Elementary Classroom Management

Lessons from Research and Practice

8th Edition Molly Romano
Visit to download the full and correct content document:
https://textbookfull.com/product/elementary-classroom-management-lessons-from-res
earch-and-practice-8th-edition-molly-romano/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Witness Lessons from Elie Wiesel s Classroom Ariel

Burger

https://textbookfull.com/product/witness-lessons-from-elie-
wiesel-s-classroom-ariel-burger/

Classroom Assessment Principles and Practice that

Enhance Student Learning and Motivation, 8th Edition
Mcmillan

https://textbookfull.com/product/classroom-assessment-principles-
and-practice-that-enhance-student-learning-and-motivation-8th-
edition-mcmillan/

Teaching Struggling Students Lessons Learned from Both

Sides of the Classroom Laura M. Harrison

https://textbookfull.com/product/teaching-struggling-students-
lessons-learned-from-both-sides-of-the-classroom-laura-m-
harrison/

The musical classroom backgrounds models and skills for

elementary teaching Eighth Edition Hackett

https://textbookfull.com/product/the-musical-classroom-
backgrounds-models-and-skills-for-elementary-teaching-eighth-
edition-hackett/
The musical classroom backgrounds models and skills for
elementary teaching Ninth Edition Lindeman

https://textbookfull.com/product/the-musical-classroom-
backgrounds-models-and-skills-for-elementary-teaching-ninth-
edition-lindeman/

The Power to Arrest Lessons from Research Robin S.

Engel

https://textbookfull.com/product/the-power-to-arrest-lessons-
from-research-robin-s-engel/

New Technologies For Human Rights Law And Practice 1st

Edition Molly K. Land

https://textbookfull.com/product/new-technologies-for-human-
rights-law-and-practice-1st-edition-molly-k-land/

Cross Linguistic Influence From Empirical Evidence to

Classroom Practice M. Juncal Gutierrez-Mangado

https://textbookfull.com/product/cross-linguistic-influence-from-
empirical-evidence-to-classroom-practice-m-juncal-gutierrez-
mangado/

Electricity in fish research and management : theory

and practice Second Edition Beaumont

https://textbookfull.com/product/electricity-in-fish-research-
and-management-theory-and-practice-second-edition-beaumont/
Elementary Classroom
Management
lessons from research and practice
Eighth Edition

molly romano
Tanque Verde School District, Tucson, Arizona

carol simon weinstein

Rutgers, the State University of New Jersey
ELEMENTARY CLASSROOM MANAGEMENT
Published by McGraw Hill LLC, 1325 Avenue of the Americas, New York, NY 10019. Copyright ©2023 by
McGraw Hill LLC. All rights reserved. Printed in the United States of America. No part of this publication may
be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without
the prior written consent of McGraw Hill LLC, including, but not limited to, in any network or other electronic
storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 LKV 27 26 25 24 23 22
ISBN 978-1-265-21944-4
MHID 1-265-21944-3
Cover Image: Isabel Pavia/Movement Open/Getty Images

All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does
not indicate an endorsement by the authors or McGraw Hill LLC, and McGraw Hill LLC does not guarantee the
accuracy of the information presented at these sites.

mheducation.com/highered
 ABOUT THE AUTHORS

Molly Romano received a bachelor’s degree in Elementary

Education and worked as an elementary school teacher for
10 years. After receiving a master’s and doctoral degree
in Teaching and Teacher Education from the University
of Arizona, she worked for 16 years in the department of
Teaching, Learning, and Sociocultural Studies at the uni-
versity. Dr. Romano has conducted research on “bumpy
moments” (a term she coined to describe episodes during
the practice of teaching that require additional reflection
before acting) with both practicing and preservice teach-
ers. This led to an interest in the successes and struggles
Molly Romano/McGraw Hill of teachers, particularly during the first year of practice.
Dr. Romano found that many of the “bumpy moments”
and struggles of teaching identified, for both preservice
and practicing teachers, were concerns about classroom
management. She also served as project director for an
NSF grant for the preparation of math and science teach-
ers. After the grant was completed, Dr. Romano returned
to the classroom, and is currently teaching in the Tanque
Verde School District.
iv a b o u t t h e au t h o r s
Carol Simon Weinstein/McGraw Hill
Carol Simon Weinstein is professor emerita in the
Department of Learning and Teaching at Rutgers
Graduate School of Education. She received her bach-
elor’s degree in psychology from Clark University in
Worcester, Massachusetts, and her master’s and doctoral
degrees from Harvard Graduate School of Education.
Dr. Weinstein began her research career by studying the
impact of classroom design on students’ behavior and
attitudes. She pursued this topic for many years, writ-
ing about the ways that classroom environments can be
designed to facilitate teachers’ goals and to foster chil-
dren’s learning and development. Eventually, her inter-
est in organizing classroom space expanded to include
classroom organization and management in general. She
is the author of numerous chapters and articles on class-
room management and teacher education students’ beliefs
about caring and control. Most recently, she has focused
on the need for “culturally responsive classroom manage-
ment,” or classroom management in the service of social
justice. In 2006, Dr. Weinstein coedited (with Carolyn
Evertson) the first Handbook of Classroom Management:
Research, Practice, and Contemporary Issues (Lawrence
Erlbaum Associates, Inc.), a compendium of 47 chap-
ters written by scholars from around the world. In 2011,
the Classroom Management Special Interest Group of
the American Educational Research Association hon-
ored Dr. Weinstein by creating “The Carol Weinstein
Outstanding Research Award” for the best paper on class-
room management presented at the annual conference.
Dr. Weinstein now lives in Tucson, Arizona.
 DEDICATION
To amazing teachers Barbara, Courtney, Garnetta, Ken,
and Randy:
You continue to teach and inspire all who read this book.
And to Hannah, Judah, Cora, Iris, Mariel, and Daniel:
May you always have teachers as masterful as these.
 BRIEF CONTENTS

PREFACE xv

PART I INTRODUCTION 1
CHAPTER 1 Managing Classrooms to Nurture Students,
Build Self-Discipline, and Promote Learning 2

PART II ESTABLISHING AN ENVIRONMENT

FOR LEARNING 25
CHAPTER 2 Designing the Physical Environment 26
CHAPTER 3 Developing Positive Teacher-Student Relationships 49
CHAPTER 4 Fostering Positive Peer Relationships 72
CHAPTER 5 Establishing Expectations for Behavior 90
CHAPTER 6 Knowing Your Students and Their Special Needs 111
CHAPTER 7 Working with Families 148
CHAPTER 8 Making the Most of Classroom Time 176

PART III ORGANIZING AND MANAGING

INSTRUCTION 199
CHAPTER 9 Enhancing Students’ Motivation to Learn 200
CHAPTER 10 Managing Independent Work,
Recitations, and Discussions 227
CHAPTER 11 Managing Small-Group Work 257

PART IV PROTECTING AND RESTORING ORDER 285

CHAPTER 12 Responding Effectively to Inappropriate Behavior 286
CHAPTER 13 Preventing and Responding to Chronic Misbehavior
and Violence 319

NAME INDEX 348

SUBJECT INDEX 353

vi
 CONTENTS

PREFACE xv

PART I INTRODUCTION 1
CHAPTER 1  anaging Classrooms to Nurture Students,
M
Build Self-Discipline, and Promote Learning 2
d e f i n i t i o n , f r a m e wo r k , a n d g u i d i n g p r i n c i p l e s 4
l e s s o n s f ro m r e s e a rc h a n d p r ac t i c e 9
Courtney Bell: Kindergarten 10
Randy Cueto: First and Second Grade 11
Garnetta Chain: Third Grade 13
Barbara Broggi: Fourth Grade 15
Ken Kowalski: Fifth Grade 16
w h a t d o t h e s t u d e n t s s ay ? 18
concluding comments 20
s u m m a ry 21
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 22
for further reading 23
o rg a n i z a t i o n a l r e s o u rc e s 23
references 23

PART II ESTABLISHING AN ENVIRONMENT

FOR LEARNING 25
CHAPTER 2 Designing the Physical Environment 26
s i x f u n c t i o n s o f t h e c l a s s ro o m s e t t i n g 27
Security and Shelter 27
Social Contact 30
Symbolic Identification 34
Task Instrumentality 36
Pleasure 38
Growth 39

vii
viii contents

t h e t e ac h e r a s e n v i ro n m e n t a l d e s i g n e r 40
Think about the Activities the Room Will Accommodate 40
Think about Whether the Children in Your Classroom Have Special Needs
That Require Environmental Modifications 41
Think about the Needs of Other Adults in the Classroom 41
Involve Students in Environmental Planning 41
Try the New Arrangement, Evaluate, and Redesign 42
concluding comments 42
s u m m a ry 43
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 44
for further reading 46
o rg a n i z a t i o n a l r e s o u rc e s 46
references 46

CHAPTER 3 Developing Positive Teacher-Student

Relationships 49
w h y i s s h ow i n g c a r e i m p o r t a n t ? 50
way s t o s h ow c a r e a n d
respect for students 51
Be Welcoming 51
Learn about Students’ Lives 51
Be Sensitive to Children’s Concerns 52
Establish and Enforce Clear Expectations for Behavior 53
Be Fair 54
Use Humor 55
Be a Real Person (as Well as a Teacher) 55
Promote Autonomy by Sharing Responsibility 57
Reduce the Use of Extrinsic Control 58
Be Inclusive 59
Search for Students’ Strengths 61
Develop Communication Skills 61
Ask the Students How They Feel about the Classroom Environment 65
Be Careful about Touching 65
concluding comments 66
s u m m a ry 67
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 68
for further reading 69
references 69

CHAPTER 4 Fostering Positive Peer Relationships 72

building caring rel ationships
among students 73
 contents ix

Model and Recognize Prosocial Behavior 73

Provide Opportunities for Students to Get to Know One Another 74
Hold Class Meetings 76
Use Cooperative Learning Groups 78
Teach Social-Emotional Skills 78
Curb Peer Harassment and Bullying 80
Be Alert for Instances of Cyberbullying 82
Be Alert for Student-to-Student Sexual Harassment 84
concluding comments 84
s u m m a ry 85
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 85
for further reading 86
o rg a n i z a t i o n a l r e s o u rc e s 87
references 87

CHAPTER 5 Establishing Expectations for Behavior 90

r e s e a rc h o n e f f e c t i v e c l a s s ro o m m a n ag e m e n t 91
d e f i n i n g e x p e c t a t i o n s f o r b e h av i o r 92
Planning Norms for General Conduct 93
Planning Routines for Specific Situations 94
t h e f i r s t f e w day s o f s c h o o l : t e ac h i n g s t u d e n t s
about expectations 99
Teaching Norms for General Conduct 99
Teaching Routines for Specific Situations 104
concluding comments 107
s u m m a ry 107
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 108
for further reading 109
references 110

CHAPTER 6 Knowing Your Students and Their Special Needs 111

t h e d e v e l o p i n g e l e m e n t a ry c h i l d 112
e n g l i s h l a n g uag e l e a r n e r s ( e l l s) 114
children with disabilities and adhd 115
Learning Disabilities (LDs) 117
Hearing Loss 118
Emotional Disturbance and Behavioral Disorders 119
Autism Spectrum Disorders (ASDs) 121
Attention-Deficit/Hyperactivity Disorder 122
General Strategies for Helping Children with Disabilities
and ADHD 124
x contents

c h i l d r e n w h o h av e e x p e r i e n c e d t r au m a 132
c h i l d r e n w h o a r e t ro u b l e d 132
Substance Abuse 133
Abuse and Neglect 135
c h i l d r e n l i v i n g i n p ov e r t y 136
children who are gifted and talented 138
concluding comments 139
s u m m a ry 140
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 141
for further reading 144
o rg a n i z a t i o n a l r e s o u rc e s 144
references 145

CHAPTER 7 Working with Families 148

c h a l l e n g e s t o fa m i ly - t e ac h e r c o o p e r a t i o n 150
Teacher Reluctance to Involve Families in Schooling 150
Parent Reluctance to Become Involved in Schooling 151
fostering coll aboration bet ween
fa m i l i e s a n d s c h o o l s 153
Helping Families to Fulfill Their Basic Obligations 153
Communicating with Families 154
Family Involvement in School 166
Family Involvement in Learning Activities at Home 167
concluding comments 169
s u m m a ry 169
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 170
for further reading 172
o rg a n i z a t i o n a l r e s o u rc e s 172
references 173

CHAPTER 8 Making the Most of Classroom Time 176

h ow m u c h t i m e i s t h e r e , a n y way ? 177
increasing opportunit y to learn 179
Maintaining Activity Flow 179
Minimizing Transition Time 182
Holding Students Accountable 186
Managing Pullouts as Efficiently as Possible 190
concluding comments 192
s u m m a ry 193
 contents xi

ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 194
for further reading 195
o rg a n i z a t i o n a l r e s o u rc e s 196
references 196

PART III ORGANIZING AND MANAGING

INSTRUCTION 199

CHAPTER 9 Enhancing Students’ Motivation

to Learn 200
m o t i va t i o n : w h a t i s r e a l i s t i c ?
w h a t i s a p p ro p r i a t e ? 201
An Expectancy × Value Framework 202
increasing expectations of success 204
Provide Opportunities for Success 204
Teach Students to Set Reasonable Goals and Assess Their Own
Performance 206
Help Students Recognize the Relationship between Effort
and Outcome 208
Provide Informative Feedback 208
Provide Special Motivational Support to Discouraged
Students 210
e n h a n c i n g t h e va l u e o f t h e t a s k 211
Relate Lessons to Students’ Own Lives 211
Provide Opportunities for Choice 212
Model Interest in Learning and Express Enthusiasm for
the Material 213
Include Novelty/Variety Elements 213
Provide Opportunities for Students to Respond Actively 213
Allow Students to Create Finished Products 214
Provide Opportunities for Students to Interact with Peers 214
Provide Extrinsic Rewards (with Caution) 214
m o t i va t i n g u n d e r ac h i e v i n g
and disaffected students 220
concluding comments 221
s u m m a ry 22 2
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 223
for further reading 223
references 224
xii contents

CHAPTER 10  anaging Independent Work,

M
Recitations, and Discussions 227
i n d e p e n d e n t wo r k : w h a t , w h y , h ow ? 227
Designing and Implementing Effective Independent Work 228
recitations and discussions :
w h a t , w h y , a n d h ow ? 236
Implementing Effective Recitations 240
Implementing Effective Discussions 244
concluding comments 249
s u m m a ry 250
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 251
for further reading 253
references 254

CHAPTER 11 Managing Small-Group Work 257

t h e c h a l l e n g e s o f g ro u p wo r k 258
designing and implementing
e f f e c t i v e g ro u p wo r k 261
Decide on the Type of Group to Use 261
Decide on the Size of the Group 266
Decide on Group Composition 267
Structure the Task for Positive Interdependence 269
Ensure Individual Accountability 272
Teach Students to Cooperate 273
Think about What to Do If a Student
Doesn’t Want to Be in a Group 278
concluding comments 279
s u m m a ry 279
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 280
for further reading 281
o rg a n i z a t i o n a l r e s o u rc e s 282
references 282

PART IV PROTECTING AND RESTORING ORDER 285

CHAPTER 12 Responding Effectively to Inappropriate Behavior 286

principles for dealing with
i n a p p ro p r i a t e b e h av i o r 287
d e a l i n g w i t h m i n o r m i s b e h av i o r 293
Nonverbal Interventions 294
 contents xiii

Verbal Interventions 295

Deliberate Nonintervention 297
d e a l i n g w i t h m o r e s e r i o u s m i s b e h av i o r 297
Selecting Penalties 298
Imposing Penalties and Preserving Relationships 302
Being Consistent 303
Penalizing the Group for Individual Misbehavior 303
d e a l i n g w i t h t h o r n y p ro b l e m s 304
Tattling 304
Cheating 305
Stealing 307
Profanity 307
Defiance 308
Sexually Related Behavior 308
Failure to Do Homework 310
when discipline viol ates students’
constitutional rights 311
concluding comments 312
s u m m a ry 313
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 314
for further reading 315
references 316

CHAPTER 13  reventing and Responding to Chronic Misbehavior

P
and Violence 319
d e a l i n g w i t h c h ro n i c m i s b e h av i o r 320
Resolving Conflicts through Problem Solving 320
Using a Behavioral Learning Approach 323
Implementing Restorative Practices 331
strategies for preventing violence 332
Build Supportive School Communities 332
Be Alert to Signs of Hate 333
Know the Early Warning Signs of Potential
for Violence 334
Be Observant in “Unowned” Spaces 335
Be Attentive to Whispers, Rumors,
and Threats 336
De-escalate Potentially Explosive Situations 336
responding to violence 339
Know Your School’s Policies and Emergency
Plans 339
Coping with Aggressive Behavior 339
Responding Effectively to Physical Fights 341
xiv contents

concluding comments 342

s u m m a ry 342
ac t i v i t i e s f o r s k i l l b u i l d i n g
and reflection 343
for further reading 344
o rg a n i z a t i o n a l r e s o u rc e s 344
references 345

NAME INDEX 348

SUBJECT INDEX 353

 P R E FAC E

A
s we are putting the finishing touches on the 8th edition of this book, some
elementary students are ending the school year without ever setting foot into
the physical classroom. COVID-19 shut down many schools over a year ago,
and while most of those schools have now reopened, some children continue to receive
their entire education online. This has made the already demanding job of teaching
even more challenging. Not only have teachers had to learn how to instruct students
virtually, in some cases they have been asked to provide simultaneous virtual and in-
person instruction. To say this has been a tough year for teachers would be a huge
understatement.
This situation posed an interesting question for our new edition: Should we adapt
our discussion of elementary classroom management to include online management?
After much consideration, we ultimately decided that the principles of classroom
management set forth in this book apply to both online and in-person learning. In
short, most problems of classroom (or online) disorder can be avoided if teachers
foster positive relationships with students, implement engaging instruction, use good
preventive management strategies, and effectively handle problem behaviors. While
it is true that some of the techniques discussed in this book will not directly apply to
online learning (e.g., it is difficult to use proximity to encourage a student to get back
on-task while teaching online), effective classroom management looks the same in
both situations.
Instead, we chose to carefully update the content from previous editions through
an extensive review of the current literature on classroom management, while also
making sure that the text remained practical and applicable to teachers in class-
rooms today. With this in mind, we added a section on students who have expe-
rienced trauma. We don’t yet know what it will mean for our current elementary
students to have experienced over a year of not being able to interact in a classroom
with their teacher and peers, but we do know that effective classroom managers will
continue to provide a safe and caring environment for their students to learn, no
matter where they are learning. And that is the best that we can hope for during
these unusual times.

ORGANIZATION OF THE TEXT

As the subtitle of this book indicates, we have integrated what research has to say about
effective classroom management with knowledge culled from practice. We do this by
highlighting the thinking and the actual management practices of five real teachers:

xv
xvi p r e fac e

Courtney Bell (kindergarten), Randy Cueto (first and second grade), Garnetta Chain
(third grade), Barbara Broggi (fourth grade), and Ken Kowalski (fifth grade). These
teachers not only teach different grade levels but also work in school districts that differ
substantially in terms of race, ethnicity, and socioeconomic status. Moreover, Courtney
is a first-year teacher, whereas the others are all quite experienced. Readers will come
to know these five teachers—to hear their thinking on various aspects of classroom man-
agement and to see the ways they interact with students. Their stories provide real-life
illustrations of the concepts and principles derived from research.
Part I of the book introduces these teachers and the fundamental concepts and
principles that guide the book. In Part II, we focus on the management tasks involved
in building a respectful, productive environment for learning—from designing the physical
space of the classroom, building positive teacher-student relationships, creating com-
munity, and teaching norms to knowing your students, working with families, and using
time efficiently. In Part III, we turn to strategies for organizing and managing instruc-
tion. We address topics that are often omitted in classroom management texts but are
actually crucial, such as motivating students and managing some of the instructional
formats commonly used in elementary classrooms—independent work, recitations and
discussions, and small-group work (including cooperative learning). Parts II and III
both emphasize strategies for preventing behavior problems. In Part IV, we discuss
what to do when prevention isn’t enough and describe ways to intervene when prob-
lems arise.
The goal of Elementary Classroom Management is to provide clear, practical guid-
ance based on research and the wisdom of practice. We have tried to balance the
need to provide breadth and depth of coverage with the need for a book that is acces-
sible, engaging, and reasonable in length. Finally, for the sake of readability, we con-
sistently use “we” and “us” even when describing incidents that involved only one of
the authors.

THE EIGHTH EDITION: WHAT’S THE SAME?

WHAT’S DIFFERENT?
This edition retains several pedagogical features that instructors and students have
found useful. Because many teacher education programs now require prospective
teachers to demonstrate that they possess the knowledge and skills that teachers need
to be effective, we continue to include a table showing the competencies addressed in
each chapter (constructed from the framework created by Danielson, 2007). Further,
in almost every chapter, readers can find the following:
■■ Pause and Reflect features to promote engagement and comprehension.
■■ Activities for Skill Building and Reflection that are divided into three sections: “In
Class, “On Your Own,” and “For Your Portfolio.”
■■ An annotated list of books and articles in For Further Reading.
■■ A list of Organizational Resources describing agencies that can provide
­additional information.
■■ Practical Tips features that contain useful classroom management strategies.
■■ Marginal icons that alert readers to content focusing on cultural diversity.
4 pa r t i Introduction

and negative. They remember who got yelled at, who was chosen to be the paper moni-
tor, and what the teacher said about homework assignments. They remember who was
going to have only “one more chance”—and if the teacher didn’t follow through, they
remember that too. The class memory means that teachers must work to shape a history
that will support, rather than frustrate, future activities.
Contradictory, multidimensional, simultaneous, immediate, unpredictable, pub-
lic, and remembered—this portrait of the classroom highlights characteristics that
we often overlook. We have begun the book with this portrait because we believe
that effective organization and management require an understanding of the unique
features of the classroom. Many of the management problems experienced by begin-
ning teachers can be traced to their lack of understanding of the complex setting in
which they work.
Past experiences with children may also mislead beginning teachers. For example,
you may have tutored an individual student who was having academic difficulties,
or perhaps you have been a camp counselor.
Although these are valuable experiences,
Pause and Reflect they are very different from teaching in
classrooms. Teachers do not work one-on-
Before going any further, jot down the words that one with students in a private room; they
come to mind when you hear the phrase “classroom seldom lead recreational activities that chil-
management.” Then write the answer to this question: dren have themselves selected. Teachers do
“What is the goal of classroom management?” After
not even work with youngsters who have
reading the next section, compare your goals statement
with the statement in the book. Are they similar? In what
chosen to be present. Instead, teachers work
ways (if any) are they different? with captive groups of students, on academic
agendas that students have not always helped
to set, in a crowded, public setting.
Within this peculiar setting, teachers must carry out the fundamental tasks of class-
room management.

DEFINITION, FRAMEWORK,
AND GUIDING PRINCIPLES
Classroom management is often thought of as getting students to behave by using rules,
rewards, and penalties. But it is much more than that. We define classroom manage-
ment as the actions teachers take to establish and sustain a caring, orderly environment
that fosters students’ academic learning as well as their social and emotional growth. From
this perspective, how a teacher achieves order is as important as whether a teacher
achieves order (Evertson & Weinstein, 2006). Keeping this in mind, let us consider
three hypothetical teachers with very different approaches to classroom management
(Walker, 2008, 2009):
■■ Teacher A thinks that the most important aspect of classroom management
is to create a warm classroom environment so that students will enjoy school
and feel they are valued. He tries to be sensitive, empathetic, and caring. He
makes few academic or behavioral demands on students, believing that they
Another random document with
no related content on Scribd:
 of infamous crime, person unable to read Constitution
in English, and to write his name.

COLORADO.
Citizen or alien, male or female, who has declared intention 4
months prior to election.

Under guardianship, insane, idiots, or imprisoned.

CONNECTICUT.
Citizen of United States.

Convicted of felony or theft, unless pardoned.

Person unable to read Constitution or statutes.

DELAWARE.
Citizen who has paid registration fee of $1.

Idiots, insane, paupers, felons. Person who can not

read the English language and write his name.

FLORIDA.
Citizen of United States.

Insane, under guardianship, convicted of felony or any

infamous crime.

GEORGIA.
Citizen of the United States who has paid all
his taxes since 1877.

Idiots, insane, convicted of crime punishable by imprisonment

until pardoned, failure to pay taxes.

IDAHO.
Citizen of the United States, male or female.
 Under guardianship, idiots, insane, convicted of felony,
treason, or embezzlement of public funds, polygamist or
bigamist.

ILLINOIS.
Citizen of the United States.

Convicted of felony.

INDIANA.
Citizen of United States, or alien who has declared intention
and resided 1 year in United States and 6 months in State.

Convicted of crime and disfranchised by judgment of the court,

United States soldiers, sailors, and marines.

IOWA.
Citizen of the United States.

Idiots, insane, convicted of infamous crime.

KANSAS.
Citizen of United States, alien who has declared intention, or
[under] treaties with Mexico.

Felons, insane, duelists, rebels, not restored to

citizenship, under guardianship, public embezzlers,
offering or accepting a bribe.

KENTUCKY.
Citizen of the United States.

Treason, felony, bribery at election.

LOUISIANA.
Citizen of United States or alien who has declared intention.
 Idiots, insane, convicted of treason, embezzlement of public
funds, all crime punishable by imprisonment in penitentiary,
persons unable to read and write, and not owning property in
the State assessed at $300, or not the son or grandson of a
citizen of the United States prior to January 1, 1867, person
who has not paid pool tax.

MAINE.
Citizen of the United States.

Paupers, persons under guardianship, Indians not taxed, and in

1893 all new voters who can not read the Constitution or write
their own names in English.

MARYLAND.
Citizen of the United States.

Convicted of larceny or other infamous crime, unless pardoned,

persons convicted of bribery.

MASSACHUSETTS.
Citizen of the United States.

Paupers and persons under guardianship, person who can not

read Constitution in English and write his name.

MICHIGAN.
Citizen or inhabitant who has declared intention under United
States laws 6 months before election and lived in State
2½ years.

Indians, duelists, and accessories.

MINNESOTA.
Citizen of United States or alien who has declared intention,
and civilized Indians.
 Convicted of treason or felony, unless pardoned, persons
under guardianship or insane.

MISSISSIPPI.
Citizen of the United States.

Insane, idiots, Indians not taxed, felons, persons who have

not paid taxes, persons who can not read or understand
Constitution.

Missouri.
Citizen of United States or alien who has declared intention
not less than 1 year or more than 5 before offering to vote.

United States soldiers and marines, paupers, criminals

convicted once until pardoned, felons and violators of
suffrage laws convicted a second time.

MONTANA.
Citizen of the United States.

Felons, unless pardoned, idiots, insane, United States

soldiers, seamen, and marines, Indians.

NEBRASKA.
Citizen of United States or alien who has declared intention.

Convicts.

NEVADA.
Citizen of the United States.

Idiots, insane, unpardoned convicts, Indians, Chinese.

NEW HAMPSHIRE.
Citizen of United States.
 Paupers (except honorably discharged United States soldiers
and sailors), persons excused from paying taxes at their own
request,

NEW JERSEY.
Citizen of the United States or alien who has declared
intention 30 days prior to election.

Idiots, insane paupers, persons convicted of crimes (unless

pardoned) which exclude them from being witnesses.

NEW YORK.
Citizen who shall have been a citizen for 90 days.

Convicted of bribery or any infamous crime, Indians under

tribal relations.

NORTH CAROLINA.
Citizen of the United States.

Convicted of felony or other infamous crime, idiots,

lunatics, persons unable to read or write, unless lineal
descendant of citizen of United States prior to January 1,
1867, nonpayment of poll tax.

NORTH DAKOTA.
Citizen of the United States, alien who has declared
intention 1 year, and civilized Indian.

Under guardianship, persons non compos mentis, or convicted

of felony and treason, unless restored to civil rights.

OHIO.
Citizen of the United States.

Felony until pardoned, idiots, insane, United States

soldiers and sailors.
{677}

OREGON.
Citizen of Unite States or alien who
has declared intention 1 year preceding election.

Idiots, insane, convicted of felony, United States soldiers

and sailors, Chinese.

PENNSYLVANIA.
Citizen of the United States at least 1 month, and if 22 years
old or more, must have paid tax within 2 years.

Convicted of some offense whereby right of suffrage is

forfeited, non taxpayers.

RHODE ISLAND.
Citizen of the United States.

Paupers, lunatics, persons non compos mentis, convicted

of bribery or infamous crime until restored to right to
vote under guardianship.

SOUTH CAROLINA.
Citizen of the United States.

Convicted of treason, murder, or other infamous crime,

dueling, paupers, insane, idiots, person who has not
paid poll tax, who can not read an write any section of
the State constitution, or can show that he has paid all
taxes on property within the State assessed at $300.

SOUTH DAKOTA.
Citizen of the United States or alien
who has declared intention.
 Under guardianship, idiots, insane, convicted of treason
or felony, unless pardoned.

TENNESSEE.
Citizen of the United States who has paid poll tax of
preceding year.

Convicted of bribery or other infamous offense.

TEXAS.
Citizen of the United States or alien who has declared
intention.

Idiots, lunatics, paupers, convicted of felony, United

States soldiers and seamen.

UTAH.
Citizen, male and female.

Idiots, insane, convicted of treason or violation of

election laws.

VERMONT.
Citizen of the United States.

Those who have not obtained the approbation of the board of

civil authority of the town in which they reside.

VIRGINIA.
Citizen of the United States.

Idiots, lunatics, convicted of bribery at election,

embezzlement of public funds, treason, felony and petty
larceny, duelists and abettors unless pardoned by legislature.

WASHINGTON.
Citizen of the United States.
 Indians not taxed, idiots, insane, persons convicted of
infamous crimes.

WEST VIRGINIA.
Citizen of the State.

Paupers, idiots, lunatics, convicted of treason, felony, or

bribery at elections.

WISCONSIN.
Citizen of the United States or alien who has declared
intention.

Insane, under guardianship, convicted of treason or felony,

unless pardoned, Indians having tribal relations.

WYOMING.
Citizen of the United States, male and female.

Idiots, insane, persons convicted of infamous crimes unless

restored to civil rights, unable to read State constitution.

Congressional Record, January 4-5, 1901,

pages 618-20, and 662-5.

The resolutions of Mr. Olmsted were not adopted. The

reapportionment was made on the basis of the totals of the
census returns, with no reckoning of any denials of the right
to vote. The following is the text of the Act, as passed and
approved January 16:

"Be it enacted by the Senate and House of Representatives of

the United States of America in Congress assembled, That after
the third day of March, nineteen hundred and three, the House
of Representatives shall be composed of three hundred and
eighty-six members [the existing number being 357] to be
apportioned among the several States as follows:

Alabama, nine;
Arkansas, seven;
California, eight;
Colorado, three;
Connecticut, five;
Delaware, one;
Florida, three;
Georgia, eleven;
Idaho, one;
Illinois, twenty-five;
Indiana, thirteen;
Iowa, eleven;
Kansas, eight;
Kentucky, eleven;
Louisiana, seven;
Maine, four;
Maryland, six;
Massachusetts, fourteen;
Michigan, twelve;
Minnesota, nine;
Mississippi, eight;
Missouri, sixteen:
Montana, one;
Nebraska, six;
Nevada, one;
New Hampshire, two;
New Jersey, ten;
New York, thirty-seven;
North Carolina, ten;
North Dakota, two;
Ohio, twenty-one:
Oregon, two;
Pennsylvania, thirty-two;
Rhode Island, two;
South Carolina, seven;
South Dakota, two;
Tennessee, ten:
Texas, sixteen:
Utah, one;
Vermont, two;
Virginia, ten;
Washington, three;
West Virginia, five;
Wisconsin, eleven; and
Wyoming, one.

"SECTION 2.
That whenever a new State is admitted to the Union the
Representative or Representatives assigned to it shall be in
addition to the number three hundred and eighty-six.

"SECTION 3.
That in each State entitled under this apportionment, the
number to which such State may be entitled in the Fifty-eighth
and each subsequent Congress shall be elected by districts
composed of contiguous and compact territory and containing as
nearly as practicable an equal number of inhabitants. The said
districts shall be equal to the number of the Representatives
to which such State may be entitled in Congress, no one
district electing more than one Representative.

"SECTION 4.
That in case of an increase in the number of Representatives
which may be given to any State under this apportionment such
additional Representative or Representatives shall be elected
by the State at large, and the other Representatives by the
districts now prescribed by law until the legislature of such
State in the manner herein prescribed, shall redistrict such
State; and if there be no increase in the number of
Representatives from a State the Representatives thereof shall
be elected from the districts now prescribed by law until such
State be redistricted as herein prescribed by the legislature
 of said State; and if the number hereby provided for shall in
any State be less than it was before the change hereby made,
then the whole number to such State hereby provided for shall
be elected at large, unless the legislatures of said States
have provided or shall otherwise provide before the time fixed
by law for the next election of Representatives therein.

"SECTION 5.
That all Acts and parts of Acts inconsistent with this Act are
hereby repealed."

No existing State quota was reduced by the new apportionment,

and the gains were as follows:
Illinois, New York and Texas, 3;
Minnesota, New Jersey and Pennsylvania, 2;
Arkansas, California, Colorado, Connecticut, Florida,
Louisiana, Massachusetts, Mississippi, Missouri, North
Carolina, North Dakota, Washington, West Virginia and
Wisconsin, 1.

{678}

That clause of the third section which requires districts to

be "composed of contiguous and compact territory" is intended
to be a bar to the partisan trick called "gerrymandering." The
vote on the bill in the House (165 against 102) was singularly
non-partisan. The minority was said to be composed of exactly
the same number of Republicans and Democrats, 51 of each, and
in the majority vote there were included 84 Republicans and 81
Democrats. The vote was also non-sectional, except that New
England voted almost solidly for the measure. East, South and
West the State delegations were almost equally divided.

UNITED STATES OF AMERICA: A. D. 1901 (February).

Act to increase the standing army of the nation to 100,000 men.

In his annual Message to Congress, December 3, 1900, the

President set forth the military needs of the country, created
by its new policy of imperial expansion, and recommended that
the permanent army be raised to 100,000 in number, from 45,000
to 60,000 of which would be required in the Philippine Islands
until their people were made submissive to the authority of
the United States. In accord with the executive
recommendation, Congress passed "an Act to increase the
efficiency of the permanent military establishment of the
United States," which became law by the President's signature
on the 2d of February, 1901. Its first section provides that
"from and after the approval of this Act the Army of the
United States, including the existing organizations, shall
consist of fifteen regiments of cavalry, a corps of artillery,
thirty regiments of infantry, one Lieutenant-General, six
major-generals, fifteen brigadier-generals, an
Adjutant-General's Department, an Inspector-General's
Department, a Judge-Advocate-General's Department, a
Quartermaster's Department, a Subsistence Department, a
Medical Department, a Pay Department, a Corps of Engineers, an
Ordnance Department, a Signal Corps, the officers of the
Record and Pension Office, the chaplains, the officers and
enlisted men of the Army on the retired list, the professors,
corps of cadets, the army detachments and band at the United
States Military Academy, Indian scouts as now authorized by
law, and such other officers and enlisted men as may
hereinafter be provided for." A subsequent section enacts that
the total enlisted force of the line of the army shall not exceed
at any one time 100,000.

Section 2 provides that "each regiment of cavalry shall

consist of one colonel, one lieutenant-colonel, three majors,
fifteen captains, fifteen first lieutenants, and fifteen
second lieutenants; two veterinarians, one sergeant-major, one
quartermaster-sergeant, one commissary-sergeant, three
squadron sergeants-major, two color-sergeants with rank, pay,
and allowances of squadron sergeant-major, one band, and
twelve troops organized into three squadrons of four troops
each. … Each troop of cavalry shall consist of one captain,
one first lieutenant, one second lieutenant, one first
sergeant, one quartermaster-sergeant, six sergeants, six
corporals, two cooks, two farriers and blacksmiths, one
saddler, one wagoner, two trumpeters, and forty-three
privates; the commissioned officers to be assigned from among
those hereinbefore authorized."

Sections 3-9, relating to the Artillery, are, in part, as

follows:

"That the regimental organization of the artillery arm of the

United States Army is hereby discontinued, and that arm is
constituted and designated as the Artillery Corps. It shall be
organized as hereinafter specified and shall belong to the
line of the Army. That the Artillery Corps shall comprise two
branches—the coast artillery and the field artillery. The
coast artillery is defined as that portion charged with the
care and use of the fixed and movable elements of land and
coast fortifications, including the submarine mine and torpedo
defenses; and the field artillery as that portion accompanying
an army in the field, and including field and light artillery
proper, horse artillery, siege artillery, mountain artillery,
and also machine-gun batteries: Provided, That this shall not
be construed to limit the authority of the Secretary of War to
order coast artillery to any duty which the public service
demands or to prevent the use of machine or other field guns
by any other arm of the service under the direction of the
Secretary of War. … That the Artillery Corps shall consist of
a Chief of Artillery, who shall be selected and detailed by
the President from the colonels of artillery, to serve on the
staff of the general officer commanding the Army, and whose
duties shall be prescribed by the Secretary of War: fourteen
colonels, one of whom shall be the Chief of Artillery;
thirteen lieutenant-colonels, thirty-nine majors, one hundred
and ninety-five captains, one hundred and ninety-five first
lieutenants, one hundred and ninety-five second lieutenants;
 and the captains and lieutenants provided for in this section
not required for duty with batteries or companies shall be
available for duty as staff officers of the various artillery
garrisons and such other details as may be authorized by law
and regulations; twenty-one sergeants-major, with the rank,
pay, and allowances of regimental sergeants-major of infantry;
twenty-seven sergeants-major, with the rank, pay, and
allowances of battalion sergeants-major of infantry; one
electrician sergeant to each coast artillery post having
electrical appliances; thirty batteries of field artillery,
one hundred and twenty-six batteries of coast artillery, and
ten bands organized as now authorized by law for artillery
regiments: Provided, That the aggregate number of enlisted men
for the artillery, as provided under this Act, shall not
exceed eighteen thousand nine hundred and twenty, exclusive of
electrician sergeants." Concerning the Infantry it is
provided, in Section 10, that "each regiment of infantry shall
consist of one colonel, one lieutenant colonel, three majors,
fifteen captains, fifteen first lieutenants, and fifteen
second lieutenants; one sergeant-major, one
quartermaster-sergeant, one commissary-sergeant, three
battalion sergeants-major, two color sergeants, with rank,
pay, and allowances of battalion sergeants-major, one band,
and twelve companies, organized into three battalions of four
companies each. Of the officers herein provided, the captains
and lieutenants not required for duty with the companies shall
be available for detail as regimental and battalion staff
officers and such other details as may be authorized by law or
regulations. … Each infantry company shall consist of one
captain, one first lieutenant, one second lieutenant, one
first sergeant, one quartermaster-sergeant, four sergeants,
six corporals, two cooks, two musicians, one artificer, and
forty-eight privates, the commissioned officers to be assigned
from those hereinbefore authorized."

{679}
Section 11 provides that "the enlisted force of the Corps of
Engineers shall consist of one band and three battalions of
engineers. … Each battalion of engineers shall consist of one
sergeant-major, one quartermaster-sergeant, and four
companies. Each company of engineers shall consist of one
first sergeant, one quartermaster-sergeant, with the rank,
pay, and allowances of sergeant, eight sergeants, ten
corporals, two musicians, two cooks, thirty-eight first-class
and thirty-eight second-class privates."

Section 12 relates to the appointment of army chaplains—one

for each regiment of cavalry and infantry, and twelve for the
corps of artillery—no person to be appointed who has passed
the age of forty years. The office of post chaplain is
abolished. Sections 13 to 27 relate mainly to the organization
of the several Departments, of the Adjutant-General,
Inspector-General, Judge-Advocate-General,
Quartermaster-General, Commissary-General, Surgeon-General,
Paymaster-General, Chief of Engineers, Chief of Ordnance, etc.

Section 28, prescribing the rules of promotion and

appointment, is as follows: "That vacancies in the grade of
field officers and captain, created by this Act, in the
cavalry, artillery, and infantry shall be filled by promotion
according to seniority in each branch, respectively. Vacancies
existing after the promotions have been made shall be provided
for as follows: A sufficient number shall be reserved in the
grade of second lieutenant for the next graduating class at
the United States Military Academy. Persons not over forty
years of age who shall have at any time served as volunteers
subsequent to April twenty-first, eighteen hundred and
ninety-eight, may be ordered before boards of officers for
such examination as may be prescribed by the Secretary of War,
and those who establish their fitness before these examining
boards may be appointed to the grades of first or second
lieutenant in the Regular Army, taking rank in the respective
grades according to seniority as determined by length of prior
commissioned service; but no person appointed under the
provisions of this section shall be placed above another in
the same grade with longer commissioned service, and nothing
herein contained shall change the relative rank of officers
heretofore commissioned in the Regular Army. Enlisted men of
the Regular Army or volunteers may be appointed second
lieutenants in the Regular Army to vacancies created by this
Act, provided that they shall have served one year, under the
same conditions now authorized by law for enlisted men of the
Regular Army."

Important provisions are embodied in Sections 35 and 36, as

follows:

"SECTION 35. That the Secretary of War be, and he is hereby,

authorized and directed to cause preliminary examinations and
surveys to be made for the purpose of selecting four sites
with a view to the establishment of permanent camp grounds for
instruction of troops of the Regular Army and National Guard,
with estimates of the cost of the sites and their equipment
with all modern appliances, and for this purpose is authorized
to detail such officers of the Army as may be necessary to
carry on the preliminary work; and the sum of ten thousand
dollars is hereby appropriated for the necessary expense of
such work, to be disbursed under the direction of the
Secretary of War: Provided, That the Secretary of War shall
report to Congress the result of such examination and surveys,
and no contract for said sites shall be made nor any
obligation incurred until Congress shall approve such
selections and appropriate the money therefor.

"SECTION 36. That when in his opinion the conditions in the

Philippine Islands justify such action the President is
authorized to enlist natives of those islands for service in
the Army, to be organized as scouts, with such officers as he
shall deem necessary for their proper control, or as troops or
companies, as authorized by this Act, for the Regular Army.
The President is further authorized, in his discretion, to
form companies, organized as are companies of the Regular
Army, in squadron's or battalions, with officers and
non-commissioned officers corresponding to similar
organizations in the cavalry and infantry arms. The total
number of enlisted men in said native organizations shall not
exceed twelve thousand, and the total enlisted force of the
line of the Army, together with such native force, shall not
exceed at any one time one hundred thousand. … When, in the
opinion of the President, natives of the Philippine Islands
shall, by their services and character, show fitness for
command, the President is authorized to make provisional
appointments to the grades of second and first lieutenants
from such natives, who, when so appointed, shall have the pay
and allowances to be fixed by the Secretary of War, not
exceeding those of corresponding grades of the Regular Army."

Section 38 abolishes the so-called "Army Canteen," in

compliance with strenuous demands from temperance
organizations in the country, notwithstanding much testimony
favorable to the canteen system from well-informed and
conscientious witnesses. The language of the section is as
follows: "The sale of or dealing in beer, wine, or any
intoxicating liquors, by any person in any post exchange or
canteen or army transport, or upon any premises used for
military purposes by the United States, is hereby prohibited.
The Secretary of War is hereby directed to carry the
provisions of this section into full force and effect." Prompt
obedience to this command of law was given by the War
Department, which issued the required general order February
4th.

The following amendment, proposed by Senator Hoar for addition

to the Act, was voted down: "Provided, That no further
military force shall be used in the Philippine Islands, except
such as may be necessary to keep order in places there now
actually under the peaceable control of the United States and
 to protect persons or property to whom, in the judgment of the
President, protection may be due from the United States, until
the President shall have first proclaimed an amnesty for all
political offenses committed against the United States in the
Philippine Islands, and shall have, if in his power, agreed
upon an armistice with persons now in hostility to the United
States, and shall have invited such number, not less than 10,
as he shall think desirable of the leaders or representatives
of the persons now hostile to the United States there to come
to the United States and state their wishes and the condition,
character, and wishes of the people of the Philippine Islands
to the Executive and Congress, and shall have offered to
secure to them safe conduct to come, abide, and return, and
shall have provided at the public charge for the expenses of
their transportation both ways and their stay in this country
for a reasonable and sufficient time for such purpose."

{680}

UNITED STATES OF AMERICA: A. D. 1910 (February).

The Russian sugar question.
United States countervailing duty and Russian retaliation.

See (in this volume)

SUGAR BOUNTIES.

UNITED STATES OF AMERICA: A. D. 1901 (February-March).

Adoption of the so-called "Spooner Amendment" to
the Army Appropriation Bill empowering the President to
establish a civil government in the Philippines.

See (in this volume)

PHILIPPINE ISLANDS: A. D. 1901 (FEBRUARY-MARCH).

UNITED STATES OF AMERICA: A. D. 1901 (February-March).

Adoption of the "Platt Amendment," prescribing conditions on
which the President is authorized to "leave the government and
 control of the island of Cuba to its people."

See (in this volume)

CUBA: A. D. 1901 (FEBRUARY-MARCH).

UNITED STATES OF AMERICA: A. D. 1901 (March).

Reinauguration of President McKinley for a second term in the
executive office. His inaugural address.

The reinauguration of President McKinley, for the second term

of office to which he had been elected, was performed with the
customary ceremonies, at the capitol, in Washington, on the
4th of March, 1001. His inaugural address upon the occasion is
especially interesting, for the reason that it indicates the
understanding with which the President received his
re-election, and the interpretation which he has put upon it
as an expression of the national will on questions of
extraordinary moment. He spoke as follows:

"My Fellow Citizens: When we assembled here on March 4, 1897,

there was great anxiety with regard to our currency and
credit. None exists now. Then our treasury receipts were
inadequate to meet the current obligations of the government.
Now they are sufficient for all public needs, and we have a
surplus instead of a deficit. Then I felt constrained to
convene the Congress in extraordinary session to devise
revenues to pay the ordinary expenses of the government. Now I
have the satisfaction to announce that the Congress just
closed has reduced taxation in the sum of $41,000,000. Then
there was deep solicitude because of the long depression in
our manufacturing, mining, agricultural and mercantile
industries, and the consequent distress of our laboring
population. Now every avenue of production is crowded with
activity, labor is well employed and American products find
good markets at home and abroad. Our diversified productions,
however, are increasing in such unprecedented volume as to
admonish us of the necessity of still further enlarging our
foreign markets by broader commercial relations. For this
purpose reciprocal trade arrangements with other nations
should in liberal spirit be carefully cultivated and promoted.

"The national verdict of 1896 has for the most part been
executed. Whatever remains unfulfilled is a continuing
obligation resting with undiminished force upon the Executive
and the Congress. But fortunate as our condition is, its
permanence can only be assured by sound business methods and
strict economy in national administration and legislation. We
should not permit our great prosperity to lead us to reckless
ventures in business or profligacy in public expenditures.
While the Congress determines the objects and the sum of
appropriations, the officials of the executive departments are
responsible for honest and faithful disbursement, and it
should be their constant care to avoid waste and extravagance.
Honesty, capacity and industry are nowhere more indispensable
than in public employment. These should be fundamental
requisites to original appointment and the surest guarantees
against removal.

"Four years ago we stood on the brink of war without the

people knowing it and without any preparation or effort at
preparation for the impending peril. I did all that in honor
could be done to avert the war, but without avail. It became
inevitable, and the Congress at its first regular session,
without party division, provided money in anticipation of the
crisis and in preparation to meet it. It came. The result was
signally favorable to American arms and in the highest degree
honorable to the government. It imposed upon us obligations
from which we cannot escape, and from which it would be
dishonorable to seek to escape. We are now at peace with the
world, and it is my fervent prayer that if differences arise
between us and other powers they may be settled by peaceful
arbitration, and that hereafter we may be spared the horrors
of war.