een 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."

SUGGESTIVE QUESTIONS AND DIRECTIONS.

_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 cou