Robert's Parliamentary Practice/Chapter 24
CHAPTER XXIV. MISCELLANEOUS.
FORMS OF TELLERS' REPORTS AND TALLY SHEETS.
Forms of Reports of Tellers in an Election of Officers by Ballot.
[See R. O. R., pages 195, 196 for an explanation of Tellers' Reports.]
(1) Form of Tellers* Report where a single office is to be filled.
Tellers' Report.
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Illegal or Void Votes
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Charles Lewis
Tellers.
Tellers' Report.
President.
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Vice President.
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Recording Secretary.
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etc., etc.
[All of the other offices are treated in a similar manner.]
4 Directors.
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Jason Tyrrell
Howard Keck
W. Cummings
Tellers.
[In this case only three directors are elected and another ballot should be taken for the other director. If it is impracticable to have another election, those who received 92 votes each should draw lots for the office. If the same number of votes are cast for each of the offices, then this form may be modified by placing the number of votes cast and the number necessary for election at the beginning of the report, and omitting this statement in connection with each office.]
Form of Tally Sheet
President (182)
Deane, Elmer |||| |||| |||| |||| |||||||| |||| |||| |||| |||||||| |||| |||| |||| |||||||| |||| |||| |||| ||||
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Jackson, Asa ||||4
Stall, S. A. |||| |||| |||| |||| |||||||| |||| |||| |||| |||||||| |||| |||| |||| ||||75
Vice President (179)
Chilson, S. W, |||| |||| |||| |||| ||||25
Rice, C. V. |||| |||| |||| |||| |||||||| |||| |||| |||| |||||||| |||| |||| |||| ||||
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Spalding, J.|||| |||| |||| |||| |||||||| |||| |||| |||| |||||||| |||| | 61
[All of the other offices are treated the same way. The Directors should have a separate tally sheet.]
DON'TS.
Don'ts for the Presiding Officer.
Don't say "I think," "I appoint," 'It is my opinion," etc., but say "The chair thinks," "The chair appoints," "It is the opinion of the chair," etc.
Don't say "The question is on the amendment 'fifty dollars'," but say "The question is on the amendment to insert [or to strike out] 'fifty dollars,' " An amendment is a change in the words and must always state by what method the change is to be made. The expression "the amendment fifty dollars" is meaningless.
Don't ask "Are you ready for the question?" if the question is undebatable or if a member rises to claim the floor.
Don't say "Those in favor of the motion will indicate [or signify, or manifest, or show] it by the usual sign [or in the usual manner]."
Don't say "Those in favor manifest it by the usual sign. Those opposed the same." If you mean "Raise the right hand," say so.
Don't, when voting viva voce, say "Those opposed will show it by the same sign." "No" is not a sign, and certainly it is not the same as "Yes."
Don't say "It is a vote," meaning thereby that the motion is adopted. It is a vote whether the motion is adopted or lost.
Don't say "The ayes [or the noes] have it," when the vote is taken by a show of hands or by rising. Say "The affirmative has it and the motion is adopted, [or The negative has it and the motion is lost].
Don't say "Those opposed have it," but say "The noes have it [or the negative has it]."
Don't say "The gentleman is out of order," unless he is disorderly. If his motion is out of order say, "The motion is out of order," or, if it will be in order later, tell him when it will be in order.
Don't stand during debate or while a report is being made.
Don't, when a motion is made by two or more persons, ask if the motion is seconded.
Don't say "It is regularly moved and seconded." Omit "regularly."
Don't strike with the gavel any harder than necessary to attract the attention of the members.
Don'ts for Members.
Don't say "I move you." Omit the "you." You do not move or propose the chairman.
Don't say "I make a motion to ————." Say "I move to ————."
Don't say "The mover of the motion," but "The maker of the motion."
Don't say "The maker of the amendment," or "The amendment made by Mr. A," but say "The mover of the amendment," or "The member who proposed [or offered] the amendment," or "The amendment proposed [or offered] by Mr. A," or something similar. An amendment is moved, or proposed, or offered by a member, and it is made by the assembly.
Don't refer to a motion as having been amended by Mr, A, excepting when Mr. A made the original motion and amended it before it was stated by the chair. After a motion has been stated it can be amended only by an act of the assembly.
Don't say "I move to amend the motion so as to read thus ————." Use the motion "to strike out and insert," or "to substitute."
Don't move to lay an amendment on the table, or to postpone, or to commit it. Move to lay the question on the table, or to postpone or to commit the question, and, if such a motion is adopted, the amendment goes with the main question to the table, or to the committee, or is postponed to the specified time.
Don't move simply "to postpone the question," or "to postpone the question to later in the evening," but move "to lay the question on the table," in which case if the motion is adopted the question can be taken from the table at the will of the assembly. The motion to postpone must always specify the time to which it is proposed to postpone the question.
Don't move to lay the question on the table until a certain time. The motion to lay on the table cannot be qualified.
Don't move "to fix the time to adjourn" with the idea that it is the same as the motion "to fix the time to which to adjourn." The first is a main motion to fix the time for closing the meeting, while the second is the privileged motion to fix the time for holding an adjourned meeting.
Don't say "The chairman stated [or put] the motion." He stated [or put] the question as to whether the assembly would adopt or agree to the motion.
Don't refer to anything adopted by a society as a "statute."
Don't move to postpone a date in a pending resolution, but move to amend by striking out the date and inserting the one desired. The subsidiary motion to postpone means to postpone the consideration of the pending questions, whereas to change the date in a pending question is an amendment.
Don't say "I support, or I sustain the motion," but say "I second the motion."
Don't wait to obtain the floor in order to second a motion.
HOW TO STUDY PARLIAMENTARY LAW.
Every one who wishes to study parliamentary law should be able to place himself in one of the three following classes: as a member of a class under a competent instructor; as one of a group studying without a teacher; or as studying privately. It is hardly necessary to say that the ideal way is as a member of a class working under a trained teacher. With beginners a small class is desirable as it offers opportunity for much individual practice in presiding and in making motions. With classes somewhat advanced the larger class promotes greater enthusiasm. With the latter the best work can probably be done in classes of from twenty to thirty in number.
Where possible it will generally be found advisable to allow an hour and a half for a lesson. This gives ample time for having drills in addition to the study of the new material. Whenever time permits, the drill should be repeated with different presiding officers. It is important that every member should have an opportunity to preside.
The time required to complete this elementary course must depend upon the ability and maturity of the students, and their previous knowledge of the subject as well as upon the length of the lesson periods.
Drill practice is just as necessary in learning parliamentary law as in learning to swim or to drive an automobile. Practice must go with theory. It may be well at the opening of each meeting to call for criticisms of the previous meeting. This will encourage members to investigate between the meetings all questions that have arisen upon which they have the slightest doubt. This book has been arranged with a view to giving practice on every new point as soon as it is presented.
The teacher should have a knowledge of the subject far in advance of the pupils, and should at all times emphasize the importance of a fair, sound judgment and cool decision. This should be brought out especially as a qualification for a successful chairman. The teacher should be equipped with a blackboard, and the series of the author's works on parliamentary law, namely. Rules of Order Revised, Parliamentary Law, and the Parliamentary Law Charts copied on pages 166-168. Chart I should be hung conspicuously at every meeting so that there may be no excuse for members making any subsidiary or privileged motion when it is out of order, or for their not knowing whether any such motion can be debated or amended.
Plan of Course. Before beginning the course, every teacher should form his plan dependent upon the number of lessons, the time allowed each, and the maturity and previous training of the pupils. He should carefully arrange the course so that whatever is omitted is of least importance to his particular class. In using this book teachers will naturally use their own discretion in arranging the lessons. When the course is limited to ten lessons, some will cover the first twenty chapters in the ten lessons, while others will prefer to limit the course to the first ten chapters. The last four chapters are designed for reference, with the exception of Chart I which should be memorized. When the lessons in this course are mastered, the class is prepared to take the course prescribed in Rules of Order Revised, pages 305-312.
Method of Teaching in a Class with an Instructor. It will be noticed that the chapters are grouped by subjects, as 1, 2, 3, and 4, 5, 6. These groups usually end with a drill. The first group may be treated somewhat after this manner: The text is presented in advance of the recitation period with particular care as to exact forms, even emphasizing capitals and punctuation. Absolute accuracy regarding forms must be insisted upon not only here but in every lesson. In case of inexperienced pupils, careful questioning of the text and additional examples will be necessary before taking up the drills. The maturity of the pupils and the time allowed for the course will be determining factors as to the amount of this kind of work.
The Drill, Chapter III, should be read in class in advance of its study. It should be read as a drama, the teacher taking the part of the chairman, and the parts A, B, C, D, etc., being assigned to different members of the class. Each member acts his part according to the instructions, reading or repeating the words given his part in the drill. All difficult points should be explained by the instructor. After the pupils have studied the drill the teacher should provide an abstract of the drill. The following based on the First Drill will illustrate:
Abstract of First Drill.
2. B. Nominate a secretary. O
3. C. Nominate a secretary. +
4. D. Nominate a secretary.
5. D. Rise to a parliamentary inquiry: "Why was not a vote taken on my nominee?"
6. E. Offer the following resolution: "Resolved, That Parliamentary Law should be taught in our public schools." +
7. F. Move "that our next meeting be open to the public." O
8. G. Offer this resolution: "Resolved, That no subsidiary motion except to postpone indefinitely be allowed in these meetings." +
9. H. Offer the following resolutions:"Resolved, That Day Nurseries should be established and maintained in every manufacturing town at the public expense.
"Resolved, That our Mayor be furnished with a copy of this resolution." +
10. I. Try to obtain floor for debate as soon as the chair states question on resolutions. Insist on your right to the floor as you rose first.
11. H. Obtain the floor (even though another has risen first) as soon as question has been stated on your resolutions, and then debate them.
12. J. Offer this resolution: "Resolved, That our club give a banquet on Nov. 18."
13. K. Before the question is stated on the resolution, rise and move to postpone the question indefinitely. When ruled out of order, apologize and take your seat. As soon as question is stated on resolution, obtain the floor and make your motion, +
14. L. Move to adjourn. +
A typewritten copy of this abstract should be made in triplicate; one copy to be retained by the instructor; one to be cut into slips, distributed among the members of the class, and returned at the close of the drill; and the third to be held in reserve to replace damaged or lost slips. In the earliest drills in some cases it may be necessary to permit the chairman to have this third copy.
The instructor should notify the holder of the strip marked "1" whom to nominate for chairman, unless the students have had enough practice to justify entrusting them with this responsibility. After telling the class that it may be in disorder, he leaves the platform and soon calls "Number 1.'* The holder of the "1" slip then performs the duties assigned "1" in the drill. As soon as it is time for No. 2 to take part, the instructor calls "2," and so on. If one has more than one duty assigned him the instructor calls upon him each time in his proper order. Thus, when in the first drill "4" is called, D nominates a secretary. After the election, "5" is called and D rises to a parliamentary inquiry as to why no vote was taken on his nominee. In such cases the slips marked with the same letter must be fastened together, or printed on the same slip, to make sure that each person receives all his directions.
In advanced classes the drills will be less formal and more like real meetings if the instructor does not call out the numbers. In this case the slips begin with directions as to when they are to be used. For example, the slips 4, 5, and 8 should read as follows:
With such advanced classes the instructor may find it best to remain silent during the drill. He should at its close call for criticisms. After this the drill may be repeated with a different chairman and the slips redistributed. The instructor can at any time vary the drill by interpolating slips.
There should be an understanding between the instructor and the class in reference to voting. Some signal should be given when the motion is to be adopted, and another signal when it is to be rejected. No signal should be given when it makes no difference whether the motion is adopted or lost. Unless there is some understanding the vote may be such as to interfere with carrying out the drill. To enable the instructor to know when to give these signals he should mark his copy of the Abstract with "+" for an affirmative and "O" for a negative vote as shown in Abstract above.
When the first drill is performed for the first time the instructor should be nominated for chairman. Afterwards students should be put in the chair. Classes vary so much in their ability and knowledge that no directions can be given that will be applicable to all. In the earlier drills the subject of minutes is not taught. It would be well, however, to require the secretary to keep a memorandum so that he may be able at any moment to state the exact condition of the business. In the first performance of each of the earlier drills it is advisable for the chairman to have an abstract of the drill. With advanced classes it is better for him to have nothing, unless there is an order of business, in which case he should have a memorandum showing the business in the order in which he should announce it. In actual meetings of ordinary societies the chairman has nothing to guide him except the order of business. Nearly all the drills given in this book are very simple, being intended to illustrate the chapters immediately preceding them. After a class has completed this course the instructor may prepare additional drills so as to give the class more practice. With advanced classes impromptu drills without slips may be used advantageously, but it is a mistake to permit such drills with elementary classes.
When giving a drill in which a number of amendments are proposed to a resolution, it will be found advisable to have the resolution written on the blackboard in large letters with the words and lines widely separated. As each amendment is stated, it must be indicated as shown in the example below. If the words are to be inserted a caret should show where the insertion is to be made and the words should be written below. If the amendment is adopted the words should be underscored. If there are words to be struck out, they should be included between two vertical lines and "s. o.," the initial letters of "strike out," should be written underneath. If the amendment is adopted, a line should be drawn through the words struck out; if the amendment is lost, a line should be drawn through the letters "s. o." If the amendment is to strike out certain words and insert others, the words to be struck out should be enclosed between two vertical lines, and the words to be inserted written underneath. If the amendment is adopted, the words struck out should have a line drawn through them, and the words inserted should be underscored; if the amendment is lost, the words to be inserted must be crossed out. Instead of drawing a line through words struck out they may be erased, though this has the disadvantage of not showing what words have been struck out.
If this plan is adopted, the class will always know the condition of the resolution and its amendments however numerous they may be. The exact condition of the resolution is shown, at any moment, by the part of the original resolution not struck out, modified by the words interpolated or added that are underscored. If it is found that sufficient room has not been allowed for amendments, it is only necessary to erase and rewrite the resolution and amendments. If a new resolution is substituted for the original one, it should be indicated as shown in the following example which is the last resolution in the Second Drill, page 43.
Example
| Resolved, That it is | to look upon cooking | |
| a mistake |
| as | a lower grade of work than tending a | |
| s.o |
| machine in a factory‸ | ||
| or clerking‸ | ||
| in a store. |
[Substitute.] Resolved, That in the interest of health the cook should rank with ‸ chemists.
industrial
A Parliamentary Law Club Studying without a Teacher. If a suitable teacher cannot be secured, the best plan is to find a half dozen or more people who are similarly interested to form a parliamentary law club. The club should elect a director or leader who will take the part assigned to the instructor. This will be found better than studying alone even though the leader is a novice. It allows of constant drills, each one being performed several times, so that every member of the club may have an opportunity to preside. Such a club is not limited to a few lessons, but may exist for a year, or even for several years. The author knows personally of one in which the members are unwilling to disband even though they have been working together for a long period. This club mow has no necessity for a planned drill but allows members to introduce questions at their pleasure. These are with reference to live topics and frequently furnish much entertainment at the same time that the members are gaining a valuable knowledge for their varied social and philanthropic activities. Of course this proficiency was not gained without much practice. The personnel is constantly changing as members moving away create vacancies which are immediately filled from a waiting list of women who have recently been elected to office in various societies and who feel the handicap resulting from lack of familiarity with parliamentary practice. This club has not had the advantage of such a set of drills as is given in this manual. The author advises that after having finished the entire course here prescribed, the club should repeat the drills before any attempt is made to allow the members freedom in introducing motions. After this it would be well to follow the course of the Lesson Outlines, R. O. R., page 308. Any club may have, with advantage, either before or after the regular program, fifteen or twenty minutes devoted to parliamentary practice.
Private Study. If the student is so situated that it is impracticable to find others to join in a practice club, the only course is to visualize the entire plan of study as here outlined. In reading the drills, he must by his imagination see the meeting as it is carried on the same as if he were present. He must project himself into the position of the chairman, and decide just what he would do and the exact words he would use. He must also throw himself into the position of each speaker in succession in the same definite way. When he meets an expression that is not understood, it is generally better not to stop and ponder, but to continue the reading for a sentence or two more and the vagueness will probably clear up. If it does not, he should go back for a few sentences and reread the entire portion of the text bearing on this subject.
Socialized Classes. In teaching English, Geography, Civics, History, etc., where the "Socialized Recitation" is employed, a very good foundation may be laid for the future study of parliamentary law. The offices of chairman and secretary are filled each day by a different member of the class. Committees are appointed for investigation, and make their reports. The chairman, at the beginning of the recitation, announces the subject of the lesson and states that it is open for discussion. Members who wish to take part rise and the floor is assigned as shown in the First Drill. Special emphasis is given to the use of correct forms by the presiding officer as well as by the members. The secretary keeps the minutes of every lesson and passes them on in correct form to his successor. The next day they are read and approved by the class. Without increasing the curriculum, by means of these socialized recitations the proper forms for obtaining the floor, recognition by the chair, taking notes of meetings, transcribing notes into correct minutes, and making the motions most commonly used, can be taught in the 6th, 7th, and 8th grades, and the pupils be well prepared to take up the study of Parliamentary Law in High School work.
- ↑ This sign, +, shows that the motion is carried. O shows that the motion is lost.