33. Can you give an illustration of the complete modification of history because of "sentimental interests"?
34. Are such modifications somewhat common and important?
35. Does the teacher impress this fact upon his pupils?
36. Does the teacher make clear the significance of the Zeitgeist, or spirit of the age, in shaping history?
37. How much attention is given to the study of notable characters in history?
38. Ought biography to occupy a more important place in the high school course in history?
39. How is such study secured in the school you have observed,—through collateral readings by the class, individual reports, or incidental classroom discussions?
40. Does the teacher sufficiently stress the fact that all history is but the operation of cause and effect?
41. Are students required to seek for causes back of the events?
42. Are students encouraged and expected to trace causes through the various sequences of effects?