23. Are maps ever drawn, roughly, on the blackboards by either teacher or pupils? If so, is there decided merit in so doing?
24. Are wall maps used frequently? If so, who indicates locations—teacher or pupils?
25. Is it advisable to conduct the class in person to near-by historic places?
26. Would it be wise to employ analogously formed geographical territory that is familiar to the students to vivify and interpret far-distant historical places?
27. Does the teacher seek to impress the importance of "physical elements" in shaping history?
28. Does the teacher emphasize this element of history sufficiently?
29. How, in detail, can such influences be revealed to high school students so that their real significance can be recognized?
30. Is the significance of national or race spirit in producing history sufficiently emphasized by the teacher?
31. Can you give an illustration of its notable operation?
32. Has the influence of religious emotions and aspirations been shown by the teacher in its full significance?