CHAPTER V. 



COLOUR, FORM, AND MOVEMENT. 



A SIMPLE LESSON ON COLOUR. 



LET this lesson be, in the first instance, an appeal to 

 the innate appreciative faculty in the child for colour. 



Do we need to ask whether they prefer things plain to 

 things coloured ? Some preliminary questions may be 

 asked as to things liked by the pupils on account of their 

 colour. Flowers will almost certainly be placed first, then 

 perhaps fruits, e.g. rosy apples, cherries, strawberries, etc. 

 (We need not stop to inquire into the complex of qualities, 

 of which colour is only one, which may really determine 

 the iiltimate choice of any of these things. It is sufficient 

 to exercise for a little the child's discriminative faculty 

 amongst coloured objects falling within its experience.) 

 Pictures, toys will be in the list, and the teacher will more 

 than likely get surprises. 



Next we may ask for some general colour impressions. 



1 . The Seasons. 



Winter ... White. 



Spring ... Green. 



Summer ... A wealth of colours. 



Autumn . . . Brown ^ Earth ; Leaves, 



Red I Fruits. 



Yellow ) Grolden grain. 



There should be some talk as to the reasons for the 

 colour chosen. (This point arises in connection with the 

 making of illustrated nature calendars, p. 9.) 



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