To the teacher. The object of this series of questions and suggestions is to stimulate reading, investigating, and thinking. It is not expected, indeed it is hardly possible, that each pupil shall respond to them all. A single question may cost prolonged study. Assign the numbers, therefore, to individuals to report upon at a subsequent recitation,—one or more to each pupil, according to the difficulty of the numbers. Reserve some for class consideration or discussion. Now and then let the teacher answer a question himself, partly to furnish the pupils with good examples of answers, and partly to insure attention to matters that might otherwise escape notice.
1. Are there people who receive no benefit from their payment of taxes?
2. Are the benefits received by people in proportion to the amounts paid by them?
3. Show somewhat fully what taxes had to do with the French Revolution.
4. Show somewhat fully what taxes had to do with the American Revolution.
5. Give illustrations of the exercise of the right of eminent domain in your own town or county or state.
6. Do railroad corporations exercise such a right? How do they succeed in getting land for their tracks?
7. In case of disagreement, how is a fair price determined for property taken by eminent domain?
8. What persons are prominent to-day in the government of your own town or city? Of your own county? Of your own state? Of the United States?
9. Who constitute the government of the school to which you belong? Does this question admit of more than one answer? Has the government of your school any power to tax the people to support the school?