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 who leads both teacher and class by intuitive appreciation of color, and it is a subtle question how far such a nature can be helped or hurt by formal exercises. But such an exception is rare, and goes to prove that systematic discipline of the color sense is necessary for most children.

(53) Outdoor nature and indoor surroundings offer endless color illustrations. Birds, flowers, minerals, and the objects in daily use take on a new interest when their varied colors are brought into a conscious relation, and clearly named. A tri-dimensional perception, like this sense of color, requires skilful training, and each lesson must be simplified to the last point practicable. It must not be too long, and should lead to some definite result which a child can grasp and express with tolerable accuracy, while its difficulties should be approached by easy stages, so as to avoid failure or discouragement. The success of the present effort is the best incentive to further achievement.