6. Choose from these printed fabrics the one that you think would be most suited in color and design for some member of this class. Tell for whom you have made the selection, justify your choice, and suggest the trimming that you think would be most appropriate. (The selections were made from a miscellaneous group of samples, printed and plain materials in a variety of colors.) 7. From colored fabrics plan three color combinations that could be used for a dress. Describe the combinations that you have used in each as to hue, value, and intensity, indicating areas of each color and justify their use together. (An assortment of fabrics separate from those used by other pupils was prepared for this group to save time and to enable the pupils to work independently. If fabrics are not available, papers may be used, although colors are never the same as in fabrics.) As soon as the "purchases" were all completed the pupils individually or as group representatives, exhibited the selections to the class and gave the reasons justifying each choice. The entire class participated in commending or criticizing the selections made and the reasons given. Here the teacher was able not only to measure the individual's ability to solve a given problem but to observe how readily the pupils could recognize desirable selections and offer correct art reasons as the basis for those selections. Immediately following the reports, the pupils took their places around the tables in the clothing laboratory, and the remainder of the period was devoted to individual and written judgments of materials which were passed around the class. This material was numbered, and to each piece was attached a slip of paper containing suggestive questions and directions as follows: 1. To which of these mounted pictures do you think the margins are best suited? Why? (The pictures cut from magazines were suitable for the classroom or a girl's room and were mounted on a neutral construction paper. Only one had margins suited to the size and shape of the picture.) 2. Which of these stamped and addressed envelopes do you think has the most pleasing margins? Why? (Several envelopes differing in size and shape were addressed and stamped in a variety of ways.) 3. Which of these dress designs are balanced? Select one that you have decided is not balanced and suggest the changes necessary to make it so. (Illustrations of several dress designs that the pupils themselves might use were chosen from a current fashion sheet and were mounted and numbered. Attention was first focused on the designs which were balanced and then on the possibility of improving those that were not balanced.)