have observed,--through
collateral readings by the class, individual reports, or incidental
classroom discussions?

40. Does the teacher sufficiently stress the fact that all history is
but the operation of cause and effect?

41. Are students _required_ to seek for causes back of the events?

42. Are students encouraged and expected to _trace causes_ through the
various sequences of effects?

IX. _Methods of Approach to the Study of History._

1. Chronologically, since there is a continuity in the subject, and
cause precedes effect. "The childhood of history is best for the child,
the boyhood of history for the boy, the youthhood of history for the
youth, and the manhood of history for the man."--_S. S. Laurie_,
Sch. Rev. 4:650.

2. Counter-chronologically, i.e., from the present time and immediate
surroundings to remote ages and distant peoples.

3. Spirally, i.e., covering the entire field of study in an elementary
manner; then repeating the course on a more advanced plane; then taking
up the work a third and fourth time, supplementing and expanding with
each new attack.

4. Biographically, i.e., by means of biographies only.

5. Topically, i.e., tracing the development of particular elements in
history, continuously and uninterruptedly, from the early stages to
complete forms.

QUERIES

1. Which, to you, seems the best approach to the study of history?

2. May several of the above-mentioned modes be employed simultaneously?

3. Is it largely true that the personal or biographic appeals most to
the child; the speculative, to the boy; the vitally and concretely
constructive, to the youth; and the critical and philosophical to the
adult? If so, what should be the character of the work in history in
the high school?

X. _The Process of Learning History._

1. Acquiring and relating detailed facts.

2. Formulating a mental picture of the events.

3. Analyzing the conditions and determining the vital, distinguishing
characteristics.

4. Getting back of the outer forms, visible expression, or the vital
facts to the real life of the people--their ideals, ideas, emotions,
and beliefs.

5. Discovering the motives that produced the events considered.

6. Deducing the principles that operate in human relations.

7. Applying those principles to contemporary civilization to-day, and
foreshadowing the probable trend of society in the future.

8. Holding consciously to the fact that hist