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The article presents information on legal developments in marketing relative to the regulation of product characteristics. The author presents a number of policies, including the United States Federal Trade Commission policy on misrepresentation of American Indian craftsmanship, which deals with issues including false advertising and unfair competition. Also covered is the U.S. Trade Regulation Rule pertaining to quick-freeze aerosol sprays. The rule requires aerosol products containing fluorocarbon 12 to bear a label warning.

This article provides information on the developments in craft training in France as of November 1973. Not every employer is permitted to take on apprentices. Such employers must be licensed after the local committee concerned with training, social advancement and employment is satisfied that the equipment of the enterprise and the techniques which it uses are thoroughly up-to-date and that the social environment into which the young person will enter is morally sound and such as to promote the ideal of thorough competence in the work. This license, moreover, can be withdrawn from the employer if the Inspector of Employment finds that the right conditions have ceased to exist. All concerned with the economic welfare of the country should urge the Secretary of State for Employment to turn his attention to apprenticeship in all its existing forms and in all the forms of work to which it could possibly be extended. The first step would be to involve the Department of Education and Science, the Trades Union Congress, the Confederation of British Industry and the Manpower Services Commission, working with background knowledge of the French law of 16 July 1971, to carry out a speedy investigation of what is going on in apprenticeship in this country, while at the same time hatching a variety of plans regarding what could be done to improve things both for the apprentice and the employer and to increase the number and range of apprentices. This would lead to greater happiness and sense of purpose among vast numbers of young people and would, at the same time, be an important contribution to the economic welfare of the nation.

Explores the cultural factors in the location of the swatow lace and needlework industry in the U.S. Possibilities in the development of areas of great underemployment; Promotion of handicraft industries; Consideration of high buying power.

The article discusses the teaching of fine and industrial arts carried out in elementary schools. The use of drawing as a mode of explanation and description linked with other school subjects should form an important part of the work. The drawing should be so conducted that there is the maximum of interpretation and observation on the part of the student. The children in grade VII should inculcate increased ability to represent three dimensions. The children should know the artistical and historical evolution of industries. Frequent use of water colors develops ability to match more exactly. In addition to continued use of water colors, a special study of color intensities will help in discrimination. Modeling similar objects in plastic material proves to be a valuable aid in developing power to draw them.

The article discusses the advantages of fine arts education for preschool children. The aim of the art work of the kindergarten is to cultivate imagination and expression in children, to increase their observation power, offer manual training, and offer aesthetic feeling to them. The art work is by no means confined to paint, paper, beads, crayon, and clay. The use of crayons should be encouraged. The child's drawings are related to his speech and so the forms he makes are related to the words of his speech. The child talks spontaneously of the things which are of his interest, and likes to draw such things. The art work of the kindergarten is related to what the child thinks about and does, and also something which pleases him. The art work must be stimulated by the more practical work of the day.

This article presents some considerations on the place of industrial arts in elementary schools. The fine and industrial arts are steadily securing recognition as important elements in public education and as factors necessary to industrial supremacy. Constructive work is not only the necessary element in general education, valuable alike to the artisans and the scholars, but is also a means of awakening industrial interests and promoting industrial efficiency. The fine and industrial arts are taught in schools because of their definite value and close relation to the work and life of people at large. The general appearance of written schoolwork, arrangement of plants and flowers, framing and hanging of pictures, choice of wall papers etc., are among the opportunities for that sense of fitness which is artistic taste.

In this article, the author emphasizes on the need of constructive activities in the education curriculum of elementary schools. Constructive activities demand a constructive method. The author suggests that the order of introducing handicrafts should be from the kindergarten up, rather than from the eighth grade down. The author further suggests that the elementary school curriculum should be planned with the idea of giving to each child the utmost in the way of general development possible to him. The author opines that the result of such training will be a product of greatly increased value to trade, to the college world and to life in general.

The article refers to weaving and how it can help in the development of children. Weaving generates the interest of the child. The child gets an opportunity of self expression through weaving. The child has to choose the material, color, pattern all alone. He also acquires a small degree of skill of hand. Weaving has fallen down in the scale of educational values which has resulted in low quality of work by children and educators. A systemized course of weaving based on educational principles was introduced in several schools. The special teachers of the manual-training department taught the art to teach the subject to the primary-grade teachers. The course starts with easy exercises for the children of kindergarten and the first grade. The looms are furnished in these two lower grades. The construction of looms and activities related to original pattern and color arrangement were done by the students of the third and the fourth grades.

The article discusses the course of study in textiles in elementary schools. An outline of the work to be done throughout the different grades is presented. In the first grade, mats, rugs and curtains are woven by children for their playhouses, and used in their games. Second and third grade children make mats and baskets from primitive materials collected at home locality and used for picnics and luncheons. In the fourth grade, work is directed to sewing which involves selection and buying of material, design and cutting of a pattern and many others. Fifth grade children design a small pocket or belt, and weave it on a hand-frame that they made. Work in the sixth grade is directed to designing of a decorative piece of household furnishing. Girls of the grades 7 and 8 sew Muslim garments.

The article discusses the significant relation between technique and artistic discipline. According to a famous writer named Collingwood, technique and art expression are incommensurate in which art cannot be defined in terms of technique nor can it have anything to do with it. In addition, technique is paramount in any of the crafts and in the applied arts like house building and cabinet work. It is also stated that a trained technique must be the necessary condition for the practice of art and the understanding of the artist's control as among the essential ingredient in the appreciation of art.

The article provides information on the Army Crafts Program of the U.S. Army. According to the article, the program is provided expressly for the welfare and morale of all personnel serving in the Army. The program was established in January 15, 1942 by the War Department under the title Interior Design and Soldier Art Group. Its goal was directed toward decoration and improvement of buildings and grounds. By 1945, the program's name was changed to Handicrafts Branch due to increased interest shown in crafts rather than fine arts.

The article presents quotes from artist-teachers in art. Denis F. Chasek stated his belief that the U.S. is now in a renaissance for the individual hand-crafted object. Derwin W. Edwards, director of the Art Education Department at Miami University, Oxford, Ohio, stated that textile designing and printing are areas of expression that can expand the individual's concepts of creative expression. Charles B. Jeffrey, director of art at Shaker Heights Board of Education in Ohio, stated that children should be shown that creative art experiences can be fun.

The article talks about a study of manipulative arts at the Abraham Lincoln Junior-Senior High School. According to the author, the principles and programs of Fine Arts and Industrial Arts appeared to demand a single program. He mentions that the sense of inevitability of the study of arts in the Fine and Industrial Arts Department at the institution was both a changing thing and a concurrent event. He stresses that shop work can be considered as a manual training handiwork activity in the study.

The article presents a description of the playhouse made by a student in the Francis W. Parker School in Chicago, Illinois. The colors chosen for the outside painting of the house were stone-color and brown. The painting, staining of the furniture, and papering were done in springtime, when the same kinds of work were being done in the children's homes. This fact gave zest to the work in school, as well as suggestions as to how the work should be done. Bricks for a Chimney were made by the second grade, but, because of lack of time for baking and glazing, they will be kept for future use.

The article presents a discussion of the social need for arts and crafts in elementary education. It tells of two epochs in the development of the American home, which is already undergoing transition. It states that during the first epoch, many pieces of furniture that came from the first colonies in America were handwork of master craftsmen in the Old World. During the second epoch the original models were copied by cabinet-makers of the time, and gradual modifications have been made and are noticed.

The article presents a discussion of handicrafts in the public schools. It states that the importance of the manual element in contemporary educational techniques is a main instrument in the development of the child's intellect. In devotion to educational methods, psychology, and child study, educators have been in danger of forgetting the child and forcing upon him the results of theories, ignoring the total potent factor of personal interest. The effort to lift the standard of appreciation in the child's world surely brings development in the future.

The article reports that the School of Education in Kozminski School has demonstrated an activity for making pottery kiln. The activity was carried out under the direction of Antoinette B. Hollister. The objective of this activity was to demonstrate how to build a cheap kiln of brick. A kiln may be purchased for about a hundred dollars. However, the cost of building the kiln is only eight dollars. This kiln is made entirely of fire brick. Directions for making a home-made pottery kiln are presented.

The article outlines the aims and methods of German art education and practical education in handicrafts. Art education in Germany is winning greater freedom owing to a recognition of the genuine artistic creative powers of youth. The development of education in art and related practical subjects was carried on in Germany mainly by the professional associations for these subjects, which have been active since the last third of the 19th century. Art education in Germany is divided into the working groups which have a fixed inner relationship and they include drawing, painting, forming, building and observations in art and handicrafts.

The article focuses on the revival of Pueblo Pottery Making. Much after the fashion of their forefathers, some-ten thousand Indians at the present time inhabit twenty-six adobe-built little towns, from which they receive their names, in the semi-arid regions of New Mexico and Arizona. The close-knit community life and the strong child-like religion of these Pueblo Indians have been the means of preserving much of their original nature, but nearly four centuries of contact with the materialism of the white race has brought about many changes and in some instances caused a complete loss of some of the early Indian culture traits. One such instance, which has affected not only the aesthetic life of the people, but their economic conditions as well, has been the degeneration and in some cases a total loss, of the ceramic art and the importance of restoring this and other industrial arts to their former high levels has the past few years been brought home to those who are interested in the present and future welfare of the Pueblo Indians.

The article presents a study which examined the formation and sequence of knot tails, neps or other protuberances on the warp threads by using artificial tail-like bodies on warp yarns in a model loom and on a mechanism called a trap-stability tester. Plain, broken and twisted traps in plain-weave shedding are investigated. The location of tail in the shedding zones and the heald stave that carries the thread with the protuberance influence the frequency of occurrence of all types of shedding traps.

The article describes the evolution of cotton textile handicraft in China. The supply of cotton steadily expanded from the late Sung and early Yuan periods. In north China cotton first appeared in Shensi and spread gradually to Shantung, while in the south it was transplanted from Hainan Island to the China coast and spread northwards toward the Yangtze Valley region. Government demand for military uniforms encouraged greater cotton cultivation in the north. During the Yuan and Ming periods officials instructed farmers to adopt improved techniques of seed care, planting, and harvesting. Increased taxation in the late Ming period was also a powerful inducement to compel peasants to grow more cotton. Gradual changes in taste, the steady growth of towns, and the extension of money relationships increased demand for cotton cloth. On the supply side technical advances in both rice and cotton farming made for increased cultivation and greater yield. More land could be devoted to cotton because quick-ripening Champa rice seeds became more widely used, thus permitting double cropping and freeing more land for cash crops.

The article discusses changes in the crafts people occupations in Germany. Although many tradespeople have entered industry, there has still been a net gain in numbers of hand workers in enterprises employing 2-12 people but a decline in one-person operations. Some crafts have largely disappeared, such as tailors, wheelwrights, horseshoe smiths, and shoemakers.

The article discusses cases, comparisons and contrast between Japan and the rest of Asia. The leaders of Japan were aware what was going on in rest of world. They leaned of Western scientific achievements and economic changes. They knew the great new economic and military power of England, the United States, and of other Western countries. Japan's own economic organization had already undergone an evolution of lesser degree but of the same kind as that which preceded the coming of the factory system in several Occidental countries. Japan already had a fairly elaborate division of occupations, based on handicraft, both retail and wholesale. A large urban population had grown up in the castle towns, especially at the Shogun's capital in Tokyo. These economic conditions did not differ too widely from those prevailing in other parts of Asia, especially in parts of India and China. There, too, were native merchants and workers, considerable production for near and some distant sale, and facilities for loaning and transferring money. Those countries also had considerable foreign trade. The difference lied in the industrialization and modernization in Japan, which was not there in any other part of Asia.

The article presents suggestions by different teachers on classroom activities for children in elementary schools. Teachers can encourage students to bring clippings from the newspaper about science, which are placed on the bulletin board. Teachers may help students in building an inexpensive private science library through the use of many commercial firms who are printing accurate, interesting booklets on a wide variety of science subjects. Children in elementary schools can be encouraged to make wreaths for Christmas decorations. The materials required for the wreath are: a coil of heavy wire for making the frame, a spool of light pliable wire for fastening greens; wire cutter; pruning shears; evergreens, such as fir, cedar, hemlock, and spruce; and decorative materials, such as pine cones, fruit, or berries. After teaching students the fundamentals of sound, they should be encouraged to make a variety of musical instruments like xylophones; chimes made with bottles, tumblers, and water; guitars and violins made from cornstalks.