that repetition, rhythm, proportion, balance, and emphasis are listed as major principles. It will also be noted that harmony is classified as a resulting attribute. This will be the inevitable result if the principles of the first five are well taught. Arrangements which meet the standards of good proportion, which are well balanced and which are suited to the space in which they are arranged will be harmonious.

Although color is designated as a basic element of art structure in this table and the principles of design function in the effective use of it, there are some guides of procedure in the use of those qualities of color, such as hue, value, and intensity, which should be developed to insure a real ability to select colors and combine them harmoniously.

Line is also considered a basic element of art structure. Since the problems in a course in art related to the home are largely those of selection, combination, and arrangement, the consideration of line may be confined to its effect as it provides pleasing proportions, is repeated in an interesting manner, or produces desirable rhythm.

The omission of the remainder of the art terms that were found to be frequently used in art books and courses of study is not as arbitrary as it seems. Through the consideration of the qualities of color it will be found that value includes the material often given under "light and dark" or "notan."

Referring again to the report of the Committee on Art Terminology, 13 "unity" is considered as a synonymous term for "harmony." Since it is possible for an arrangement to be unified and still be lacking in harmony, the latter term is used in the bulletin as the more important and inclusive one. There is less obvious need for the principles of "radiation," "opposition," and "transition" in problems of selection andarrangement. The Goldsteins refer to them as methods of arranging the basic elements of lines, forms, and colors in contributing to the principles of balance, proportion, rhythm, emphasis, and harmony. Thus some reference to them may be made in the development of the principles of harmony and rhythm.

Emphasis has been chosen as an inclusive term which represents "subordination," "center of interest," and "dominance."

It is hoped that these suggested phases of art to be included in a course or unit in art related to the home will not be considered too limited. Each teacher of art should feel free to develop as many of the principles as are needed by her groups, remembering that it is far better to teach a few principles well than to attempt more than can be done satisfactorily.

In developing the principles of design certain guides for procedure or methods in achieving beauty will be formulated. For example, in considering balance, pupils will soon recognize that the feeling of rest or repose that is the result of balance is essential in any artistic or satisfying arrangement. Their problem is how to attain it in the various arrangements for which they are responsible. Thus guides for procedure or methods of attaining balance must be determined. Such guides for obtaining balance may be—

1. Arranging like objects so they are equidistant from a center produces a feeling of rest or balance.

2. Unlike objects may be balanced by placing the larger or more noticeable one nearer the center.

It will be seen that these are also measuring sticks for the judging of results. It is evident that in a short course in art a teacher can not assist girls in all situations at home in which balance may be used. Therefore it is essential that the pupils understand and use these guiding laws or rules for obtaining balance in a sufficient number of problems at school to gain independence in the application of them in other situations. Some authorities 14 term these methods for attaining results, guiding laws for procedure, or principles.

HOME SITUATIONS FOR WHICH ART IS NEEDED

The common practice in art courses relating to the home has been to draw problems from the fields of clothing and home furnishing. This has been true for the obvious reason that an endeavor has been made to interest the girl in art through her personal problems of clothing and her own room. Since in a vocational program the objective is to train for homemaking, it is essential that art contribute to the solving of all home problems in which color and good design are factors. In the selection and utilization of materials that have to do with child development, meal preparation and table service, home exterior as well as interior, and social and community relationships, application of the principles of art plays a large and important part.

One of the teacher's great problems is that of determining pupil needs. Although homes vary considerably in detail, there are many similar situations arising in all of them for which an understanding of the fundamental art principles is essential. It is important that the problems and situations utilized for developing and then applying again and again these fundamental principles shall be within the realm of each student's experience. The following series of topics may suggest some of the situations that are common to most homes and therefore be usable as the basis for problems in developing principles of art or for providing judgment and creative problems. In most of these topics, other factors such as cost, durability, and ease of handling will need to be considered in making final decisions, for art that is taught in relation to the home is not divorced from the practical aspects of it.

• Child development—
  • Choosing colored books and toys for children.
  • Choosing wall covering for a child's room.
  • Choosing pictures for a child's room.
  • Placing and hanging pictures in a child's room.
  • Selecting furniture for a child's room.
  • Determining types of decoration and desirable amounts of it for children's clothing.
  • Choosing colors for children's clothing.
  • Making harmonious combinations of colors for children's clothing.
  • Choosing designs and textures suitable for children's clothing.
  • Avoiding elaborate and fussy clothing for children.
• Meal planning and table service—
  • Using table appointments that are suitable backgrounds for the meal.
  • Choosing appropriate table appointments in—
    • Linen.
    • China.
    • Silver.
    • Glassware.
  • Using desirable types of flowers or plants for the dining table.
  • Making flower arrangements suitable in size for the dining table.
  • Selecting consistent substitutes for flowers on the table.
  • Choosing containers for flowers or plants.
  • Using candles on the table.
  • Deciding upon choice and height of candles and candlesticks in relation to the size and height of the centerpiece.
  • Determining when to use nut cups and place cards.
  • Choosing place cards and nut cups.
  • Arranging individual covers so that the table is balanced and harmonious.
  • Folding and placing napkins.
  • Considering color and texture of foods in planning menus.
  • Determining when and how to use suitable food garnishes.
• Home—Exterior—
  • Developing and maintaining attractive surroundings for the house.
  • Choosing dormers, porches, and porch columns that are in scale with the house.