It is a self-evident proposition that if two indefinite primaries are combined in indefinite proportions the possible secondaries which may thus be produced must be exceedingly numerous, and if this idea is carried out in the production of tertiaries by the combination of the secondaries the resulting colors may be almost infinite. In view of the indifference of the artists and the popular ignorance regarding the subject the solution of this question and the discovery of any solid basis on which to formulate a system of elementary color instruction seemed very problematical. But after much experimenting and many conferences with artists and scientists a basis for operation was decided upon and at the end of fifteen years the efforts begun in doubt have resulted in a definite system of color instruction which it is the purpose of this book to concisely set forth.
It is prepared in response to inquiries from primary school teachers for a clear and condensed explanation of the Bradley System of Color Instruction. The aim is to offer a definite scheme and suitable material for a logical presentation of the truths regarding color in nature and art to the children of the primary schools. Much of this instruction is so simple that it should be familiar to children who have had kindergarten training and has therefore already been explained in substantially the same form in "Color in the Kindergarten."
A few years ago it might well have been thought necessary to preface a treatise on the subject with arguments to prove that color is a legitimate object for school instruction, but today this is not a question with thoughtful educators, whether considered from the practical, industrial or æsthetic standpoint. With the establishment of professorships of practical psychology and the equipment of laboratories, provided with delicate and expensive apparatus for making and recording tests, there comes with increasing force the demand for some means by which the experiments in color made in various localities may be unified both as to the colors used and the terms and measurements for recording the result. It is the hope of the author that the system here outlined may be the initial step in gathering together such facts regarding color effects as will form a fund of knowledge little dreamed of at the present day.
The Theory of Color.
In order to place the study of color on a broad and safe foundation, the work must commence at the bottom with a rational presentation of the subject, based on experiments and the use of color material. We must intelligently consider the relation that exists between the pure science of light which is the source of all color and the use of color materials with their effect on our color perceptions. While it is true in all study that there is here and there found a natural genius in some line of work who seems to have such inborn perceptions as to require little or no logical instruction in his special line, it is also manifest that the masses must gain their knowledge through a systematic presentation of the subject, if they secure it at all. Therefore with the growth of modern pedagogics the laboratory work of the psychologist has become a necessity. This consists in collecting and tabulating the results of hundreds and thousands of experiments regarding any subject under investigation, and the averaging of these to form theories and laws. In making these experiments there must be standards and measurements on which they may be based and some nomenclature in which to make the records; and the standards, measurements and nomenclature adopted must be common to those who desire to compare their results made in different places at different times.
From the results of many physical experiments properly measured and recorded certain psychological theories are deduced. These experiments are tried on hundreds and thousands of individuals and the average results establish the theories, which will ultimately stand or fall according to the truth and accuracy with which the experiments have been made. Experiments are useless for formulating any exact theories unless they can be recorded in some generally accepted terms for comparison with other experiments made under similar conditions and recorded in the same terms.
So in color perceptions it is not necessary that we know anything of the theories of color in order to see colors, and if endowed by nature with a natural genius for color, education in color may not be necessary, but if there is to be education in color which can be transmitted to a second party there must be some standards of colors and some measurement of color effects which can be recorded in accepted terms.