4. In which of these pieces of china do you think the design is in harmony with the shape of the dish and would make a suitable background for food? Justify your choice. (In the absence of real china, magazine advertisements of china furnished the necessary examples from the standpoint of color and design.) 5. Which of these three border designs has rhythm made most beautiful? Why? (Advertisements of towels with borders furnished the designs.) 6. Is this calendar pleasing in proportion? Give reasons for your answer. (The calendar was quite a long rectangle in shape, but the margins were well suited to it, and the entire space was well divided.) 7. What in this picture catches your attention first? How has the artist emphasized it? (The picture used was one taken from a magazine cover and was a copy of a painting of recognized merit.) 8. Which of these fabrics has the most pleasing combination of stripes? Why is that piece more pleasing than the other two? (Cotton materials were provided with stripes varying from those that were regularly repeated at intervals as wide as the stripes, to those in which there was an interesting grouping of stripes of varying widths.) 9. Which of the containers pictured in this advertisement would you select to use for an arrangement of flowers? Why? (The containers varied from those which were undecorated and well proportioned, to those which were elaborate in shape as well as in surface decoration.) 10. On this page are two color combinations. Tell what scheme has been used and by what means the colors have been harmonized. (These combinations were cut from magazine advertisements in which the combinations were pleasing. The colors had been harmonized through the quality of each color as well as the area.) In each of the above situations the answer was not considered adequate if the pupil had merely made a choice. A reason was needed to substantiate that choice and the most complete answer was based on the principles of art which applied in each case. This did not mean that formal statements of the principles were required. It was considered much more desirable to have the pupils give in their own words the art reasons which justified each choice. That such a test gives pertinent evidence of the use pupils are able to make of their art training is shown in the words of the teacher who gave the above test: