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 and arrangement. 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