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 sonal whim, nor does it change from day to day; and something as clear and stable would be an advantage in training the color sense.

(39) Perception of color is crude at first. The child sees only the most obvious distinctions, and prefers the strongest stimulation. But perception soon becomes refined by exercise, and, when a child tries to imitate the subtle colors of nature with paints, he begins to realize that the strongest colors are not the most beautiful,—rather the tempered ones, which may be compared to the moderate sounds in music. To describe these tempered colors, he must estimate their hue, value, and chroma, and be able to describe in what degree his copy departs from the natural color. And, with this gain in perception and imitation of natural color, he finds a strong desire to invent combinations to please his fancy. ‘Thus the study divides into three related attitudes, which may be called recognition, imitation, and invention. Rec- ognition of color is fundamental, but it would be tedious to spend a year or two in formal and dry exercises to train recognition of color alone; for each step in recognition of color is best tested by exercise in its imitation and arrangement. When perception becomes keener, emphasis can be placed on imitation of the colors found in art and in nature, resting finally on the selection and grouping of colors for design.”

(40) The notation used in this system places Hue (expressed by an initial) at the left; Value (expressed by a number) at the right and above a line; and Chroma (also expressed by