7. Does the work have balance and proportion?
8. Is there interest and attention? What is the secret of it?
9. Are questions clear, concrete, and definite?
10. Is appeal made to more than one sense, i.e., audile, visual, tactile, muscular?
11. Does the teacher really guide and lead, or does she carry most of the burden?
12. Do the pupils coöperate as a team—each seeking to contribute his portion freely and all aiming to attain a definite goal?
13. Does the recitation take on the spirit of comradeship, i.e., of courteous and familiar discussion?
14. Is the lesson enlivened by means of anecdotes, illustrations, stories, dramatic postures, readings, etc.?
15. Is the history lesson correlated with geography, English, foreign language study, science, manual training, and other school studies?
16. Is it correlated with the common life experiences of the pupils, and with the important contemporary institutions and interests of to-day?