study?

6. If pupils show they have not sought to prepare the lesson well, what
procedure does the teacher follow? Do you approve?

7. Have the pupils "outlined the lesson"? Is it well that they should
do so?

8. Apparently, have the pupils been shown _how_ to study, i.e., how to
prepare the work most advantageously? What was the mode of doing this?

9. Have the pupils attacked the lesson because it was made to appear
vital to the solution of some really interesting problem?

10. Have the pupils really gotten behind the facts to the spirit of the
movement?

11. Have the pupils apparently attempted to correlate geography with
the history? What evidences have you of this?

12. Have the pupils acquainted themselves with all unusual words and
phrases used in the text?

XIV. _The Classroom._

1. Is there anything distinctive about the classrooms you have observed
that suggests their special uses?

2. Are sittings arranged in fixed and regular forms, or is it possible
for the class to gather about the teacher's chair in a "social" group?

3. Are there good wall maps in the room?

4. Are there atlases, globes, and geographical dictionaries at hand?

5. Are there reference books of common use?

6. Does the teacher's desk contain copies of textbooks other than the
text in chief?

7. Are there sufficient good blackboards?

8. Is there a stereopticon?

9. Does the school provide an adequate number of stereopticon slides?

10. Are the walls adorned with historical pictures or other historical
materials? Is there a "museum of history" in the room?

11. Are pupils encouraged to beautify the room with significant objects
of historical interest?

XV. _The Assignment of the Lesson._

1. Is the assignment given sufficient attention by the teacher?

2. Is it made at the beginning of the recitation period or near the
close? What advantages and disadvantages does each practice offer?

3. Does the assignment take into consideration the character of the
work to be studied? In what ways is this true?

4. Does the assignment vary with the stage of advancement of the
students? How?

5. Does it "blaze a way," so to speak, through the mass of facts so
that the pupils really glimpse the significance of the material before
them, and are stimulated to attack it?

6. Does it raise real problems for the students to solve?

7. Does it suggest too much or too little?

8. Does it ta