8. Holding consciously to the fact that history is dynamic, not static, i.e., that all historical material constitutes a unity that is revealed under the two laws of continuity and differentiation.
"There are no breaks or leaps in the life of a people. Development may hasten or may slacken, and may seem to cease for a time, but it is always continuous; it always proceeds out of antecedent conditions, and if it be arrested for a time it begins again at the point where it ended."
"Since the essence of history is the real life of a people—their ideas and feelings—history develops as ideas and feelings develop. But thoughts and feelings never exhibit themselves repeatedly in the same forms, but take on new modes of expression in the very process of growth."—Mace.
Queries
1. Does the teacher observed lay emphasis on details as ends in themselves or as means to other ends?
2. Is there a "richness" of details or is there a dearth of them?
3. Are details presented in a vivid manner, with many gripping tentacles, or are they set forth in bold, uninteresting forms only?
4. Are the details intimately fused or correlated?
5. Is effort made to get each pupil to develop a mental picture of the scene represented by the details?
6. When the image is fashioned, is an effort made to discriminate and to abstract the dominant characteristics?