
LATE TEACHER OF CIVICS AND HISTORY IN THE STATE NORMAL SCHOOL MANKATO, MINNESOTA LIFE MEMBER MINNESOTA HISTORICAL SOCIETY - REVISED TO 1897
TO THE MEMBERS OF MY CLASSES IN CIVICS, WHOSE QUESTIONS HAVE AIDED ME IN DETERMINING WHAT SUBJECTS TO TREAT, AND WHOSE EARNESTNESS AND INTELLIGENCE HAVE MADE IT A PLEASURE TO BE THEIR TEACHER, THIS BOOK IS AFFECTIONATELY INSCRIBED. - PREFACE.
TO TEACHERS.
TO STUDENTS.
STUDIES IN CIVICS. - PRELIMINARY CHAPTER. - GOVERNMENT: WHAT IT IS AND WHY IT IS.
PART I. - GOVERNMENT WITHIN THE STATE. - CHAPTER I. - THE TOWN: WHY AND HOW ORGANIZED; OFFICERS; TOWN BUSINESS.
PRACTICAL WORK FOR STUDENTS. - I. ORGANIZING A TOWN.
CHAPTER II. - PRIMITIVE MODES OF ADMINISTERING JUSTICE.
CHAPTER III. - PROCEEDINGS IN A JUSTICE COURT. - I. IN ORDINARY CIVIL ACTIONS.
CHAPTER IV. - THE INCORPORATED VILLAGE.
This textbook invites learners to explore the workings of American government by beginning at the level they see every day—their own town or city. Through clear explanations of local offices, elections, and public services, it gradually expands to cover state and national institutions, including a close reading of the Constitution and the roles of Congress and the President. The author’s eighteen years of classroom experience shape a logical progression that makes abstract concepts feel concrete and relevant.
Designed for both teachers and students, the book offers practical tools such as sample forms, suggested newspaper clippings, and a series of short questions to test comprehension every few weeks. It encourages active participation: students can compile local records, observe court proceedings, or write brief reports on current political messages. An accompanying teachers’ manual provides answers and additional hints, turning the study of civics into an engaging, hands‑on investigation of how public business is conducted.
Language
en
Duration
~12 hours (693K characters)
Publisher of text edition
Project Gutenberg
Release date
2004-01-01
Rights
Public domain in the USA.

1853–1924
A Canadian-born educator who became a longtime Minnesota congressman, he moved from school leadership into public life and served in the U.S. House during the late 19th and early 20th centuries. He also wrote on civics and public affairs, reflecting the teacherly side of his career.
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