Let each member of the class lay the spectrum in the normal colors and then select the six tints corresponding to the six standards. When all of them think they have done this, tell them to choose the corresponding shades. If a number fail in the attempt it may be well to set up three sizes of disks on the color wheel in shade, standard and tint of red. In showing a tint of red with the disks it is not a good plan to make a tint lighter than R. 95, W. 5, which is about R. T. 1. If the wheel is not available samples of papers may be held up in the three tones so that the class can get the correct idea. There is no best method of reaching all pupils in any class, but in some way at this point in color education every pupil ought to acquire such knowledge of the subject as to be able to select at least the six standard scales in three tones, and this should be practically accomplished before much time is devoted to the consideration of such materials as flowers, fabrics and miscellaneous papers, because until the child understands both hues and tones he can do nothing in either analyzing or naming colors.
As soon as these six scales are familiar to the pupil the selecting of various objects and placing them in general families may be very valuable work, but until that time the classification of colors cannot be carried out very accurately, or at best the families will be very likely to include some uncles, and cousins and aunts, and yet, on the other hand, if even the distant relatives are recognized in preference to strangers the choice will give evidence of a sympathetic feeling for color relations, favorable to future progress and indicating something of the natural color sense of the child.
If such occupations as paper cutting and pasting, or weaving of mats have a place in the school, combinations in two or three tones of the six standards can now be made. At this stage names are of little importance, but they will come in play early, as it is natural to give names to everything, and as soon as the child knows the definite names which belong to colors they will be used.
Neutral Grays.
Immediately following the first idea of tints and shades or tones, the grays should have attention, because in the occupations with papers they will play an important part. For this purpose white, black and the neutral gray papers are included in Selection No. 2 of the paper tablets and should be made familiar to the children while the tints and shades are being studied. The suggestion that a neutral gray is a tint of black or a shade of white may or may not aid a child to better understand the relation of the neutral grays to the color chart, but it is a thought worthy of the attention of the teacher, as expressing a fact important in the consideration of color impressions. This gray may also be illustrated on the wheel by the union of white and black disks, and should be early presented in this way, because this is the only means by which we can secure standards for pigmentary neutral grays, and the fact that this special and peculiar gray is so important in all color investigation furnishes sufficient argument for making it prominent before the other grays.
Even at this early period in his color education a child may be shown that white in shadow is a gray, and the fact that it is a neutral gray is not essential to him, as he has no knowledge of any other gray and probably it may not be desirable to call attention to the various classes of grays until after the broken colors have been studied. A sheet of white card or heavy paper may serve to show that white in shade or shadow is a gray.
For this experiment fold the card or paper very sharply and hold it with the folded edge vertical and projecting toward the class, and in such a position relative to the windows that half of the paper is in very full light and the other in shadow.
A comparison of neutral gray paper No. 1 with a true shade of white or white in shadow, as explained on Page 36, will serve to connect the gray papers with the shades of white. After the idea of tones is made clear to the children, so that they can readily form the six standard scales in three tones, the completing of the Chart of Spectrum Scales in three tones will be merely a matter of drill, as no new principles are involved.
When the pupils can lay the Chart of Pure Spectrum Scales in three tones correctly, the thoughtful teacher will naturally ask herself what is the next logical step, and it may at first seem as though the completion of the chart in five tones ought to immediately follow. But it is very desirable that the pupils begin as early as possible to make a practical application of their knowledge of colors to the familiar objects around them; and it is evident that before any very accurate comparison of miscellaneous colors can be intelligently undertaken the child should be able to recognize the effect of mixing gray with a color, in distinction from the pure tints and shades of that color.