Prayer. Singing.

(b) Girls bring pictures of beautiful women, or girls.

References: "Principles of Art Structure" and "Color Harmony," pages 75 and 76; “Color and Texture in Clothing," page 87; and "Ideals of Dress," page 149, of The Bee-Keeper's Book.

I. Consider the pictures girls have brought of beautiful girls or women.

Why are they beautiful? Because of the features? The coloring? The suitability of the clothing? Because the hair arrangement is becoming? Or the hat? Because of the light in the face?

II. Consider beautiful people you know, and the pictures of a madonna, a baby, an old lady.

What makes each one beautiful? Show the beauty in old age. What is meant by growing old gracefully?

Describe a fine type of manhood you have seen.

Describe the most beautiful woman you know. Wherein lies her charm?

Describe an ideally beautiful girl.

III. Consider the beauty of the Luman body.

(See closing paragraph in Principles of Order, page 76, Bee-Keeper's Book.)

Why do you think the human body beautiful? Why is the human hand beautiful? The foot?

IV. Show how other elements besides the physical enter into beauty.

Tell how an ordinarily plain girl may become beautiful? What effect does the eye have in her case? Why is the eye called the window of the soul?

How may each one of us have a turn at being beautiful? (See "Understand Beauty," page 68. Bee-Keeper's Book.)

How may a girl's beauty be heightened or marred by the way she aranges her hair?

to use a Symbol. (See pages 17 to 33, The Bee-Keeper's Book.)

III. Each girl work out some way to use her own symbol, in embroidery, crochet, stencil, wood-block applique, or other method. If not far enough advanced to do this have each girl take pencil and paper and work out a design in some form in which she would like to use it.

Prayer.

IV. Assignment:

(a) Foundation Cell No. 13 and any others not yet filled.

(b) Structural Cells. (Suggestive ones: 276, 277, 281, 284, 285, 289, 290, 295, 776, 777, 778, 781, 784, 785, 1276, 1278, 1289, 1281, 1286. The girl's own symbol could be used in any of these, and it would have an art value for her greater than a more perfect design done by someone else.) (c) The next lesson.

Poem (Foundation Cell No. 6) one or more girls.

I. Tell briefly a story of some great service.

II. Tell of some person in your community who renders great service.

(a) Who renders great service in the family? What is that service?

(b) How may you render service in the home? Discuss cells that will help you to render such service. (See Structural Cells Nos. 19, 20, and those in the Field of Home.)

(c) How may you render service to yourself? Discuss some cells that will help you to do so. (See cells Nos. 214 to 217, 226, 227, 252, 517, 710, 713, 828, 1213.)

(d) Name and discuss some cells you would like to fill that would help you to render service in the community. (See Nos. 201, 202, 329, 330, 334, 350, 427 to 430, 440, 441, 442, 445, 519, 826, 827, 833,

839, 926, 927, 931, 935, 939, 940, 1017, 1434, 1435.)

(e) Name and discuss some cells that would help you to render service to God. (See Nos. 4 to 9, 14, 15, 505, 506, 1005, 1007, 1012, 1016, 1022.)

III. Tell briefly the service re dered by the 6 auxiliary organizations of the Church:

The Relief Society.
The Sunday School.
Y. M. and Y. L. M. I. A.
The Primary.

The Religion Class.

IV. Name some of the advantages that have come to you through your progeritors having accepted the gospel. These things then, are the service of the missionaries, to you. What can you do to repay them?

V. Assignment. (a) Structural Cells. (b) The lesson.