when their varied colors are brought into a
conscious relation, and clearly named. A tri-dimensional perception,
like this sense of color, requires skilful training, and each lesson
must be simplified to the last point practicable. It must not be too
long, and should lead to some definite result which a child can grasp
and express with tolerable accuracy, while its difficulties should be
approached by easy stages, so as to avoid failure or discouragement. The
success of the present effort is the best incentive to further
achievement.

APPENDIX TO CHAPTER II.

PLATE I.

THE COLOR SPHERE, WITH MEASURED SCALES OF HUE, VALUE, AND CHROMA.

The teacher of elementary grades introduces these scales of tempered
color as fast as the child's interest is awakened to their need by the
exercises shown in Plates II. and III. Thus the Hue scale is learned
before the end of the second year, the Value scale during the next two
years, and the Chroma scale in the fifth year. By the time a child is
ten years old these definite color scales have become part of his mental
furnishing, so that he can name, write, and memorize any color group.

1. _The Color Sphere in Skeleton._ This diagram shows the middle colors
on the equator, with strong red, yellow, green, blue, and purple, each
at its proper level in the value scale, and projecting in accordance
with its scale of chroma. See the complete description of these scales
in Chapter II.

2. _The Color Score._ Fifteen typical steps taken from the color sphere
are here spread out in a flat field. The FIVE MIDDLE COLORS form the
centre level, with the same hues in a lighter value above and in a
darker value below. Chapter VI. describes the making of this Score, and
its use in analyzing colors and preserving a written record of their
groups.

3. _The Value Scale and Chroma Scale._ Each of the five color maxima is
thus shown at its proper level in the scale of light, and graded by
uniform steps from its strongest chroma inward to neutrality at the axis
of the sphere. Pigment inequalities here become very apparent.

[Illustration: PLATE I.
Copyright 1907 by A. H. Munsell.]

FOR PLATES II. & III.,

SEE APPENDIX TO CHAPTER IV.,
CHILDREN'S COLOR STUDIES.

CHAPTER III.

COLOR MIXTURE AND BALANCE.

+All colors grasped in the hand.+

[Illustration: Fig. 6.]

(54) Let us recall the names and order of colors given in the last
chapter, with their assem