In recent years, many schools carrying the vocational program in home economics have scheduled courses in related art five to seven periods each week for one semester and in some cases for an entire year. In other schools, the entire vocational half day has been devoted to home economics, art being introduced in short units or as a part of some unit in home economics where it seemed to meet particular needs. A unit of several weeks or a full semester of consecutive time devoted to the teaching of art as related to the home is generally considered more effective than to teach only certain art facts and principles as they are needed in the regular home economics units. Since art is recognized as fundamental to the solving of so many homemaking problems, it seems desirable to provide for this training as early in the first year of the home-economics program as possible so that it may contribute to the instruction in the first unit in clothing and home furnishing. Prior to selecting the pattern and material for a dress, the girl needs to understand certain principles of design and color which will enable her to choose wisely. If art training has not preceded this problem in the clothing course, or if there is no provision for art work to parallel the clothing instruction unit, it becomes necessary to introduce some art training at this point. A similar situation arises in connection with the other units involving selection and arrangement such as home furnishing or table service. If art is taught only to solve specific problems as they arise the pupil will not have an opportunity to apply it to other phases of home-economics instruction and will therefore fail to develop the ability to understand and use the principles of art effectively in solving her other problems. There is the further danger that the girl's interest in home economics will be destroyed by interrupting the home-making instruction to teach the art needed for each unit. For example, if the girl is planning to make a dress, her interest and efforts are centered on its production. If preliminary to starting the dress, time must be taken to establish standards for the selection of the pattern and materials, the 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.