29. Does the class feel that the recitation period is a delight or a bore? What evidences have you that this is so?
30. Which phases of the work receive the greatest emphasis: (a) acquisition of facts, (b) mental training, (c) moral training, (d) arousing interest in independent historical study, (e) development of patriotism and public spirit, or (f) power of judging men? Do you approve of this distribution of emphasis?
31. Which of the following aims should the teaching of history in the high school emphasize, viz., (a) giving to youths the knowledge and power for the right interpretation of the civilizations of the past, (b) assisting youths to an understanding of the development and significance of present-day civilizations and aiding them to adjust themselves to these civilizations; (c) giving a perspective from which to pre-view, in part, the trend of the future and to plan one's career accordingly?
32. From your observations do the teachers stress the events, or the motives, the ideals, and the ideas that gave rise to the events? What would be your aim here?
33. Of what does thinking consist?
34. Are pupils in the classes observed expected to think for themselves? Are they encouraged to express their personal reactions to the facts presented?
35. What guiding principle should a high school teacher or textbook writer set for himself in selecting from the infinite mass of data recorded the material to be used in the high school, (a) that which reveals the development of personal liberty—political, religious, economic; (b) that which reveals the development of democratic institutions; (c) that which reveals the growth of altruism or the humanitarian spirit; (d) that which reveals the development of commerce, industry, and finance; (e) that which reveals the development of thought and the institutions that aim to develop and train it; or (f) that which reveals the development of social relations and activities?
VIII. Elements of History.
1. Time Element: The when, or chronology.