* * * 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.