To the extent that a better appreciation of good design and proportion in furniture may be gained by studying why some period furniture, as early American, is always beautiful and continues to be reproduced, it may be desirable to make some allusion to it. When a teacher determines that for the majority in a particular class there is no need for devoting any time to a consideration of period styles in furniture, she may satisfy the few who ask questions concerning those styles by directing them to specific reference readings and allowing them to make individual studies of those in which they have greatest interest. The type of furniture to be found within the community is always a guide in determining how much, if any, study of period furniture is to be made. An attempt to justify such a study is sometimes made from the standpoint of the pupil's personal need in assisting in the selection of new pieces of furniture for the parental home and of the future need in selecting furniture for her own home. But, after all, success in providing an attractive and convenient home depends more upon the harmonious combination of colors and materials and the satisfying daily arrangement of furniture and accessories than upon whether or not the furniture is of a definite period or style. It is upon the former that emphasis should be placed in planning and directing a unit in home furnishing if it is to be of the most service in the everyday experiences of the pupils. The unit in clothing selection provides further opportunity for valuable art training. The main purpose in this unit is to develop in the pupils an ideal of being becomingly dressed at all times and an ability to choose and combine articles of clothing into attractive daily ensembles. It is evident that if such a training is to be of real service to the pupils in meeting their daily clothing problems they must work as much as possible with actual garments, clothing materials, and clothing accessories. The pupils may be expected to bring some of the needed garments and accessories from home, the teacher may borrow some from the stores, and whenever possible the pupils may be taken to the stores. Such an experience as the last named is most true to life and is described elsewhere under the topic "Field trips." (See pp. 53-55.)