should be able to recognize the effect of mixing gray with a color, in distinction' from the pure tints and shades of that color.
Very few of the common colors seen in fabrics and house furnishings are either fall pure colors or their tints and shades, but nearly all are broken colors. Therefore it seems desirable to introduce the study of broken colors, before considering the extreme tones of the pure colors as represented in tints and shades No. 2 in the Chart of Pure Spectrum Scales in five tones.
This order of presentation seems specially advisable, because the distinguishing of the extreme tones where the color is lost to so great a degree is more difficult than anything connected with the subject of broken colors. Therefore at this point paper tablets, Selection No. 3 are introduced. From this collection of tablets when properly arranged a Chart of Broken Spectrum Scales of twelve colors in three tones may be made, and in addition there are tablets illustrating the several classes of grays other than neutral grays.
The first result desired is a definite distinction in the mind of each pupil between a broken color and any tint or shade of the same color. In order that the explanation of this distinction shall be intelligently comprehended each child must have such a clear idea of the meaning of the terms "tints" and "shades" that he shall not fail to readily understand any statement regarding them because of confusion as to the definite meaning of these terms. The child should know clearly that a "tint" is a color in a strong light or mixed with white either in pigments or disks, while "shade" is a color in a shade or shadow, i. e. with less than the normal illumination, or mixed with black. When this has been fixed in the mind of a pupil, and he has also been shown that neutral gray, the only gray he has learned anything of, is the result of the combination of white and black, it will not be difficult for him to see that a broken color is produced by the mixture of both white and
