e these in a comprehensive grasp of the larger
relations of color.

APPENDIX TO CHAPTER IV.

+Children's Color Studies.+

These reproductions of children's work are given as proof that color
charm and good taste may be cultivated from the start.

FIVE MIDDLE HUES are first taught by the use of special crayons, and
later with water colors. They represent the equator of the color sphere
(see Plate I.),--a circle midway between the extremes of color-light and
color-strength,--and are known as MIDDLE RED, MIDDLE YELLOW, MIDDLE
GREEN, MIDDLE BLUE, and MIDDLE PURPLE.

These are starting-points for training the eye to measure regular scales
of Value and Chroma.[23] Only with such a trained judgment is it safe to
undertake the use of strong colors.[24]

[Footnote 23: See Century Dictionary for definition of chroma.
Under the word "color" will be found definitions of Primary,
Complementary, Constants (chroma, luminosity, and hue), and the
Young-Helmholtz theory of color-sensation.]

[Footnote 24: It must not be assumed because so much stress is
laid upon quiet and harmonious color that this system excludes
the more powerful degrees. To do so would forfeit its claim to
completeness. A Color Atlas in preparation displays all known
degrees of pigment color arranged in measured scales of Hue,
Value, and Chroma.]

_Beginners should avoid Strong Color._ Extreme red, yellow, and blue are
discordant. (They "shriek" and "swear." Mark Twain calls Roxana's gown
"a volcanic eruption of infernal splendors.") Yet there are some who
claim that the child craves them, and must have them to produce a
thrill. So also does he crave candies, matches, and the carving-knife.
He covets the trumpet, fire-gong, and bass-drum for their "thrill"; but
who would think them necessary to the musical training of the ear? Like
the blazing bill-board and the circus wagon, they may be suffered
out-of-doors; but such boisterous sounds and color sprees are unfit for
the school-room.

_Quiet Color is the Mark of Good Taste._ Refinement in dress and the
furnishings of the home is attractive, but we shrink from those who are
"loud" in their speech or their clothing. If we wish our children to
become well-bred, is it logical to begin by encouraging barbarous
tastes? Their young minds are very open to suggestion. They quickly
adopt our standards, and the blame must fall upon us if they acquire
crude color habits