Читать книгу Civil Government in the United States Considered with Some Reference to Its Origins - Fiske John - Страница 41

To the teacher. Encourage full answers. Do not permit anything like committing the text to memory. In the long run the pupil who relies upon his own language, however inferior it may be to that of the text, is better off. Naturally, with thoughtful study, the pupil's language will feel the influence of that of the text, and so improve. The important thing in any answer is the fundamental thought. This idea once grasped, the expression of it may receive some attention. The expression will often be broken and faulty, partly because of the immaturity of the pupil, and partly because of the newness and difficulty of the theme. Do not let the endeavour to secure excellent expression check a certain freedom and spontaneity that should be encouraged in the pupil. When the teacher desires to place special stress on excellent presentation, it is wise to assign topics beforehand, so that each pupil may know definitely what is expected of him, and prepare himself accordingly.

1. Tell the story that introduces the chapter.

2. What lesson is it designed to teach?

3. What caused the French Revolution?

4. What caused the American Revolution?

5. Compare the tax bill with that of the butcher or tailor.

6. What are taxes raised for in a town? For whose benefit?

7. Define taxes.

8. Define the right of eminent domain.

9. Distinguish between taxes and the right of eminent domain.

10. What is the origin of the word "govern"?

11. Define government.

12. By whom is it supported, how is it kept alive, and by whom is it carried on?

13. Give illustrations of governments.

14. What one power must government have to be worthy of the name?

15. What was the principal weakness of the government during the American Revolution?

16. Compare this government with that of the United States since 1789.

17. If it is doubtful what the real government of a country is, how may the doubt be settled?

18. Illustrate by reference to France and England in the eighteenth century.

19. What is the difference between taxation and robbery?

20. Under what conditions may taxation become robbery?

21. To what are we easily attracted in our first study of history?

22. What ought to be learned from history?

23. What sort of knowledge is helpful in discharging the duties of citizenship?

24. Show how "eternal vigilance is the price of liberty."