Art, as applied to school work, is divided usually into appreciative and creative work.  We place before children the best in picture and sculpture and music.  Why do we not teach them also the foundation principles of good taste in matters less remote from the lives of many of them?  Why not teach the girl something of artistic color combination?  Why not apply the test of art to the lines of woman’s attire?  Why not study the contour of heads and styles of hairdressing?

Happily, in these days, these things also are being done.  We have “manual arts” rooms and teachers by whose aid girls are taught to use the principles of design they study in their everyday planning of everyday things.  A visitor to the Central School of Auburn, Washington, reports interesting work going on in such a room.  On the blackboard was written: 

  The general aim of design work—­order and beauty. 
  The three principles governing design are: 
    Balance—­Harmony—­Rhythm. 
  Balance:  opposition of equal forms. 
  Rhythm:  movement in direction—­joint action—­motion. 
  Harmony:  similarity.

In the room were girls doing various sorts of work—­coloring designs on fabrics for curtains and pillow covers; making original designs for crocheted lace; hemstitching draperies; preparing color material for a primary room; while on a table in the center of the room were many finished articles, made by the girls and carrying out their principles of design—­“not one of which,” says the visitor, “but would serve a useful purpose in home or office.”

House building, interior decorating, and furnishing are all worthy of serious attention in the art course.  Simplicity, harmony, and suitability may well be taught as the principles of good taste.  Girls must learn these principles somewhere to make the most of their homes by and by.  And again the public school, and probably the elementary school, must do the work.

Physiology and hygiene are already contributing to the knowledge which makes for human betterment, but they also can be made to contribute much more than they have sometimes done.  The physiology of infancy must be widely and insistently taught.

With proper education she [the young mother] would know the meaning of the words food and sleep; she would know something of their overwhelming importance upon the future being and career of her child, who in his turn is to be one of the world’s citizens with full capacity for good or evil.  Knowing what were normal functions, she would be able to recognize and guard against deviations from them.  No day would pass in which she would not find opportunity to exercise self-restraint, keen observation and sensible knowledge in furthering the normal and healthful evolution of her child.[6]

The “little mother” classes in settlement houses, in community social centers, and in some public schools are doing excellent work in beginning this