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The movement in educational reform at present is in the direction of unification. It is held that in framing the programme for any grade the interest not only of the next higher but of all higher grades must be considered. This is done not solely that those who are to enter the higher grades may be directly prepared for their more advanced studies, but especially because it is felt that better work will thus be done for those whose school training is soon to terminate. For the child's education is never finished and a mind rightly directed at the start will gather from its practical experience that with which it may develop and augment the resources and the ideas already received. No education can be sound which teaches anything that is inconsistent with the more advanced truths, however complex and profound those truths may be. There should be no unlearning in the course of an education nor any expenditure of time on that which has no permanent value.

It is of importance therefore to consider in connection with the study of any special subject what the problems are which lie at the end of the educational journey and what basis will be needed in the child's maturer thought. There will thus be the inspiration of the goal to be attained and guidance in the selection of the most helpful methods.

There is scarcely any subject that has so many practical and scientific aspects as the subject of color. Its great importance in the arts and its contribution to the enjoyment of life are