The following table furnishes formulas from which the colors of the Chart of Broken Spectrum Scales may be very nearly imitated on the High School Color Wheel. Each scale should be shown by the three smaller sets of disks, namely, the smallest for light tone, next size for standard or medium, and the third size for darkest tone.
This list of disk combinations is furnished here for the convenience of teachers who may have occasion to illustrate the compositions of the various classes of colors comprised in the Chart of Broken Spectrum Scales, which covers the entire range of the æsthetic colors and from which by modifications every subdued color in material substances can be analyzed and definitely named.
Owing to the color usually found on the interior of a school-room and the lack of pure white light from outside it is not probable that these proportions will exactly match the papers, but the formulas will enable the teacher to approximate the color, and then the more accurate match in conformity to the conditions in each case may be secured by making changes in accordance with suggestions from a majority of the class, an exercise which will afford valuable practice for the pupils.
Formulas for a Chart of Broken Spectrum Scales.
| LIGHT. | MEDIUM. | DARK | |||||||||||
| RED | |||||||||||||
| R. 68, | W. 18, | N. 14. | R. 59, | W. 5, | N. 35. | R. 22½, | W. 5, | N. 72½. | |||||
| ORANGE RED | |||||||||||||
| R. 51, | O. 17½, | W. 23, | N. 8½. | R. 47, | O. 16, | W. 8½, | N. 28½. | R. 15, | O. 7½, | W. 7½, | N. 70. | ||
| ORANGE | |||||||||||||
| O. 43, | W. 22½, | N. 24½. | O. 34½, | W. 10, | N. 55. | O. 15, | W. 5, | N. 79½. | |||||
| YELLOW ORANGE | |||||||||||||
| O. 23, | Y. 15, | W. 27, | N. 35. | O. 24½, | Y. 17½, | W. 15, | N. 43. | O. 10, | Y. 4½, | W. 6, | N. 79½. | ||
| YELLOW | |||||||||||||
| Y. 34, | W. 30½, | N. 35½. | Y. 24, | W. 12½, | N. 63½. | Y. 12½, | W. 5, | N. 82½. | |||||
| GREEN YELLOW | |||||||||||||
| Y. 24, | G. 13, | W. 28, | N. 35. | O. 24½, | G. 10, | W. 17, | N. 48. | Y. 11, | G. 13, | W. 10, | N. 66. | ||
| GREEN | |||||||||||||
| G. 16, | W. 9, | N. 75. | G. 34, | W. 19, | N. 49. | G. 23, | W. 41, | N. 36. | |||||
| BLUE GREEN | |||||||||||||
| G. 8½, | B. 7½, | W. 7, | N. 77. | G. 22, | B. 18, | W. 12, | N. 48. | G. 24, | B. 25, | W. 23, | N. 28. | ||
| BLUE | |||||||||||||
| B. 22½, | W. 6, | N. 71½. | B. 38, | W. 13, | N. 49. | B. 36, | W. 29, | N. 35. | |||||
| BLUE VIOLET | |||||||||||||
| B .13, | V. 9½, | W. 6½, | N. 71. | B. 13, | V. 25, | W. 15, | N. 47. | B. 20, | V. 15, | W. 29, | N. 39. | ||
| VIOLET | |||||||||||||
| V. 20, | W. 13, | N. 67. | V. 51, | W. 24, | N. 25. | V. 61 | W. 32, | N. 7. | |||||
| RED VIOLET | |||||||||||||
| R. 17, | V. 10, | W. 5, | N. 68. | R 16½, | V. 45, | W. 13, | N. 25½. | R. 23, | V. 40, | W. 26, | N. 11. | ||
In preparing the papers for the Chart of Broken Spectrum Colors the selection of the tones of the several colors has been made in accordance with the æsthetic color feeling of those to whom the matter was intrusted, but the hues of the colors are based on the standards of the pure spectrum colors.
If these colors are considered independently of their relation to a general system of color education, it may seem that a stronger and purer line of colors would be more beautiful; but the more broken or subdued colors have been chosen after very careful consideration, because they are intended for elementary instruction and therefore should be so far removed from the pure color scales as to impress themselves on the minds of the children as a distinct and representative class of colors. When the color sense of the pupils has been sufficiently cultivated to observe smaller distinctions, a variety of color scales much less broken may be shown with the disks.
Different selections for a score of charts could be made, all beautiful and representing broken colors, but after much consideration these thirty-six were selected from a very large number of hand-painted samples made for the purpose, as furnishing a sufficient number of typical broken colors for elementary color instruction, and in such hues and tones as to form a harmonious chart for comparison with the Chart of Pure Spectrum Scales.
Certain "Color Puzzles."
When the children have advanced far enough to understand the analysis of a color, i.e., to correctly name a color, exercises which may be called color puzzles can be introduced from time to time with great interest and profit.