Chapter VII: Part II

(51) Having memorized these broad divisions of the study, a clever teacher will introduce many a detail, to meet the mood of the class, or correlate this subject with other studies, without for a moment losing the thread of thought or befogging the presentation. But to range at random in the immense field of color sensations, without plan or definite aim in view, only courts fatigue of the retina and a chaotic state of mind.

(52) The same broad principles which govern the presentation of other ideas apply with equal force in this study. A little, well apprehended, is better than a mass of undigested facts. If the child is led to discover, or at least to think he is discovering, new things about color, the mind will be kept alert and seek out novel illustrations at every step. Now and then a pupil will be found who leads both teacher and class by _intuitive_ appreciation of color, and it is a subtle question how far such a nature can be helped or hurt by formal exercises. But such an exception is rare, and goes to prove that systematic discipline of the color sense is necessary for most children.

(53) Outdoor nature and indoor surroundings offer endless color illustrations. Birds, flowers, minerals, and the objects in daily use take on a new interest 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.