8. Should exact references be given or should pupils be encouraged to master the art of finding for themselves, within given limits, the supplementary data sought?
9. Precisely how can a high school teacher make use of such a treatise as Montesquieu's The Spirit of the Laws?
10. Make a list of at least twenty selections from historical novels, historical dramas, poems, essays, and monographs that you, as a teacher of history, could employ in the high school. What fact or event would you attempt to illustrate by each of these selections?
11. What use should high school teachers and pupils make of material dealing with local history?
12. What constitutes a good textbook in history for high school use?
13. Make a list of some of the modern textbooks on each of the following phases of history: (a) Ancient; (b) Mediæval and Modern; (c) English; (d) French; (e) American; (f) Civil Government. What would be your first and your second choices of texts in each of these six divisions, and why, specifically, would you make those choices?
14. What texts are used in the high schools you have observed?
15. What school authorities ought to select the texts to be used in the high school?
16. How far have your observations in the high school been in accord with your ideals and theories with respect to the kinds and uses of historical "material" of all kinds?