The vocational programs in homemaking are designed for girls over 14 years of age in the full-time day schools, many of whom do not complete high school or do not have opportunity for more than a high-school education; for those young girls, 14 to 18 years of age, who having dropped out of full-time school can attend the part-time schools; and for women who are in position to attend adult homemaking classes. The provision of time in the programs for related subjects as well as for home-economics subjects covered in these three types of schools has made it possible to develop the principles of art and science as more than abstract theories. In this way these principles become fundamental to the most successful solving of many of the problems in home economics. The fact that these principles may be applied repeatedly in many different home-life situations means in turn a very much better understanding and subsequent use of them. Through the comparatively few years in which these vocational programs have been in operation, teachers in all States have attempted with some success to give an art training that is both practical and vital to young girls and women. They have, however, been confronted with many baffling problems. Some of these have been considered by committees on related subjects and an urgent request was made by one of these committees that a more detailed discussion of these problems be published. It is the purpose of the bulletin to point out some of the most significant problems in connection with art courses that are related to the work in homemaking and to present the pooled thinking of various groups upon them to the end that girls and women may know how to make their homes attractive even with limited incomes and how to choose and wear clothing effectively and becomingly. Some of the questions to be answered in an attempt to solve these problems are: 1. What should be the place of art in the homemaking program? 2. What are pupils' greatest art needs? 3. What classroom training will help meet these needs? 4. What are the best methods to use in teaching art? 5. To what extent will laboratory problems function in meeting pupils' needs? 6. What results should be expected from art training in the homemaking program? 7. How can these results be measured? In vocational programs the courses or units in art related to the home are taught by both art teachers and home-economics teachers. In the larger schools they are frequently assigned to the regular art teacher, provided she has had sufficient contact and experience in homemaking to give her the necessary background for making the fundamental applications. In this case she follows very closely the work in the homemaking classes and makes use of every opportunity for correlation of her art work with the home.