(_d_) The _Zeitgeist_ or spirit of the age. (_e_) The genius of individuals. 5. Superhuman Element. (_a_) The moral order in the universe, or the seeming law that rules thoughts, feelings, and actions of men--the law of cause and effect. QUERIES 1. Which time-units are most commonly used in the classes you have observed? Do you approve of the custom? 2. What advantage is gained from the use of such units over what is gained in using other units? 3. Are there any of the units mentioned that ought to be used sparingly, if at all? 4. Does the teacher observed stress dates sufficiently? Does she over-stress them? 5. Under what circumstances should a date be learned? 6. What is the best method of getting pupils to remember dates? 7. How many dates ought to be required in any course in history in the high school? 8. What principle of selection ought to guide in the choice? 9. Is it wise to require the learning of some dates for the recitation period only with the expectation that they shall then fade from the mind? 10. Is it wise to drill on dates frequently? 11. What is the value of memorized dates? 12. What would be your views respecting the following list of dates (learned in their full significance) as the only fixed required dates for the entire high school course: B.C. 1000; 776; 594; 500; 459; 323; 264; 146; 59; 31; A.D. 313; 395; 476; 527; 622; 732; 800; 843; 962; 1066; 1095; 1215; 1400; 1453; 1492; 1517; 1588; 1598; 1603; 1609; 1620; 1648; 1688; 1776; 1789: 1815; 1830; 1848; 1861; 1867; 1871; 1898. 13. Does the teacher always seek to connect historical events with geography? 14. Is such connection real or merely verbal? 15. What methods are used to bring about this permanent association of event and place in the minds of the pupils? 16. What "unit of location" is chiefly used? Is this wise? 17. What is the real importance of stressing geography while studying history? 18. Are students expected to make use of outline maps? 19. How many such maps does each student make during the semester? 20. Are the maps made during given recitation periods under the supervision of the teacher, or at the convenience of the students? Which is the better plan? 21. Do the students devote much time to map-making? 22. Do they merely "color" the map, or do they fill in all important geographical and historical items? 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?