tional government. Some have feared that the increasing activities of the national government would detract too much from the importance of the states. A careful examination will show that we are doing so much more than formerly through our government that the work of the state is increasing as fast as that of the central government at Washington. Membership in Organized Units of Government. One may be a member of a family, a resident in a school district, a citizen of a township or a city, a county, a state, and the United States at the same time. Most of us pay taxes to support several of these units of government and they in turn do work for us which we could not do for ourselves. We do much more of our work through these units of government than anyone ever thought of doing "in the bad old days" or even a few years ago. Our government, which includes all of

these units, is an important business-important to each of us. Under old conditions government did little for its subjects and they had little to say about how it was conducted. Even in the early days of our national history many "believed government to be a necessary evil," the best being the one which did least for its people provided it let them alone. Since we expect so much of our government, no one can afford to be too busy to give attention to all these units. "Our government is part of your business and mine."

Suggested Activities.

1. Select a committee of three to interview or write your County Superintendent of Schools. Learn through this communication what he thinks could be done to improve the schools in your district. Have this committee report to the class.

2. Who are the trustees or directors in charge of the school you attend? Appoint a committee to interview one of them. Learn

(a) How he is chosen.

(b) For how long a term.

(c) What is the chief problem they are now considering in their work.

3. Use four large sheets of paper. At the top of one write “City” (or "Village" or "Town”) on the next "County," the next "State"and on the last sheet "Nation." Watch the newspapers for news of services performed by each—and when you have two clippings for each sheet, attach them—and bring them to class to read.

4. Make a list of the services rendered by some unit of government for you or your family. Learn which unit performs each service and what is your individual responsibility in return for this service.

5. Choose sides and debate one or more of the following questions: (a) Resolved, that county boards should have the power to appoint all other county officers.

(b) Resolved, that school trustees should be paid for their services.

Study Questions.

1. "A man's house is his castle." What is the meaning of this quotation to an American citizen?

2. Contrast the New England township with that in the Southern States.

3. What is a "congressional" township?

4. A county contained forty small road districts. The county was re-organized into four large districts. What reasons may be given for the change? Who would be likely to object to the change?

5. What are the principal duties of the Board of County Commissioners?

6. Is the town in or near which you live called a village, town, or city? What determines which word is used?

7. Name four important county officers with their principal duties. 8. How many different governmental units have authority to levy taxes upon property in your neighborhood? What benefit is received from each unit?

In order to get the correct meaning from this chapter you need to understand these expressions as used on the pages indicated. Look up each.

The Anglo-Saxon Contribution to Government. The ancient world developed a high civilization, vast empires, and democratic city state governments in which all the citizens voted upon measures of public policy and elected officials. Sometimes, as in the case of Rome, these rights of citizenship were extended to men living hundreds of miles away. Of course, these citizens living at a distance could not go to the city to vote and no one seems to have thought of the plan of having one man represent many citizens who lived at a distance. The plan of representation was gradually worked out

later by the Anglo-Saxon people from old customs and institutions of that race. They valued personal independence very highly and believed in the rights of the individual man. They carried these ideas along with their customs into England when they conquered and occupied that country.

Local Government of the Anglo-Saxon. When the AngloSaxon tribes invaded England, kinsmen settled in groups known as "tuns," later called townships. At appointed times the freemen of the "tun" assembled in their tun-moot or town meeting to transact such business as came before them. The town meeting elected a reeve, or presiding officer, and four representatives, who, with the reeve, represented the township in an assembly, the hundred-moot. After the organization of the shires (counties) the shire-moot also was made up of the reeve and four representatives from each township. These assemblies probably made a few laws, but their chief duty was settling quarrels among the tribesmen. This custom of holding local representative courts was among the most important Anglo-Saxon customs when the Normans conquered England.

Early Charters. The Normans were a Germanic people who had established a home in northern France and had lived there more than a hundred years when their ruler, Duke William, conquered England. After the Anglo-Saxon king had been killed and his army defeated William marched on London. The people of the city decided to make him their king. Duke William accepted the crown as William I and gave the men of London a written document in which he declared they should continue to be governed by the laws of Edward the Confessor, the last Saxon king of England. This was the first charter of English liberty and was very brief.

When Henry I became king he was very anxious to have the loyal support of the English people. He issued a charter in which he promised to do away with the evils of the preceding reigns and rule by the laws of Edward the Confessor, which it seemed the kings found convenient to forget. This document enumerated in detail a number of these laws and customs and has been called the parent of all later charters. Henry II called a council and ordered it to draw up a document containing the laws and customs of Edward the Confessor, about which there was again more or less disagreement. He also revised and extended the King's Courts, making use of the representative idea which still existed in the local courts of the hundred-moot and the shire-moot.

Richard the Lion Hearted Crusader was always in need of funds for his wars. In order to raise this money he sold charters to many of the cities of England in which he granted them rights of self government. He also extended the elective representative system of the local units of government. All the charters we have mentioned had been given of the king's free will, but the next advance in English liberty was to be made against the will of the king.

The Great Charter. King John, said to be the meanest king who ever ruled England, continued to engage in wars, but attempted to raise the money by taxing the people without their consent and without following the customs that had been used in taxation. He also refused to recognize the rights granted in the charters which his brother Richard had sold to the towns. Finally the great barons and churchmen held a council and agreed to resist the king. A churchman named Langston placed before the council a copy of the charter of Henry I. Using this as a basis, a new charter containing