in a happy, expectant state of mind,
or does it appear as though it were about to undergo a disagreeable
operation?

2. Does the class come to "attention" as soon as the signal is given?

3. Is the aim of the day clearly set forth? Who does it, the teacher or
the pupils?

4. Does the work of the day seem to grow out of some previous
discussions or conclusions?

5. Are the "five formal steps" followed?

6. Is emphasis placed on information, drill, review, testing, or
historical mindedness?

7. Does the work have balance and proportion?

8. Is there interest and attention? What is the secret of it?

9. Are questions clear, concrete, and definite?

10. Is appeal made to more than one sense, i.e., audile, visual,
tactile, muscular?

11. Does the teacher really guide and lead, or does she carry most of
the burden?

12. Do the pupils cooeperate as a team--each seeking to contribute his
portion freely and all aiming to attain a definite goal?

13. Does the recitation take on the spirit of comradeship, i.e., of
courteous and familiar discussion?

14. Is the lesson enlivened by means of anecdotes, illustrations,
stories, dramatic postures, readings, etc.?

15. Is the history lesson correlated with geography, English, foreign
language study, science, manual training, and other school studies?

16. Is it correlated with the common life experiences of the pupils,
and with the important contemporary institutions and interests of
to-day?

17. Are criticisms by the teacher made sufficiently frequent and direct
to make pupils careful, but not so frequently and pointedly as to
discourage pupils?

18. Are pupils expected to present a connected account of the topics
studied and to do this in a clear, forceful, logical manner?

19. Are dates and other mere facts properly subordinated to the real
ideas for which they stand?

20. Are the salient points of the lesson collected and tabulated as the
lesson proceeds?

21. Is this done by the teacher, or by the pupils, or by both?

22. Do pupils show by their attitude, facial expression, and
responsiveness that they are satisfied with the recitation as it
progresses?

23. Are formal debates and informal discussions ever permitted in the
class?

24. Is use made of the dramatic powers of pupils to interpret and
assimilate history?

25. Are visits with the class made to places and institutions of
historic interest?

26. Are mock elections and other civic