ittle of civil government and too much of military government,--a
pennyworth of wholesome bread to an intolerable deal of sack. The
early English, in their snug little corner of the world, belted by
salt sea, were able to develop their civil government with less
destructive interference. They made a sound and healthful beginning
when they made the township the "unit of representation" for the
county. Then the township, besides managing its own affairs, began to
take part in the management of wider affairs.

QUESTIONS ON THE TEXT.

SUGGESTIVE QUESTIONS AND DIRECTIONS.

1. Obtain the following documents:--

a. A town warrant.
b. A town report.
c. A tax bill, a permit, a certificate, or any town paper that
has or may have an official signature.
d. A report of the school committee.

If you live in a city, send to the clerk of a neighbouring town for a
warrant, inclosing a stamp for the reply. City documents will answer
most of the purposes of this exercise.

Make any of the foregoing documents the basis of a report.

2. Give an account of the following:--

a. The various kinds of taxes raised in your town, the amount of each
kind, the valuation, the rate, the proposed use of the money, etc.
b. The work of any department of the town government for a year, as, for
example, that of the overseers of the poor.
c. Any pressing need of your town, public sentiment towards it, the
probable cost of satisfying it, the obstacles in the way of meeting
it, etc.

3. A good way to arouse interest in the subject of town government is to
organize the class as a town-meeting, and let it discuss live local
questions in accordance with articles in a warrant. For helpful details
attend a town-meeting, read the record of some meeting, consult some
person familiar with town proceedings, or study the General Statutes.

To insure a discussion, it may be necessary at the outset for the
teacher to assign to the several pupils single points to be expanded and
presented in order.

There is an advantage in the teacher's serving as moderator. He may, as
teacher, pause to give such directions and explanations as may be
helpful to young citizens.

The pupils should be held up to the more obvious requirements of
parliamentary law, and shown how to use its rules to accomplish various
purposes.

4. Has the state a right to direct the education of its youth? If the
state has such a right, are there