We must remember that any abstract teaching on Form is too difficult
at this time, much more difficult than Color. Let the children, during
these first few weeks, draw circles on the blackboard and on paper,
and sew, and draw pictures of balls, peaches, or round fruits; they
may also make balls of wax, dough, or clay. Rousseau says, "A child
may forget what he sees, and sooner still what is said to him, but he
never forgets what he has made."

COLOR.

"The comprehension of the single tone of color gradually leads to the
comprehension of the full chord; the recognition of single colors
leads to the recognition of shades and their harmonious connections:
thus, step by step, the capacity of comprehending nature in its beauty
and with its treasures is developed."[13]

[13] Emma Marwedel, _Childhood's Poetry and Studies_, page 35.

Again, suppose the play-lesson for the day to be upon Color. Of
course, the subject may be handled in a dozen different ways and serve
for a dozen different lessons; a few hints only are here given, as in
matters of detail it is better that each teacher should be free and
unguided in the use of her own ingenuity.

We may take, perhaps, the red[14] ball, and, holding it high in the
air, ask, "Who has a ball exactly like mine? Look carefully, now, and
then show me." A volley of balls, comprising every color in the
rainbow, will be shot into the air, and then becomes necessary the
task of discrimination. We may find the red ones, and gratify the
children by naming those who possess them, as it seems a great honor
in their eyes. Now they should be led to find every bit of red in the
room,--Andrew's stockings, Mary's ribbon, the tiny pipings on Katie's
apron, Jim's necktie, your belt, the flowers on the wall, etc. The
scene will become intensely exciting; the bright eyes will begin
searching in every corner of the room, and the transport which will
greet us when anything far out of sight and of the right color is
discovered is truly refreshing.

[14] Professor Earl Barnes, of Stanford University, reports
that in his various color experiments on the Pacific Coast,
1000 children having been studied, a very large majority
selected red as their favorite color.

All the children, as far as possible, should be engaged in this
diversion, while the most timid and backward should be kept near and
encouraged with word and smile. The name of the color should not be
asked for, or gi