Studies in Civics | Page 6

supervisors will probably find four classes of
persons: first, those to whom the road is of as much benefit as damage,
and who admit the fact; second, those who should have damages, and
are reasonable in their demands; third, those who claim more damages
than they are in the judgment of the supervisors entitled to; and fourth,
those who from some cause, (absence, perhaps,) do not present any
claim. From the first class, the supervisors can readily get a release of
damages. With the second, they can easily come to an agreement as to
damages. To the third and fourth, they must make an award of damages.
Let all of these cases arise and be taken care of.
The supervisors must be careful to issue their road order in proper form,
and to see that the order, together with the petition, notices, affidavits
and awards of damages, are filed correctly and on time. The town clerk
must read the law carefully to ascertain his duty, and then perform it
exactly. See that fences are ordered to be removed. Let one of the
persons who feels himself aggrieved by the decision of the supervisors,
"appeal" to a proper court. Let this be done in due form. As each step is
taken, let the reasons for it be made clear.
2. Maintaining Roads.--Road overseers return the list of persons liable

to road labor. How are these facts ascertained, and when must the
"return" be made?
Supervisors meet and assess road labor, and sign road tax warrants.
When and how is this done?
How is the road tax usually paid? How else may it be paid? How does
the overseer indicate that a person's tax is paid? If a person liable to
road tax does not "commute," and yet neglects or refuses to appear
when duly notified by the road overseer, what can the latter do about it?
How is delinquent road tax collected? How can a person who has paid
his tax prove that he has paid it?
Under which of the three great purposes of government mentioned in
the preliminary chapter does the making of roads come?

THE TOWN--Continued.
THE SCHOOLS.
Does the town system or the district system prevail in this state? If the
latter, tell how a school district is organized. Give an account of the
organization of this district.
How many and what officers have charge of the schools? State the
duties of each. Name the officers in this district. When are the officers
chosen, and how long do they serve? Are all chosen at once? Why?
How do they "qualify?" Are women eligible to school offices? To any
other?
Did you ever attend the annual meeting? When is it held? Why held
then? Who take part? What business is transacted? What are "special"
school meetings?
What expenses must be met in having a school? Where does the money
come from? How does the treasurer get it into his possession? What is
to prevent his misusing it?
By whom is the teacher chosen? Why not elect the teacher at the annual
meeting? Get a teacher's contract and find out who the contracting
parties are, and what each agrees to do. Why is the contract in writing?
How many copies of it are made? Who keep them, and why?
If you had a bill against the district, how would you proceed to get your
money? If the district refused or neglected to pay you, what could you
do? If some one owed the district and refused to pay, what could it do?
Who owns the school buildings and grounds? How was ownership

obtained? If it seemed best to erect a new schoolhouse in some other
part of the district, what could be done with the present buildings and
grounds? Could the district buy land for other than school purposes?
Could it lend money if it had any to spare? If the district had not money
enough to erect its buildings, what could it do? What are the corporate
powers of a district?
_Questions for Debate._
_Resolved,_ That it is unfair to tax a bachelor to support a school.
_Resolved,_ That the town system is better than the district system.

CHAPTER II
.
PRIMITIVE MODES OF ADMINISTERING JUSTICE.
Trial by Ordeal.--Boys settle some matters about which they cannot
agree by "tossing up a penny," or by "drawing cuts." In a game of ball
they determine "first innings" by "tossing the bat." Differences in a
game of marbles, they settle by guessing "odd or even," or by "trying it
over to prove it." In all these modes of adjustment there is an appeal to
_chance._ Probably behind these practices is the feeling that the boy
who ought to win will somehow guess right. This appealing to chance
to settle questions of