Some of these may be evidenced outside the regular class period. This was true in the case of Joan, a high-school freshman in an art class, who had been rather unwilling at times to accept the art standards set up by the rest of the class. Her argument was, "What difference does it make? Why can't everyone select just the things she likes?" Very little attention was definitely directed to her for she would sulk if pressed for a reason to justify her statement that everyone should choose as she liked. One Monday morning the teacher, upon her arrival at school, found Joan waiting in the classroom to tell her of the shopping trip she had had with her mother on Saturday. Joan had selected a red silk dress which she and her mother had both liked. After going home Joan had begun to wonder if the dress would look all right with her last year's coat and hat and wanted to know what kind of hose would be best to wear with the dress. This teacher could well feel that her art teaching was developing in Joan a real interest in art. Assumption of greater responsibility by the pupils for more attractive arrangements at school contribute another evidence of the effectiveness of art instruction. This may manifest itself in the arrangement of-- 1. Articles on tables, buffets, or bookcases. 2. Flowers in suitable bowls. 3. Books and magazines. 4. Exhibit cabinets. 5. Stage settings for class plays. Still another criterium of the effectiveness of art instruction is the spread of interest in the work from home economics pupils to others in the school. A teacher of related art in Missouri says: One of the most striking and pleasing evidences of art's carrying over is the fact that so many girls outside of the home-economics department come in and ask questions regarding some of our pupils' clothing or ask to see the art work done here. The seniors in the teacher-training department are especially interested, as they expect to teach art in the rural schools and have had practically no work in it. =Evidences of the Successful Functioning of Art in the Home= One of the most gratifying results of art teaching is the influence it creates in improving the homes of the community. This may be seen through-- 1. More attractive arrangements and rearrangements of furniture, rugs, pictures, and accessories. 2. Elimination of unnecessary bric-a-brac. 3. More suitable use of color. 4. More appropriate choice of textiles and texture combinations. 5. Improved selection and care of shrubbery, hedges, and flower beds. Removal of unnatural or grotesque shapes. 6. Improvements in walks, trellises, fences, and gates to make them more suitable for house and grounds. A teacher in a vocational school in North Dakota reports as follows: