procedures allowed?

27. Is map drawing required? If so, is the work done in class under the
supervision of the teacher, or at the pleasure and convenience of the
pupils?

28. Is the stress laid on artistic effects in map drawing, or on a
graphic presentation of the facts in their relations?

29. Is any use made of genealogical tables or historical charts? What
value is there in so doing?

30. Does the teacher demand thoroughness, completeness, and clearness
in the recitation of the pupils, or does she accept vague, incomplete,
and general statements?

31. Does she interrupt the pupils while they are reciting, or wait
until they are through before commenting or criticizing? Does she ask
other pupils to criticize?

32. Is the teacher alert, vivacious, enthusiastic?

33. Is she herself thoroughly interested in the work of the day?

34. Is there unexpected variety in the class procedure?

35. Does the teacher seem to enjoy clean, harmless jokes and amusing
incidents with her pupils?

36. Is everybody "into the game" all the time?

37. Is the aim of the recitation kept constantly before the class?

38. Is there steady progress toward it?

39. Does the teacher praise discriminatingly the good efforts of the
pupils?

40. Is the teacher at all times a friend of the pupils?

41. Is a definite, clear summary of the significant points of the
lesson made by the teacher at the close of the period?

42. Are important generalizations formed, and valid principles deduced?

43. Is the fifth formal step (that of application) taken? If so, how is
it done?

44. Has the recitation period seemed short or has it been a long,
tedious hour?

45. Do pupils leave the room with faces aglow and minds keyed to
earnest thought, or do they seem to go as if freed from a prison?

46. Do pupils comment on the day's work as they pass out? Are such
comments favorable or unfavorable?

47. Is the pupil's judgment here of any great weight?

48. How does the teacher busy herself between the change of classes?

49. Has the work been such as to make pupils interested in pursuing the
study of history for themselves?

50. Has the work been such as to help pupils to think for themselves,
to be accurate, to be resourceful, to develop the historical habit of
mind?

51. What was the chief weakness of the recitation period?

52. Did pupils rise and recite by topic?

53. Did pupils outline the lesson and then talk from their outlines?