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._