18. Are pupils expected to present a connected account of the topics studied and to do this in a clear, forceful, logical manner? 19. Are dates and other mere facts properly subordinated to the real ideas for which they stand? 20. Are the salient points of the lesson collected and tabulated as the lesson proceeds? 21. Is this done by the teacher, or by the pupils, or by both? 22. Do pupils show by their attitude, facial expression, and responsiveness that they are satisfied with the recitation as it progresses? 23. Are formal debates and informal discussions ever permitted in the class? 24. Is use made of the dramatic powers of pupils to interpret and assimilate history? 25. Are visits with the class made to places and institutions of historic interest? 26. Are mock elections and other civic procedures allowed? 27. Is map drawing required? If so, is the work done in class under the supervision of the teacher, or at the pleasure and convenience of the pupils? 28. Is the stress laid on artistic effects in map drawing, or on a graphic presentation of the facts in their relations? 29. Is any use made of genealogical tables or historical charts? What value is there in so doing? 30. Does the teacher demand thoroughness, completeness, and clearness in the recitation of the pupils, or does she accept vague, incomplete, and general statements? 31. Does she interrupt the pupils while they are reciting, or wait until they are through before commenting or criticizing? Does she ask other pupils to criticize? 32. Is the teacher alert, vivacious, enthusiastic? 33. Is she herself thoroughly interested in the work of the day? 34. Is there unexpected variety in the class procedure? 35. Does the teacher seem to enjoy clean, harmless jokes and amusing incidents with her pupils? 36. Is everybody "into the game" all the time? 37. Is the aim of the recitation kept constantly before the class? 38. Is there steady progress toward it? 39. Does the teacher praise discriminatingly the good efforts of the pupils? 40. Is the teacher at all times a friend of the pupils? 41. Is a definite, clear summary of the significant points of the lesson made by the teacher at the close of the period? 42. Are important generalizations formed, and valid principles deduced? 43. Is the fifth formal step (that of application) taken? If so, how is it done? 44. Has the recitation period seemed short or has it been a long, tedious hour? 45. Do pupils leave the room with faces aglow and minds keyed to earnest thought, or do they seem to go as if freed from a prison? 46. Do pupils comment on the day's work as they pass out? Are such comments favorable or unfavorable? 47. Is the pupil's judgment here of any great weight? 48. How does the teacher busy herself between the change of classes? 49. Has the work been such as to make pupils interested in pursuing the study of history for themselves?