1. Are pupils encouraged to follow a definite daily schedule in studying their lessons? Do you advise this? 2. Is there supervised study in the school? 3. What is the nature of the supervision given in such a period? 4. Judging from results, have the pupils made good use of their study periods? 5. Is there in the school a weekly period for consultation and advice? 6. If pupils are absent from school, is opportunity given for "making up work"? How is this administered so far as the study of history is concerned? 7. Is there ever provided a period for "unassigned work"? 8. If so, how is the period employed? 9. Just what is the secret of getting pupils to study their lessons? 10. Are pupils encouraged to outline the lesson? 11. Are they encouraged to make personal notes on the margin of the textbook pages? Are they shown how to annotate? 12. Are they advised to use notebooks? If so, what is the character of these? 13. Do pupils seem merely to try to "learn the text" or really to comprehend the spirit? 14. Can you suggest ways and means of making the study-lesson more beneficial? 15. Does the teacher sometimes require abstracts to be made in order to teach selection of important points? XVII. _The Recitation Lesson._ 1. Does the class enter the room in a happy, expectant state of mind, or does it appear as though it were about to undergo a disagreeable operation? 2. Does the class come to "attention" as soon as the signal is given? 3. Is the aim of the day clearly set forth? Who does it, the teacher or the pupils? 4. Does the work of the day seem to grow out of some previous discussions or conclusions? 5. Are the "five formal steps" followed? 6. Is emphasis placed on information, drill, review, testing, or historical mindedness? 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 cooeperate 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? 17. Are criticisms by the teacher made sufficiently frequent and direct to make pupils careful, but not so frequently and pointedly as to discourage pupils?