exercises. At this stage the color wheel or color top or both will be most valuable.
If the wheel is available let the teacher place on it combined red and orange disks of medium size and in front a small red disk. Before beginning the six papers should be laid on the desk in order, separated by two spaces. Call attention to the fact that the red disks are like the red sample of paper. Explain how the disks are joined and that the two larger ones can be made to show more or less of the orange and the red.
Then introduce a small amount of orange, perhaps not enough to cause the effect to be perceived by the children when the wheel is in motion, and rotate. Ask if they see any difference between the small disk at the center and the larger surface. Add more orange till they see a difference, and continue to add orange to the red until nearly one-half the disk is orange or till it may be questionable whether the color made by rotation is more nearly orange or red. This point will be reached before the orange nearly equals the red, because the orange is more luminous. Explain that all these colors which the children have been seeing are orange-reds and ask the pupils to select that color from their papers which is orange-red, or most like the orange and red. In the meantime set the orange and red disks to the proportion of R. 85, O. 15, which nearly or exactly matches the orange-red paper. When the children have selected the paper which they think is orange-red, put the wheel in motion and ask them if their selection is like the color on the wheel. If not, see that all understand and have selected the orange-red paper to place next the red sample. When this has been done remove the disks from the wheel and readjust the larger ones so as to show a combination that is nearly all orange; then replace them and substitute in front a small orange disk instead of the red one and proceed to show a series of redorange colors from the orange toward the red, as previously shown from the red toward the orange.
