The function of art as an integral part of a humanist education is discussed in depth. Five areas which clearly show the need for art in elementary schools are examined: (1) the relation of art to the unity of the learning process; (2) art, as an emotional outlet, ego fortifier, and sensitizer; (3) art as a progress and problem indicator; (4) art as an aesthetic educator; and (5) art as a counterforce to depersonalization and mechanization. The relevance of art education to the growing field of psychotherapy is also discussed, especially as it relates to self-actualization as the goal of humanist education. (Author/ED)