1. More color in the room through the use of flowers, colorful pottery, colored candles, and pictures, featuring arrangements that could be duplicated in the home. 2. More emphasis upon structural lines-- _a._ Pictures that are grouped and hung correctly. _b._ Attractive arrangement of a teacher's desk. _c._ Arrangement of the furniture so that the groupings are well balanced and the wall spaces are nicely proportioned. _d._ Good arrangement of materials on bulletin board. 3. More attention to orderliness-- _a._ When class is not working, orderliness in window-shade arrangement. _b._ Elimination of unnecessary objects and furnishings to avoid cluttered appearance. _c._ Tops of cases and cupboards or open shelves cleared. There are few seasons in the year when the teacher can not introduce interesting shapes and notes of color through products of nature. The fall brings the colored leaves and bright berries which last through the winter. Bulbs may be started in late winter for early spring, and certain plants can be kept successfully throughout the year. With such interesting possibilities for using natural flowers, berries, and grasses, why would a teacher resort to the use of artificial flowers or painted grasses? Morgan[19] pertinently discusses the artificial versus the real: Some say "What about painted weeds and grasses?" No; that is mockery. It doesn't seem fair to paint them with colors that were not theirs in life. One can almost fancy hearing the dead grasses crying out, "Don't smear us up and then display us like mummies in a museum." Remember, a true artist, one who truly loves beauty, despises imitation or deceit. There are several interesting possibilities for home table centerpieces to be used during the winter months when flowers are not available. Grapefruit seeds or parsley planted in nice-shaped, low bowls grow to make attractive-shaped foliage for the table. A sweetpotato left half covered with water in a low bowl sprouted and made the graceful arrangement of pretty foliage pictured in Figure 7, page 29. Pupils are more apt to provide such plants in their homes if they see examples of the real centerpieces at school. It is, therefore, worth while for a teacher to direct a class in starting and caring for one or more types of them. In one State a definite effort is made in planning home-economics departments to have the dining room open directly into corridors through which most of the pupils of the entire school pass at some time during the day. See figure 8, page 30. [Illustration: Figure 6.--A few pieces of unrelated illustrative materials may be grouped successfully in bulletin-board space]