COLOUR, FORM, AND MOVEMENT. 59 



Sum up all by again commenting on the variety of colour 

 in our surroundings, i.e. in nature. Eun over with the 

 pupils the^colours in the landscape as seen from the school 

 doorway or window, or in any suitable view, and give the 

 pupils some practice in naming the colours of different 

 objects around them. 



In all descriptive exercises pains should be taken to make 

 the records of colour as precise as possible. This is admit- 

 tedly not always easy, as the beginner will find who tries, 

 for example, to describe in detail the plumage of a bird or 

 the colour of birds' eggs. 



SYMMETRY IN NATURE. 

 SUGGESTIONS FOR LESSONS ON FORM. 



We commence with a simple classification. 



The pupils' attention has probably first been drawn to 

 the subject by noting the symmetry of flowers. But we 

 shall begin this really important subject more simply with 

 the familiar grouping of all things mundane as vegetable, 

 animal, or mineral. Pupils will assent to this classification. 



The next step is more difficult. Our question now is 

 with regard to the form of the bounding surfaces of 

 objects belonging to these groups What fundamental 

 agreements or differences are observable ? Take concrete 

 illustrations, say a flowering plant, an animal, and a piece 

 of granite. The answer of course is that the organic 

 buttercup and weasel are our examples is bounded by 

 curved surfaces and the individual constituents of the 

 granite by straight lines. Try to educe this difference 

 from the pupils. If only a partial assenfc is given we may 

 proceed. 



There is not much difficulty with the organic. Plants 

 and animals are bounded by curved surfaces, and the 

 human mind in infancy finds gratification in this, probably 

 before it appreciates straight lines, 



