4. Could every high school teacher of history make effective use of the material you mention?
5. What deduction follows from your answer?
6. What have been your observations respecting the employment of material of this kind? Would such material lend itself to use in every recitation period?
1. Should more than one textbook be used in a given course in history? Why?
2. Does the grade in which the subject is taught affect the answer?
3. How can the larger historical works, biographies, and compendiums of history be used in the high school?
4. Is it practicable to have "special reports" from such sources made daily?
5. Should the teacher expect all pupils to make frequent "special reports"?
6. In how far is it feasible to supplement the textbook by means of definite class-readings?
7. Should class-readings be assigned on a page basis, or on a topical basis, or be left to individual selection and spontaneous effort?