Many teachers question whether or not to include some study of historic costume. Since the unit in clothing selection is designed to give the pupils an ability to solve their daily clothing problems, the practice of having the pupils make sketches, tracings, and mountings of costumes of different periods is undoubtedly of little value. It is not only time consuming but can contribute very little to the development of judgment in selecting and combining articles of modern clothing into suitable and becoming ensembles. There is even a danger that such a procedure may stifle rather than stimulate interest in beautiful and harmonious clothing combinations for everyday use. However, certain features of those costumes which have withstood the test of time and have been revived and adapted again and again in modern dress designs may justly claim some consideration. A few well selected and mounted illustrations of these historic costumes in color may stimulate an interest in art and a desire to know more about the influence of dress in the early periods upon the designs of to-day as well as contribute to better appreciation of color. Section VI ILLUSTRATIVE MATERIAL When you understand all about the sun and all about the atmosphere and all about the rotation of the earth, you may still miss the radiance of the sunset.--Whitehead. PURPOSE In home economics teaching there is an increasing recognition of the importance of illustrative material as a teaching device. There is no greater opportunity for effective use of it than in the teaching of art related to the home. Since one of the major objectives of such a course is to develop an ability to select the most suitable materials and articles, and since there is such a variety from which to choose, it is essential that materials which will give the pupils contact with good things and adequate experience in selection be provided. Another important objective is to develop ability to make successful combinations and arrangements. Since it is not yet possible to use real homes as classrooms, it is advantageous to bring some of the home into the schoolroom. Some outstanding advantages of the use of illustrative material are: 1. It focuses attention upon a single example and affords opportunity for common interpretation and discussion. 2. It furnishes visual as well as audible instruction. 3. It provides contact with actual materials not in an imaginary form, but as found in real life. (The use of doll-size houses with furnishings is questionable for their construction is too time-consuming and they are too much in miniature to furnish standards or to interest girls in real problems.) SELECTION AND SOURCE What are the factors governing the choice of illustrative material? The following ones have been adapted from a study by a graduate student at the University of Nebraska. The material should-- 1. Make a psychological appeal by--