138. Did she appeal to the best motives in her efforts to control or influence her pupils?

139. Did she have the power of holding them to their work and good behavior without a visible effort? 140. Did her teaching tend to develop the best qualities and abilities of her pupils?

141. Are they doing more and better work than they did last term?

142. Did she have the faculty of inducing them to voluntarily put forth their best efforts?

143. Does she familiarize herself with what her pupils have been doing in the preceding classes?

144. Does she know and properly appreciate what they are to do in the higher classes?

145. Is her work a continuation of what precedes, and does it best prepare the pupils for what follows?

146. Did she use good English?

147. Did her sentences convey to her pupils the ideas she desired?

148. Were they impressed and influenced by what she said?

150. Does her teaching tend to help them use their faculties naturally, and at the time of their greatest natural activity?

151. Could they see things with their intellectual eyes?

152. Could they use books and facts, or were they burdened by them?

153. Did they do enough in a given time?

154.

Did she have the faculty of inducing her pupils to work out the solutions of questions for themselves?

155. Was enough time spent on drill exercises?

156. Did she "pump" the lesson out of her pupils by leading questions?

157. Did they understand the connection and relation of facts recited?

158.

Does her teaching tend to encourage pupils to accumulate facts or to develop strength?

159. Have her pupils read some of the English classics? 160. Have they memorized some standard selections? short quotations?

161. Did her teaching develop love of country, and a just regard for our best men and women?

162.

In what did she excel as a teacher?

163. In what was she weak?

164. In what were pupils specially proficient?

165. In what were they particularly deficient?

166. Does she study the methods of other teachers?

167. Is she persistent in her efforts to learn the best

methods?

168. Is she fertile in giving variety to her work? 169. Does she act on suggestions made to her? 170.

Is she a better teacher than she was last term?

The Educational Outlook

Delivered at Washington, D. C., before the National Educational Association, July, 1898.

We are provincial and cosmopolitan, sectional and patriotic, individualistic and homogeneous.

Our provincialism is apparent to anyone who studies the persons gathered in any great national assembly. From one section come those who are conscious of possessing the prestige of age and tested systems. They know the past, delight in its record, and give much time to reciting its glories. They place too high a valuation upon what we have, and overestimate its usefulness in doing the work of today.

For the next division we meet those who have all the strength and dignity, as well as the sustaining confidence, that come from large material possessions. They are selfpoised, and strong in the strength of their holdings. They are subject to the evils which come from relying too much upon the visible and measurable, and are developing

a commercial spirit where a higher motive should be

supreme.

We have with us representatives from those newer empires where the molders of thought are distinguished for their conservative level-headed qualities. They have their feet on the ground and see things in their normal light. They have adopted the most of the best the ages have developed. They are graced by but few halos, and their skies are not arched with many rainbows. Their peculiar dangers lie in the direction of drill, formalism, and repression of the aspiring, ideal qualities.

In their neighbors we meet strong men from a nation noted for alertness, eagerness, and an ardent hospitality for new ideas. Their heads are in the clouds, and they think they are not extravagant when they assert that "from the tops of their mountains," and the pinnacles of their theories, "they can tickle the toes of the angels." They are our pioneers, and not only feel the pulse of the world, but seem to have unseen wires connecting with the ends of the earth. Their mistakes are made in attempting to reduce iridescent dreams to sound pedagogic science. They have a tendency to perform too much of the experimentation of the world, and hence time, effort and money are spent in producing unwholesome conditions and an unwise unrest.

From the far distance come those who have a system

elaborate in all its details, supported by opulent appropriations and supplemented with luxurious physical surroundings and appointments. Their system starts in the kindergarten and ends in the special departments of the university. They have splendid strength given by brains and great force of character. Their errors are made in unduly exalting the machinery of the school, and unwarrantably expanding the powers of the state. Too high an estimate is placed on the serving power of money, the usefulness of physical means, and the value of paternalism.

The last in the group have a great problem to solve. They have to battle with indifference and contend with hostilities. They possess in their leaders men of wonderful earnestness, unusual capacity, marked devotion, together with a rare inheritance of culture and refinement. They will err if they attempt to reform the world tomorrow, because they will have a world on the next day which will not have stiffening enough to hold itself straight. strain which is made to force progress may leave it without the power to proceed.

The

Our cosmopolitanism is shown in that peculiar faculty with which we meet and mingle with others, adopt new ideas, make for ourselves congenial homes and alliances wherever fate or fortune domiciles us.

Our sectionalism is proved by the fierceness with which we contend for legislation for our individual hamlets, and