ke individual differences sufficiently into account?

9. Does it include material outside the textbook?

10. If so, is the material well chosen and clearly indicated?

11. Does the assignment correlate the textbook material with
contemporary life and with the experiences of the pupils?

12. Is the assignment made so clearly and definitely that _all_ pupils
thoroughly understand what it is? What evidences have you that such is
the case?

13. Is the assignment too long for adequate preparation?

14. Does it contemplate that the pupils will devote "home study" to it?

15. How much time ought the assignment to require of a moderately good
student? Is this adequate?

16. Does the assignment suggest what portions of the text are to be
touched upon lightly, what to be studied for appreciation only, what to
be critically studied and mastered?

17. Does the assignment include a "review" of previous work? How much?

18. Does the assignment stress dates too much?

19. Is the assignment made with enthusiasm and interest, and does it
thus at once strike a responsive chord in the pupils?

XVI. _The Study Lesson._

1. Are pupils encouraged to follow a definite daily schedule in
studying their lessons? Do you advise this?

2. Is there supervised study in the school?

3. What is the nature of the supervision given in such a period?

4. Judging from results, have the pupils made good use of their study
periods?

5. Is there in the school a weekly period for consultation and advice?

6. If pupils are absent from school, is opportunity given for "making
up work"? How is this administered so far as the study of history is
concerned?

7. Is there ever provided a period for "unassigned work"?

8. If so, how is the period employed?

9. Just what is the secret of getting pupils to study their lessons?

10. Are pupils encouraged to outline the lesson?

11. Are they encouraged to make personal notes on the margin of the
textbook pages? Are they shown how to annotate?

12. Are they advised to use notebooks? If so, what is the character of
these?

13. Do pupils seem merely to try to "learn the text" or really to
comprehend the spirit?

14. Can you suggest ways and means of making the study-lesson more
beneficial?

15. Does the teacher sometimes require abstracts to be made in order to
teach selection of important points?

XVII. _The Recitation Lesson._

1. Does the class enter the room