ence. The
variety of the objects and the colors are therefore an _inducement_ to
work and hence to final success.

Here the actual preparatory movement for writing begins. When the
child has drawn the figure in double outline, he takes hold of a
pencil "like a pen for writing," and draws marks up and down until he
has completely filled the figure. In this way a definite filled-in
figure remains on the paper, similar to the figures on the cards of
the first series. This figure can be in any of the ten colors. At
first the children fill in the figures very clumsily without regard
for the outlines, making very heavy lines and not keeping them
parallel. Little by little, however, the drawings improve, in that
they keep within the outlines, and the lines increase in number, grow
finer, and are parallel to one another.

When the child has begun these exercises, he is seized with a desire
to continue them, and he never tires of drawing the outlines of the
figures and then filling them in. Each child suddenly becomes the
possessor of a considerable number of drawings, and he treasures them
up in his own little drawer. In this way he _organizes_ the movement
of writing, which brings him _to the management of the pen_. This
movement in ordinary methods is represented by the wearisome pothook
connected with the first laborious and tedious attempts at writing.

The organization of this movement, which began from the guidance of a
piece of metal, is as yet rough and imperfect, and the child now
passes on to the _filling in of the prepared designs_ in the little
album. The leaves are taken from the book one by one in the order of
progression in which they are arranged, and the child fills in the
prepared designs with colored pencils in the same way as before. Here
the choice of the colors is another intelligent occupation which
encourages the child to multiply the tasks. He chooses the colors by
himself and with much taste. The delicacy of the shades which he
chooses and the harmony with which he arranges them in these designs
show us that the common belief, that children love _bright and
glaring_ colors, has been the result of observation of _children
without education_, who have been abandoned to the rough and harsh
experiences of an environment unfitted for them.

The education of the chromatic sense becomes at this point of a
child's development the _lever_ which enables him to become possessed
of a firm, bold and beautiful