ve the most
effective way of impressing the workers with the necessity of careful
measurement.

=Walls.=--The decoration of the walls will furnish material for several
art lessons. The discussion should turn first to the suitability of
different styles for different purposes, such as tiling for kitchen and
bathroom walls, light papers for dark rooms, etc. The division of wall
space will be the next point to be settled, _i.e._ the height of the
tiling or wainscot, the width of a border, or the effect of horizontal and
vertical lines in breaking up wall space. These questions may be discussed
as far as the immediate circumstances and the development of the class
suggest.

The question of color combinations demands special attention. Unless the
children come from refined homes their ideas of color will be very crude,
and if contributions of material have been asked for, some gaudy
impossibilities in flowered paper are apt to be presented. If so, it may
require considerable tact on the part of the teacher to secure a
satisfactory selection without casting any reflections on the taste of
somebody's mother. This difficulty may be avoided to a degree by providing
all the materials necessary. It is not enough, however, to cause the
children to select good combinations at the teacher's suggestion while in
their hearts they are longing for the gaudy thing she has frowned upon. It
is better to get an honest expression from them, even though it is very
crude, and endeavor to educate their taste to a love for better things, so
that each time they choose the choice may be on a higher level of
appreciation. Immediate results may not be as beautiful by this plan, and
apparent progress may be slow, but only by some such method can a real
appreciation be developed which will prevent the return to the crude
expression as soon as the teacher's influence is withdrawn.

[Illustration: FIG. 16.--Detail of hollow square.]

Plain papers generally give the most pleasing effects. Attractive borders
may be made by cutting simple units and repeating them at intervals.
Almost any motif may be used for the unit. Animals, birds, trees, flowers,
ships, etc., serve well. The process of making the border should be a
serious lesson in design. A good border is not merely the repetition of a
pretty figure. The units must not be too far apart nor too close together.
The shape of the figure used must be such that each unit seems to need the
next one.