Answering the following questions may serve to determine whether notebooks are of value to the pupil:

1. Does the notebook provide for worthwhile individual experience?

2. Will it pay in terms of time and energy expended?

3. What is the ultimate use of it?

The following chart may serve to aid the teacher in judging whether notebooks are justified:

Chart 2.—Analysis of the value of notebooks in art courses

Purposes of notebook Value
In terms of worth-while individual experience In terms of time and energy consumed In terms of ultimate use of notebook
1. To provide a collection of material for later pupil use. To the extent that the activities involved exercise individual judgment. Usually more time and energy consumed than later use justifies. This is dependent upon the degree of elaborateness of the notebook. Copying, tracing, and pasting are very time-consuming. Notebooks may be exhibited, but beyond that experience seems to indicate that few girls or women use them later in home life as a source of information.
2. To provide classroom activity through which pupil learns. To the extent that the activities involved provide opportunity for exercising selection. Both may be well spent, provided the evaluation in (1) is kept in mind and if much of the mechanical work is done outside of class. It may train pupils to be observant and critical and thus aid in making wiser choices in real life.
3. To measure pupil's ability to recognize art applications in the selection of pertinent illustrations. To the extent to which the activities give added opportunity for making independent choices and offer opportunity for students to recognize and select additional applications to those given in class. A justifiable use of time and energy, provided the emphasis is on making selection and the mechanical processes are minimized. After selections have been made they are of no use later as a measuring device.
4. To supplement or use in place of a class text. There is little opportunity for individual experience in writing a notebook, since the material is usually dictated or copied from references. With the present available facilities for reproduction of printed information there is little excuse for this procedure. It is not justifiable use of pupil's time to compile text material which should be made available to them through other channels. Pupil may use it for review in organizing subject matter of the course for examination. Beyond this, probably little use is ever made of it.
5. To provide materials for school exhibits. Not a justifiable objective. It develops a sense of false value. Some judgment is undoubtedly developed, but the competitive spirit so far exceeds the desire to learn that the experience is frequently unfortunate to the individual. Time and energy consumed do not justify preparing notebooks for this purpose alone. Time so used may mean sacrificing opportunities for the development and use of judgment in real-life situations. No use except for some proud relative to show to friends the notebook that has won special recognition.
6. To insure material for competitive purposes at county and State fairs.See (5) above. See (5) above. See (5) above.
7. To maintain interest. To the extent that the pupils are permitted to use some originality or initiative in choosing material and compiling it, interest may be maintained. An expensive use of time and energy, since interest may be obtained in so many quicker and easier ways. If there is seemingly greater interest it is probably in the manipulative processes rather than in art itself. Of little value since notebooks are usually stored away and forgotten.

In the light of the analysis of their value it would seem that the use of notebooks should be carefully considered before they are given any place in the teaching of art related to the home. If used at all, they should not be the objective of the course but the voluntary effort of the pupils in attaining other objectives and should take a minimum of class time. From the standpoint of time alone there is certainly a question as to how much routine work in cutting, pasting, or writing should be permitted.

The teacher not only has a responsibility for teaching but for the most efficient teaching at a minimum cost in time and energy to the pupil. The immediate and ultimate uses of collected materials should be the most important criteria as to kind and amount. When the pupils have an opportunity to choose illustrations which show good application of art they are not only developing their powers of discrimination but are revealing the degree to which these powers have been developed. Some practices in judgment are valuable and probably sufficient in themselves. For instance, when a pupil selects two or three good examples of rhythmic movement in design she will have developed a finer feeling for rhythm and will have demonstrated her recognition of it. Of what value would it be for her to make a permanent record of these illustrations?

There are other selections that may be of more permanent value, such as pictures chosen to illustrate some art application. When these are mounted or framed attractively they make desirable additions to the girl's room and home.