Civil Government in the United States Considered with Some Reference to Its Origins. Fiske John
systematic and thorough study of history, but every one ought to find time to learn the principal features of the governments under which we live, and to get some inkling of the way in which these governments have come into existence and of the causes which have made them what they are. Some such knowledge is necessary to the proper discharge of the duties of citizenship. Political questions, great and small, are perpetually arising, to be discussed in the newspapers and voted on at the polls; and it is the duty of every man and woman, young or old, to try to understand them. That is a duty which we owe, each and all of us, to ourselves and to our fellow-countrymen. For if such questions are not settled in accordance with knowledge, they will be settled in accordance with ignorance; and that is a kind of settlement likely to be fraught with results disastrous to everybody. It cannot be too often repeated that eternal vigilance is the price of liberty. People sometimes argue as if they supposed that because our national government is called a republic and not a monarchy, and because we have free schools and universal suffrage, therefore our liberties are forever secure. Our government is, indeed, in most respects, a marvel of political skill; and in ordinary times it runs so smoothly that now and then, absorbed as most of us are in domestic cares, we are apt to forget that it will not run of itself. To insure that the government of the nation or the state, of the city or the township, shall be properly administered, requires from every citizen the utmost watchfulness and intelligence of which he is capable.
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."
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 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?
10. What is the difference between a state and the government of a state?
11. Which is the more powerful branch of the English Parliament? Why?
12. Is it a misuse of the funds of a city to provide entertainments for the people July 4? To expend money in entertaining distinguished guests? To provide flowers, carriages, cigars, wines, etc., for such guests?
13. What is meant by subordinating public office to private ends? Cite instances from history.
14. What histories have you read? What one of them, if any, would you call a "child's history," or a "drum and trumpet" history? What one of them, if any, has impressed any lessons upon you?
15. Mention some principles that history has taught you.
16. Mention a few offices, and tell the sort of intelligence that is needed by the persons who hold them. What results might follow if such intelligence were lacking?
BIBLIOGRAPHICAL NOTE.
It is designed in the bibliographical notes to indicate some authorities to which reference may be made for greater detail than is possible in an elementary work like the present. It is believed that the notes will prove a help to teacher and pupil in special investigations, and to the reader who may wish to make selections from excellent sources for purposes of self-culture. It is hardly necessary to add that it is sometimes worth much to the student to know where valuable information may be obtained, even when it is not practicable to make immediate use of it.
Certain books should always be at the teacher's desk during the instruction in civil government, and as easily accessible as the large dictionary; as, for instance, the following: The General Statutes of the state, the manual or blue-book of the state legislature, and, if the school is