back in
imagination and live through the period they are studying? What is the
secret of attaining this ideal?

10. Are students constantly seeking for "causes" of the historical
events? How does the teacher secure this effort?

11. Are the textbook facts remembered largely as words, or do the
students really enter into the spirit and significance of them? What
evidences have you for your conclusions?

12. Does rote memory or associative memory receive the emphasis?

13. Does the teacher correlate the history lesson with other subjects
of study? If so, how is this done?

14. Does the teacher correlate the history lesson with the life
interests of the pupils? If so, how is this done?

15. Does the teacher explain the institutions, forms, and procedures of
the past by reference to their counterparts of to-day? Are such
interpretative means employed with sufficient frequency, completeness,
variety, and clearness?

16. Does the teacher inspire patriotism? If so, how is this
accomplished?

17. Is the work of such a character that students are infused with a
spirit of toleration, sympathy, and respect for others outside their
immediate circle of interest?

18. Does the teacher encourage the weighing of motives and actions with
reference to their righteousness? Do you approve of this practice?

19. Does the teacher seek to have the students "be like" noble
characters in history? What can you say for and against this practice?

20. Ought the teacher to strive consciously to use history to develop
ethical ideas in pupils?

21. How does history exert a religious influence on its students?

22. Does history "inspire a love of truth" to any different degree than
does any other subject of study?

23. Does the teacher seek to bring out the aesthetic values of history?
How does she do so?

24. Should appeal be made frequently to the emotional side of pupils'
natures?

25. Is adequate opportunity given pupils to develop literary
expression? How is this done?

26. Are you satisfied that a taste for historical reading is being
developed in the pupils? What observations make you think as you do?

27. Does the teacher so conduct the class work that the "practical
values" of history are realized?

28. Does the class really appear to enjoy the work? What evidences have
you of this?

29. Does the class feel that the recitation period is a delight or a
bore? What evidences have you that this is so?

30. Which phas