Examples: A brightly shining stove, a fire on the hearth, a pewter, brass, or copper dish, a well-baked loaf of bread or cake, a well set table, the flowers or plants in the window.

III. Recall and illustrate a beautiful melody, reproducing it vocally. or on violin, organ, piano, or other musical instrument.

Is the strain repeated in more than one way? How does it affect you? Why do you like it?

IV. Girls bring pictures of beautiful objects made by man, or illustrate by the objects themselves, such as a piece of pottery, tapestry, lace, embroidery, etc.

Why is the object beautiful?
V. Assignment:

a. Foundation cells; if any finished assign them.

are un

b. Structural cells; let the girls name the ones they want to fill or Bee-Keeper suggest. (See 327, 848.)

c. Bring pictures of what you consider beautiful homes-house, garden, interior.

d. Each girl make a plan of her own room. Come prepared to consider in her own mind, at least, what she would like to do to improve it. Think what she can do with little or no expense to beautify it.

Note to Bee-Keeper: If the above lesson covers phases of the subject that your swarm has already studied, select others, plan your program and use it. Four les sons planned by the General Board are to be taken up with a study of Beauty." The other three are: Beauty in the Home; be taken up with a study of Beauty. The Bee-Keeper's Book, which is now ready, contains more material than can be used in four lessons. Use as much of it as your girls want, extending it, if desirable, into the nights when you plan the lesson. One evening could be made very attractive by letting the girls work out a color chart. "Principles of Color Harmony," published in the Journal for February, 1921, and in the Bee-Keeper's Book, gives the instruction.

Circles of color may be cut from advertisements or pieces of cloth, and pasted in, beginning with neutral and pure red, yellow, and blue; then filling in the others as they are seen and recognized.

VI. A game.

Prayer.

Sing: "Make the Home Beautiful." (See Journal for March, 1918, Vol.

Garden: Does it contain things suitable to your locality and climate? What makes it beautiful? How could vegetables, etc. be planted to make it more

for Nov., 1921.)

I. Consider pictures of beautiful homes brought by girls.

Exterior: What makes it beautiful? In what way does it fit in with its surroundings? Is it just like the home of everyone else? Is it freakish so you get tired of it, or do you like it better the more you see it? Why do you think you grow to like it

better and better?

Interior: Is it suitable for its purpose? What do you admire about it?

II. Address: Color in the Home: Reference, Bee-Keeper's Book.

QUESTIONS.

1. What general plan of color is attractive for floor, walls, and ceiling in any room? What would you

think of rooms where the ceiling was darker than the walls and floor?

2. Do pictures look best on a wall with large, bright spots of color on it, or on one that is rather subdued and even in color? Why?

3. If a room already has such a paper on it and you could not change it, what kind of curtains and carpet would harmonize and improve it?

4. Since sunshine is yellow in color, what kind of a room would be improved by putting yellow in it? What colors would be good for a room that already has sunshine in it?

III. Pictures showing types of furniture with good simple lines. (See Bee-Keeper's Book. Pictures from advertisements may also be used.)

Let a speaker point out the good types and warn against the kind of ornament that is only clumsy and has no use.

Each girl think: "What can I do to im prove my room? Is it a north south, east, or west room?

What general color scheme is suitable for it? What old material have I that could be dyed and used? What old furni. ture is there that I could repaint, renew, or re-cover? Has it too many pictures? What pictures are available that would be an improvement? Does my room express my ideals?

Prayer.

Sing: "A Sunbeam Song" to the tune of "The Early Riser," page 50 of 1921 Handbook.

I. Address with charts, if possible, showing the different systems of the body.

To be given by nurse, physician, or mature woman with the qualifications necessary to handle the subject in a way to make girls understand and appreciate the marvel, the holiness and

beauty of the human body. If such a person is not available, the Bee-Keeper herself take the outline in her Bee-Keeper's Book (page 121) and discuss it with her girls. Pictures from any books of Physiology will help.

II. Deep-breathing exercise.
III. Assignment:

a. Check Foundation Cells and urge up on any not yet filled. Arrange a time for tests, and after consulting the ward president, a time when seals are to be awarded as in 1921 Handbook, page 11.

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