ... . 8 
 
 Colleges 12 
 
 Commissioner of Indian Af- 
 fairs 20 
 
 Commissioner of Education 67 
 Commissioners of Educa- 
 tion from abroad 17 
 
 Competition 8 
 
 Conditions of School citi- 
 zenship 31 
 
 Conduct, Laws of personal . 49 
 Confirmation of appoint- 
 ments 41, 67 
 
 Congress 38 
 
 Co-operate 16 
 
 Co-operation 8 
 
 Co-ordination 81 
 
 Constitution of school fede- 
 ral government 33 
 
 Constitution of school state 
 
 government 45 
 
 Correspondence 17 
 
 County 43 
 
 Court 35, 46, 50, 73 
 
 Court cries 74 
 
 Court jurisdiction 35, 48 
 
 Court proceedings 75 
 
 Court records 95 
 
 Court, Suggestions for the . 95 
 
 Creed, Civic 56 
 
 Cries, Court 74 
 
 Criminal cases 74 
 
 Cuba 21 
 
 97 
 
98 
 
 Index 
 
 Curriculum 17 
 
 Day schools 43 
 
 Democracy. . . .8, 23, 25, 27, 58 
 
 Develop harmoniously 16 
 
 Discipline 14 
 
 Dismissed, Case 80 
 
 Divisions of government 
 
 25,58, 59 
 
 Dodge our own part 40 
 
 Dormitory government .... 28 
 
 Duties 34, 42 
 
 Earn money, Children 16 
 
 Election of officers 36 
 
 Esprit de corps 14 
 
 Essence of democracy 27 
 
 Enthusiasm 14 
 
 Enthusiastic teachers 12 
 
 Evening meeting 53 
 
 Federal government . .30, 34, 38 
 
 Fire 60 
 
 Foremen 15 
 
 Forms, see Reports and 
 Records 
 
 Friendship 17 
 
 Fundamental principle .... 23 
 
 General government 27 
 
 Golden Rule 13, 17, 23 
 
 Government, natural and 
 
 artificial 23 
 
 Grant of citizenship 30 
 
 Guilty 75 
 
 Happy 16 
 
 Health 59 
 
 Healthy 23 
 
 High school 15 
 
 Homes 19 
 
 Hope, A new and great , 
 Hygiene 
 
 39 
 8 
 
 Improvements 66 
 
 Inauguration of officers . .38, 51 
 
 Independent 22 
 
 Indian legislation 20 
 
 Industries 59 
 
 Initiative 16 
 
 Individuality 16 
 
 Inspiration 81 
 
 International peace 8, 17 
 
 Journal of a meeting 57 
 
 Judge 35, 45, 46, 50 
 
 Judicial 73 
 
 Jury 76 
 
 Laboratory method 
 
 12, 13, 20, 21, 26 
 
 Law 8 
 
 Law, Enforcement of 8 
 
 Laws of personal conduct . . 49 
 
 Law terms 73 
 
 Legislation, Indian 20 
 
 Liberty 22 
 
 Local citizenship 12 
 
 Marshal 78 
 
 Mayor 50 
 
 Message from United 
 
 States government .... 21 
 Message from School Repub- 
 lic president 57, 66 
 
 Messages and reports 81 
 
 Minutes or journal of a 
 
 meeting 57 
 
 Minutes of the court 95 
 
 Mischief 16 
 
 Misconception corrected ... 51 
 
 Monarchy 23 
 
Index 
 
 99 
 
 Monarchy in school 25, 58 
 
 Moral training 11 
 
 Moral development 00 
 
 My Own United States 52 
 
 Natural government 23 
 
 Normal school 83 
 
 Not guilty 76 
 
 Oath of office 38, 78 
 
 Order 22 
 
 Organizing city or school- 
 room government 48 
 
 Organizing federal or na- 
 tional government. ... 30 
 Organizing state govern- 
 ment 44 
 
 Parallel between school 
 government and adult 
 
 government 22,27 
 
 Parliamentary practice 15, 53, 96 
 
 Peace 8, 17 
 
 Personal responsibility 15 
 
 Penalties 35, 47, 49 
 
 Place of their own 16 
 
 Play, Element of 15 
 
 Playgrounds 66 
 
 Pledge of citizenship 32 
 
 Police 73, 74 
 
 Powers 48 
 
 Practice of right living .... 11 
 
 Preserve order 22 
 
 Primary pupils 14, 26, 83 
 
 Principal or superintendent 
 
 19, 36, 47, 51, 76, 80 
 
 Principle of citizenship and 
 
 government 23 
 
 Problems of daily life and 
 
 government 21 
 
 Proclamation 81 
 
 Program 27 
 
 Public safety 59 
 
 Public property 60 
 
 Public schools 8 
 
 Public works 59 
 
 Punishments 35, 47, 49 
 
 Pupils as teachers 15 
 
 Purpose of Indian schools . . 19 
 
 Reasons for school citizen- 
 ship 31 
 
 Recommendations by presi- 
 dent 66 
 
 Records 92 
 
 Red Cross 59 
 
 Recreation 16 
 
 Repairs 66 
 
 Report of comnaittee 67 
 
 Report of a meeting 56 
 
 Reports 81, 85 
 
 Responsibility 14, 15, 26 
 
 Rest 16 
 
 Rights 15, 32, 48 
 
 Royal School City, Hono- 
 lulu 89 
 
 Rule, of Golden citizenship . 13 
 Rules, parliamentary . 15, 53, 96 
 
 School building goverimient 2 
 School City, See city 
 School federal or national 
 
 government 29 
 
 School RepubHc 5, 20 
 
 School room government 29, 48 
 
 Secret service 70 
 
 Session of school congress 41, 56 
 
 Sheriff 64, 74, 76 
 
 Special rules of parliamen- 
 tary practice 53 
 
 Social relations 13, 14 
 
 Social service 60 
 
100 
 
 Index 
 
 Spirit 23 
 
 State 28,43,44 
 
 Statesmen 17 
 
 Subjects 24 
 
 Summons 73 
 
 Superintendent. . .19, 36, 47, 51 
 
 Supervisor 26 
 
 Supervisor of Civic Train- 
 ing 21, 53, 62 
 
 Teacher 12, 15,21,47, 50 
 
 Teacher's absence, Order in 15 
 
 Teacher's authority 22 
 
 Term of office 35, 45 
 
 Territory 35, 45, 48 
 
 Thanksgiving proclamation 81 
 
 Town 43 
 
 Trial of a case 78 
 
 Unanimous consent 54 
 
 Unclean 23 
 
 Universities 12 
 
 University 3 
 
 Verdict 76 
 
 Village 43 
 
 Voting . . 37, 45, 48, 62, 67, 70, 72 
 
 War Department 21 
 
 Warrant 73 
 
 Work 15, 19