b. To compel children to attend school.
c. To buy uniforms for a regiment of soldiers.
d. To establish a death penalty.
e. To send a committee abroad to study a system of waterworks.
10. Trace the authority of a school-teacher, a policeman, a selectman, a
mayor, or of any public officer, back to some part of your constitution.
11. Mention any parts of your constitution that seem general and
somewhat indefinite, and that admit, therefore, of much freedom in
interpretation.
12. Show how the people are, in one aspect, subordinate to the
constitution; in another, superior to it.
BIBLIOGRAPHICAL NOTE.
Written Constitutions.--Very little has been written or published with
reference to the history of the development of the idea of a written
constitution. The student will find some suggestive hints in Hannis
Taylor's _Origin and Growth of the English Constitution_, vol. i,
Boston, 1889. See Henry Hitchcock's _American State Constitutions; a
Study of their Growth_, N.Y., 1887, a learned and valuable essay. See
also _J.H.U. Studies_, I., xi., Alexander Johnston, _The Genesis of a
New England State (Connecticut)_; III.
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