50. Has the work been such as to help pupils to think for themselves, to be accurate, to be resourceful, to develop the historical habit of mind? 51. What was the chief weakness of the recitation period? 52. Did pupils rise and recite by topic? 53. Did pupils outline the lesson and then talk from their outlines? What value has this? 54. Were mnemonic devices used? If so, was advantage gained thereby? XVIII. _The Review Lesson._ 1. Is there a stated time for "reviews"? If so, how long is the time devoted to reviews? Is this wise? 2. Is the review lesson really a _new_ view of the subject matter, or merely a going over the material a second time? 3. Are definite unifying questions given out for guidance of pupils in preparing for the review lesson? 4. Is the review lesson conducted orally or in written form? 5. Is there interest and enthusiasm in the review lesson? 6. What seems to be the purpose of the review lesson--to drill, to test, or to organize the material in new connections? 7. Is the final review worth while, or can the same results be obtained by constant daily reviewing? 8. Do pupils make comparisons, judgments, reactions? 9. Does the teacher employ any but the large organizing questions while carrying on the review? 10. Are review questions of the kind that will confront the pupils in real life? XIX. _The Lesson in Civics._ 1. Does instruction in civics occupy a separate period or separate term in the history work? 2. Is a special textbook used? 3. How much time is devoted to civics? 4. On what phase of civics is emphasis laid--national, state, or local? 5. Is the civics instruction closely correlated with history? 6. Is it vitalized by visits to contemporary governmental institutions? 7. Are current political events employed to illustrate the course? 8. Is the class encouraged to organize as a civic or political body? 9. Are governmental forms and practices brought into the school work? 10. Is emphasis placed too much on details or is effort made to get back of practices to discover the origin, development, and purpose of such practices? 11. Are there mock elections, court trials, debates? XX. _Some Principles of History Dogmatically Stated._ 1. "A people's life of thought and feeling obeys the law of continuity and of differentiation. The law of continuity means there are no breaks or leaps in the life of a people. Development may hasten or slacken and may cease for a time, but it is always continuous; the law of differentiation means that thoughts and feelings of a people take on new forms in the process of growth."--_Mace._ 2. History is an evolution--a continuous movement, and causes always precede effects. 3. The historical attitude is this: Ascertainment of facts, interpretation of actions, investigation of motives, but regarding all events as "portions of human life." 4. The notable characteristics of the 19th century are: (_a_) Rise of nationality.