process of making is prolonged and the girl's interest in the art lessons and in the later construction of the dress is only half-hearted.

Training which provides for many applications of the art principles as they are developed gives the girl an ability to use these principles in solving the problems which arise at other times in home-making units. It is preferable therefore to arrange the vocational program so that the art instruction parallels or precedes those units in homemaking in which there is particular need for art. However, if the program can not include the teaching of art as a consecutive unit paralleling or preceding certain units in homemaking, it will be far better for the home-economics teacher to include art training as it is needed in the homemaking work than to omit it or attempt to proceed without the basic fundamental information necessary for the successful solution of many problems in home economics. In such a plan, time and opportunity should be definitely provided later in the homemaking program to summarize and unify the art training that has been given at various times in order that it may function in the lives of the pupils to a larger extent than that of solving only the immediate problems for which it was introduced. Such a summarization will make possible the application of the essential principles of art to a wide variety of situations and will mean not only a more thorough understanding of these principles but a more permanent ability to use them in achieving beauty and satisfaction in environment.

There are then three possible plans for including art instruction in the vocational program in homemaking, namely:

1. By presenting the course in art related to the home as a separate semester or year course that parallels the homemaking course. When it is a semester course, it is well to offer art the first half of the year in order that it may be of greatest value to the first units in clothing.

2. By giving the course in art related to the home as a separate unit in the homemaking course. Such an art unit should precede that homemaking unit in which there is greatest need as well as opportunity for many applications of the principles of art which are being developed. This will usually be the unit in clothing or home furnishing.

3. By giving short series of art lessons as needs arise in the homemaking course. Certain dangers have been pointed out in this plan. If used, it should include a definite time for unifying and summarizing the art work at the end of the course.

OBJECTIVES FOR THE TEACHING OF ART

In the vocational program in which the teaching is specifically designed to train for homemaking, it is obvious that the major objective in the related art units should be to train for the consumption of art objects rather than for their production. Bobbitt 5 elaborates on this objective as follows:

* * * the curriculum maker will discern that the men and women of the community dwell within the midst of innumerable art forms. Our garments, articles of furniture, lamps, clocks, book covers, automobiles, the exterior and interior of our houses, even the billboards by the roadside are shaped and colored to comply in some degree, small or large, with the principles of aesthetic design. Even the most utilitarian things are shaped and painted so as to please the eye. * * *

It would seem then that individuals should be sensitive to and appreciative of the better forms of art in the things of their environment. As consumers they should be prepared to choose things of good design and reject those of poor design: and thus gradually create through their choices a world in which beauty prevails and ugliness is reduced to a minimum.

This does not require skill in drawing or in other form of visual art. It calls rather for sensitiveness of appreciation and powers of judgment. * * * The major objectives must be the ability to choose and use those things which embody the higher and better art motives. Education is to aim at power to judge the relative aesthetic qualities of different forms, designs, tones, and colors. Skill in drawing and design does not find a place as one of the objectives.

The type of furnishing and decorating products consumed in the home as well as the type of clothing purchased for the family depends upon the understanding and appreciation which the home makers have developed for good art qualities. This in turn is dependent upon training. As one writer points out 6—

* * * one's capacity richly to enjoy life is dependent upon one's capacity fully to understand and participate in the things which make up life interests. In art this is particularly true, for we can only enjoy and appreciate that which we are able to understand. Through training we may be able to appreciate and understand art even though we can not produce art to any great extent. This we may think of as mental training.

The content of an art training course may be defined in terms of objectives to be attained and these in turn should be determined through a careful consideration of the art needs of girls and women. In order to know these needs, the teacher must study the appearance, conditions, and practices in the homes of her pupils. Through observation of the general appearance and clothing of the pupils and a knowledge of their interests and activities outside of school, she will obtain much valuable information, but, in addition, it is highly desirable that she visit their homes. This first-hand knowledge of the homes and community should be secured early in the school year and prior to the art unit or course if possible. The teacher should also be constantly alert to the many opportunities offered through community functions, local stores, and newspapers for becoming more familiar with particular needs and interests in her school community.

In making contacts in the homes and community, it is essential that the teacher use utmost tact. Few homes are ideal as they are, but something good can be found in all of them. The starting point should be with the good features and from there guidance should be given in making the best possible use of what is already possessed. It would be far better for the girls to have no art work than to have the type of course that develops in them a hypercritical attitude or that creates an unhappiness or a sense of shame of their own homes. The aim of all art work is to develop appreciation, not a critical or destructive attitude.

Through such a study of girls' needs and interests certain general objectives will be set up for units of courses in related art. Through a well-planned program the majority of pupils in any situation may reasonably be expected to develop—

1. A growing interest in the beauty to be found in nature and the material things of their environment.

2. Enjoyment of good design and color found in their surroundings.

3. A desire to own and use things which have permanent artistic qualities.

4. An ability to choose things which are good in design and color and to use them effectively.

Out of these general objectives for all related art work, more specific objectives based on pupils' immediate needs and interests are essential. In terms of pupil accomplishment these objectives may be as follows: