I did not know what to do as I did not want her to spend time on such a foolish and inappropriate article but decided that she might be convinced of her poor choice after making it so I allowed her to work on the holder, giving her help as needed, but no encouragement as to the beauty of the holder. In order that the others in the class might be more convinced concerning some of the things we had discussed in our related art from this holder, I asked each girl to keep accurate account of time spent in making the gifts.
The girls who were making plain holders had finished a set of them and at least one other simple gift while Elva continued embroidering on her holder. Everyone was much interested in all of the gifts and made many comments. Although none but Elva knew my views, she received no class approval or bursts of enthusiasm over her holder, and one girl even ventured to ask her if she thought her holder was good design.
Finally the gifts were finished, and each girl exhibited her work, criticizing it both constructively and adversely. Finally it was Elva's turn. It was a pleasant surprise when she said: "I spent 6-1/2 hours of time on this one holder, and I don't like it now. I could have made six plain ones, and they would have been better in design and served the purpose better than this one will. I don't think my sister will appreciate this holder more or maybe as much as one of the others."
The class did not take exception to her criticism, and we then evaluated the design, appropriateness, and time spent on it. The class decided Elva was right in her conclusions that she had made a mistake.
As most of the girls were giving their gifts to persons in the community, we discussed placing and use of the various gifts, and the girls decided that after Christmas they would tell how or where the gifts were being used. When this time came and Elva reported, she said the panholder had surely been used and was so badly scorched that you couldn't even see the design that took 6-1/2 hours.
Several laboratory problems which teachers have used in art classes are here presented. In the light of the standards which are offered as a basis for determining what problems shall be chosen, they are discussed briefly as to their educational possibilities. The order in which they are listed is alphabetical and not suggestive of importance in ranking.
1. Block printing.—If the designs are so simple that the girl learns how to adapt similar simple designs to other things for her home, this problem may have value in such a course. In addition, the girl is acquiring a wall hanging or a table cover that will have an appropriate place in her home. Such simple blocks may be kept for using on a variety of articles for gifts which the girl can make at very little expense and in a short time. The "stick printing" also offers some opportunity for adapting designs.
2. Fabric or yarn flowers for the wardrobe.—If such articles are made of appropriate materials, there is opportunity for girls to exercise judgment in the selection of colors, textures, and combinations that are suited for their use on special garments.
3. Hand stitchery (embroidery, hemstitching, fagoting, and quilting).—In so far as the pupils can justify the use of hand stitchery for a particular article or garment and then confine their efforts to the choosing and adapting of designs, to the planning of color combinations and to the doing of just enough of the stitchery to learn the process, stitchery problems may have a place in the art course. The actual repetition of stitches is too time consuming for class practice. Unless the pupils will finish such problems outside of class some others would better be chosen. There is an opportunity through stitchery problems to show girls how a bit of appropriate handwork may be applied to an inexpensive ready-made garment, thereby enhancing its attractiveness and value.