871; 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?

28. Does the teacher emphasize this element of history sufficiently?

29. How, in detail, can such influences be revealed to high school
students so that their real significance can be recognized?

30. Is the significance of national or race spirit in producing history
sufficiently emphasized by the teacher?

31. Can you give an illustration of its notable operation?

32. Has the influence of religious emotions and aspirations been shown
by the teacher in its full significance?

33. Can you give an illustration of the complete modification of
history because of "sentimental interests"?

34. Are such modifications somewhat common and important?

35. Does the teacher impress this fact upon his pupils?

36. Does the teacher make clear the significance of the _Zeitgeist_, or
spirit of the age, in shaping history?

37. How much attention is given to the study of notable characters in
history?

38. Ought biography to occupy a more important place in the high school
course in history?

39. How is such study secured in the school you