SIXTY SOURCES ON TEACHING METHODS, MOST PUBLISHED BETWEEN 1958 AND 1964, ARE REVIEWED AS A BASIS FOR POSSIBLE REVISION OF COLLEGE COURSES ON METHODS. EIGHT DEAL WITH DEFINITIONS OF INSTRUCTION AND TEACHING, FIVE WITH THE TEACHER, NINE WITH GROUPING, 15 WITH HEURISTIC METHODS, FOUR WITH PROBLEM SOLVING, AND 19 WITH CREATIVITY. A SUMMARY LISTS THE FINDINGS IN EACH CATEGORY AND THEIR IMPLICATIONS. REPRESENTATIVE ENTRIES ARE--(1) SKILLED TEACHERS UTILIZE SELF-DIRECTING SMALL GROUPS, (2) TEACHERS NEED TRAINING NOT ONLY IN SUBJECT MATTER BUT ALSO IN MANY OTHER ABILITIES AND BEHAVIORS WHICH WILL DEVELOP SOCIAL AND LEARNING SKILLS, (3) STUDENTS BENEFIT FROM INDIVIDUAL ASSISTANCE AND WORKING IN SMALL GROUPS, (4) THE EFFECTIVENESS OF HEURISTIC METHODS APPEARS TO DEPEND UPON THE SKILL OF THE TEACHER IN HELPING THE STUDENTS TO FIND OUT THINGS FOR THEMSELVES, (5) IN EVERY AREA OF THE HOME ECONOMICS CURRICULUM, STUDENTS CAN BE GUIDED TO SEEK ANSWERS TO PROBLEMS, AND THE TEACHER SHOULD AVOID PROVIDING THE SOLUTIONS, AND (6) THERE IS A POSITIVE CORRELATION BETWEEN CREATIVITY AND THE TEACHER'S SHOWING PERSONAL INTEREST IN THE STUDENT. THIS ARTICLE WAS PUBLISHED IN "ILLINOIS TEACHER OF HOME ECONOMICS," VOLUME 9, NUMBER 1, 1965. (MS)