elementary
schools and high schools?

2. What phases of such material do you plan to use?

3. What is the basis for your selection?

4. Could every high school teacher of history make effective use of the
material you mention?

5. What deduction follows from your answer?

6. What have been your observations respecting the employment of
material of this kind? Would such material lend itself to use in every
recitation period?

1. Should more than one textbook be used in a given course in history?
Why?

2. Does the grade in which the subject is taught affect the answer?

3. How can the larger historical works, biographies, and compendiums of
history be used in the high school?

4. Is it practicable to have "special reports" from such sources made
daily?

5. Should the teacher expect all pupils to make frequent "special
reports"?

6. In how far is it feasible to supplement the textbook by means of
definite class-readings?

7. Should class-readings be assigned on a page basis, or on a topical
basis, or be left to individual selection and spontaneous effort?

8. Should exact references be given or should pupils be encouraged to
master the art of finding for themselves, _within given_ limits, the
supplementary data sought?

9. Precisely how can a high school teacher make use of such a treatise
as Montesquieu's _The Spirit of the Laws_?

10. Make a list of at least twenty selections from historical novels,
historical dramas, poems, essays, and monographs that you, as a teacher
of history, could employ in the high school. What fact or event would
you attempt to illustrate by each of these selections?

11. What use should high school teachers and pupils make of material
dealing with local history?

12. What constitutes a good textbook in history for high school use?

13. Make a list of some of the modern textbooks on each of the
following phases of history: (_a_) Ancient; (_b_) Mediaeval and Modern;
(_c_) English; (_d_) French; (_e_) American; (_f_) Civil Government.
What would be your first and your second choices of texts in each of
these six divisions, and why, specifically, would you make those
choices?

14. What texts are used in the high schools you have observed?

15. What school authorities ought to select the texts to be used in the
high school? 16. How far have your observations in the high school been
in accord with your ideals and theories with respect to the kinds and
uses of h