man."—S. S. Laurie, Sch. Rev. 4:650.

2. Counter-chronologically, i.e., from the present time and immediate surroundings to remote ages and distant peoples.

3. Spirally, i.e., covering the entire field of study in an elementary manner; then repeating the course on a more advanced plane; then taking up the work a third and fourth time, supplementing and expanding with each new attack.

4. Biographically, i.e., by means of biographies only.

5. Topically, i.e., tracing the development of particular elements in history, continuously and uninterruptedly, from the early stages to complete forms.

Queries

1. Which, to you, seems the best approach to the study of history?

2. May several of the above-mentioned modes be employed simultaneously?

3. Is it largely true that the personal or biographic appeals most to the child; the speculative, to the boy; the vitally and concretely constructive, to the youth; and the critical and philosophical to the adult? If so, what should be the character of the work in history in the high school?

X. The Process of Learning History.

1. Acquiring and relating detailed facts.

2. Formulating a mental picture of the events.

3. Analyzing the conditions and determining the vital, distinguishing characteristics.

4. Getting back of the outer forms, visible expression, or the vital facts to the real life of the people—their ideals, ideas, emotions, and beliefs.

5. Discovering the motives that produced the events considered.

6. Deducing the principles that operate in human relations.

7. Applying those principles to contemporary civilization to-day, and foreshadowing the probable trend of society in the future.

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?

 7. Is effort made to get at the spirit of the historical fact, and to discover the motives that operated to produce it?

 8. Are generalizations and principles of human thought, feeling, and conduct deduced from the study?

 9. Is effort made to test the validity of such principles among social relationships of to-day?

10. Does the teacher make history appear what it is, i.e., a ceaseless development, a unity, or does she leave the impression among the pupils that history is a mass of disconnected dead facts?

XI. The Organization of History in High Schools.

Queries

 1. Which of the above plans appeals to you most? Why so?

 2. What is the plan of organization in the school observed?

 3. What courses are prescribed, and what are elective? Do you approve?

 4. How many recitation periods per week are allotted to the work in each course? Is this wise?

 5. Is there one period per week devoted to "unassigned" or "unprepared" class work?

 6. If so, how is the period employed?

 7. Do you approve of such a period as a regular feature of the course?

 8. What justification is there in making the first year's work consist of "Local History, Civics, and Industries"?

 9. What argument is there for placing Ancient History in the 12th grade, and making it an elective study?

10. Is the work in Advanced Civics presented in a separate course, or is it correlated and interwoven with the work in U. S. History?

11. What arguments can you give for and against the practice?

12. What is the scope and aim of each of the courses Of history you have observed?

XII. The History Teacher's Preparation and Equipment.

 1. Has the teacher the kind of personality you could wish for yourself?

 2. Is her voice melodious and pleasing?

 3. Has she winsome manners?

 4. Is she sympathetic with her students?

 5. Does she show distinctive qualities of leadership?

 6. Has she evidently had a good general training in literature, sociology, philosophy, biology, and psychology?

 7. Has she evidently had extensive and special training in history and political science?

 8. Has she had professional training in educational psychology, history of education, methods, and general