23.  What was the effect on prices?

    24.  What on wages?

    25.  Under what President was the independent treasury first
        established?

    26.  Is it in existence to-day?

    27.  When were greenbacks issued?

    28.  To what amount?

    29.  Who was responsible for the issue?

    30.  Were they legal tender for private debts contracted before
        their issue?

    31.  When was the Resumption Act passed?

    32.  Are the greenbacks in circulation to-day?

    33.  What is free silver?

    34.  What was the “Crime of ’73”?

    35.  What was the “Bland-Allison Act”?

    36.  What was the Currency Act of 1900?

    37.  What is Bimetallism?

    38.  What is meant by “Mint Ratio”?

    39.  What is meant by “Market Ratio”?

    40.  What is meant by “Free Coinage”?

    41.  What is meant by “Gratuitous Coinage”?

    42.  What is meant by “Standard Money”?

    43.  With the market ratio at 30 to 1 and the mint ratio at 16 to 1,
        which money would tend to disappear from circulation if both
        metals are freely coined and made full legal tender?

    44.  Why is silver not the standard to-day?

    45.  What is the “Aldrich Plan”?

    46.  What is a United States bond?

    47.  Is it a secure investment?

    48.  What is its average rate of interest?

    49.  By whom is a national bank chartered?

    50.  May it issue paper money?

    51.  When was the first National Banking Act passed?

    52.  Why?

    53.  Why should banking business be profitable under the act?

    54.  What advantage did the Government expect to receive in passing
        the act?

    55.  Are deposits guaranteed?

    56.  May States emit bills of credit?

    57.  Is it constitutional for banks chartered by the State to emit
        bills of credit?

    58.  Do they do so to-day?

    59.  Why?

Obviously as the year advances, the list of questions for review grows longer.  An increasing amount of time should therefore be devoted to work of this sort.

They will insure a better acquaintance with great men and women

The most superficial observation will suffice to convince anyone that high school graduates know very little about the great men and women of history.  The character sketches suggested earlier in the chapter, supplemented with occasional reviews, will do much to improve this condition.  These drills may be conducted by asking for brief statements on the greatest service or the most distinguishing characteristic of the great men and women met with in the course.  The same thing is accomplished by reversing the process and asking such questions as,—­“Who was the American Fabius”? or “The Great Compromiser”? or the “Sage of Menlo Park”? etc.  Questions on the authorship of great documents, the founders of institutions, the organizers of movements, reformers, philosophers, artists, statesmen, generals, accomplish the same purpose.