3. Are there any of the units mentioned that ought to be used sparingly, if at all?
4. Does the teacher observed stress dates sufficiently? Does she over-stress them?
5. Under what circumstances should a date be learned?
6. What is the best method of getting pupils to remember dates?
7. How many dates ought to be required in any course in history in the high school?
8. What principle of selection ought to guide in the choice?
9. Is it wise to require the learning of some dates for the recitation period only with the expectation that they shall then fade from the mind?
10. Is it wise to drill on dates frequently?
11. What is the value of memorized dates?
12. What would be your views respecting the following list of dates (learned in their full significance) as the only fixed required dates for the entire high school course: b.c. 1000; 776; 594; 500; 459; 323; 264; 146; 59; 31; a.d. 313; 395; 476; 527; 622; 732; 800; 843; 962; 1066; 1095; 1215; 1400; 1453; 1492; 1517; 1588; 1598; 1603; 1609; 1620; 1648; 1688; 1776; 1789: 1815; 1830; 1848; 1861; 1867; 1871; 1898.