Information to be imparted from time to time during the progress of the occupation. "Snow is a form of water." An experiment to prove the fact, viz., the melting of snow contained in a glass. "Snow is much lighter, bulk for bulk, than water in its liquid form." One of the observations in the last experiment will be, that the water occupies much less space than the snow, although their weights are the same. Reference may also be made to the gentleness with which snow descends, and a shower of snow may be appropriately compared with a shower of feathers.

66

Fig. 163.

"Snow descends from the clouds," leading to an explanation that the source of rain is identical with the source of snow. Snow descends in flakes, and each flake is made up of beautiful geometrical crystals, formed by the freezing together of the minute particles of moisture." Children referred to impressions or embroidered forms, as showing the designs of some crystals.

Occupation. Embroidering in white silk the figures illustrated. (The embroidering will be simultaneous with the conversation on Snow.")

66

Note. Different stories may be introduced, i.e., referring to snow in some way or other. Especially fascinating are those of snowstorms when imperilled travellers have been rescued. An account of the life of dog Barry" would be appropriate.

66

8. COLOUR AND COLOURING.

It was believed by Sir Isaac Newton, that the seven predominant colours of the spectrum-yellow, orange, red, green, blue, violet, and indigo -due to seven degrees of refrangibility of the component rays of white light during their passage through a dense medium, upon the surface of which they had fallen obliquely, were seven primary colours, the intermediate tints being due to overlapping. This theory, however, has been exploded, and the number of primary colours reduced in knowledge to three, viz., red, yellow, and blue, all other colours and tints being effects of admixture.

In more than one half of the occupations treated on in the present volume, colour forms an important feature. Without it they would be

greatly robbed of variety, and the interest which variety yields; and the hungry love which young children manifest for brilliant combinations would be choked by the lack of their provision. In this immediate occupation, exercises are confined to the distinguishing of colour, colour making, colour laying, and colour blending, although it is shown how the practical colouring may be applied in connection with several other occupations, notably that of "drawing," and the "solid representatation of geometrical forms."

For the purpose of showing how different colours and tints may be produced by admixture, Bradley's gelatine films are very effective. A

note tells us that "the best effects with the films are secured by laying them on white paper, rather than by looking through them at the light; although both methods may be tried." Following out these instructions, we have laid before us three films, yellow, red, and blue (the yellow and blue being of medium shade, and the red of a magenta cast) so overlapping as to show at once seven distinct colours, fig. 164. When held

up to the light, brown gives place to scarlet, and bronze to a dark purple. By varying the shades of the primary colours, a variety of secondary tints are produced.

Fig. 165 is the pattern of a frame used for showing by means of coloured glass slides, the same effects as are produced by the gelatine films, and, economically considered, it is a preferable contrivance.

The practical operations of this occupation consist, in addition to the necessary preliminary exercises, of chalk or crayon work and painting. They, like drawing, pricking, beading, tablet-laying, &c., will admit of development by a graduated course of design.

To furnish a new interest, and maintain a variety, the operations as are herein considered are directed prominently to the miniature imitation of flags and signals of different nations. We have selected those only which are of plain and simple design, the imitation of which it is within the ability of children to execute with fair accuracy.

Chequer work.

Slates and papers ruled by equidistant perpendicular and horizontal straight lines, the crossings of which form about quarter-inch squares, favours the colouring of a great variety of chequered patterns. Chalks and paints of primary shades are all that is necessary to produce that variety which is desirable.

E

In the use of chalks or crayons, the mere mechanical operation is identical with that of drawing, and may include (1) chequered patterns, (2) the capital letters E FHILT, and (3) the outlines of some simple objects. See figs. 166 and to 171.

N.B. In the illustrations below, the different directions of shade denote

different colours. In practice, the squares of the same colour should always be completed before other colours are introduced. Similar work on paper is executed in a like methodical manner, the use of water colours being sometimes substituted for that of crayons.

Illustration of Flag work by Commercial Code Signals.

During the practice of the following briefly suggested exercises, the children should gather some notion of the use of Code signals, although it is strongly inadvisable that the teacher should deal in detail with the practical utility of these pennants.

Notes. (1) A chart of signals, or better, miniature pennants (see Flags of all Nations)-constantly preserved as copies-placed conspicuously before the class. Children note and specify the different colours.

(2) Brief descriptive account of ships at sea desiring to communicate with each other; the firing of guns and the sending up of rockets. Explanation that the hoisting of flags of different colours and shapes, as illustrated by the diagrams, conveys ideas to mariners. The signification of different pennants may be mentioned, but no extraordinary effort should be made to teach the children to remember them.

(3) Pennants of one colour. Selected from the exhibits by the children, and the colour of each named, viz., red, B, and yellow, Q. Outline forms sketched (if not printed on occupation cards or exercise books). Red pennants painted by one section of the class, and yellow pennants by the other.

(4) Red and white. Red and white pennants selected and isolated for copying. Forms sketched and painted (or coloured in crayon), one by each of five sections of the class. Pennants to be represented are C, F, H, Y, and answering pennant.

(5) Blue and white. Blue-and-white pennants selected and isolated for copying. Forms sketched and coloured as before, viz., D, J, M, N, P, S, viz., one by each of six sections of a class.

(6) Blue and yellow, and red and yellow. Proceed as in the previous exercises, G, H, and L being sketched and coloured, one by each of three sections of the class, and R by each section.

(7) Red, white, and blue. T and W drawn and coloured, one by half the class, and the other by the remaining half.

Notes. In the above exercises the class is presumed to be working in sections for the mere purpose of expediting time. This of course is unnecessary, as the children may all equally well be engaged in executing the same pattern.

The coloured flags should be cut out during some subsequent papercutting occupation.

The pilot and other signals, and royal, naval and merchant flags, represented in "Flags of all Nations," published at one shilling, will suggest a continuation of this course. It is not, indeed, necessary that the attempt should be made to represent each flag illustrated, but the making of some of what number and pattern it will be the teacher's prerogative to decide will be productive of much interest and amusement. Larger flags made by the pasting together of coloured papers may be called into use. (See Game of Flags.)

A further extension of the occupation consists of colouring geometrical figures which are designed and executed during drawing lessons, as well as letters and numericals. The space within the boundary lines of any sketched letter or figure should be of uniform colour : the work, however, has a more pleasing appearance if the boundary lines are marked by a thin line of prominent colour, and the interior painted with a lighter tint of the same colour. The following are notes of preliminary exercises suitable for introducing this course.

(1) Colours red, white, yellow, and blue exhibited and named. Different tints in red, yellow, and blue exhibited, and the specific names of the more common given. Children to name flowers and other objects bearing a resemblance in colour to the tints pointed out. Ribbons of the colours named selected from a bunch.

(2) Other common colours shown and named, such as green, brown, purple, black (generally classed as a colour.) Things of each colour referred to, mentioned. Ribbons of corresponding colours selected from a bunch.

(3) Illustrations with glass, gelatine films or charts, showing how different colours and different shades of the same colour are produced by combinations of red, yellow, and blue. Children to manipulate with glass or gelatine films, and produce the colours and tints named and previously illustrated.

(4) Children to name the colours of the chalks with which they are provided. (Four chalks, one of each colour, white, red, yellow, and blue, would be an ample provision for each child.) Children to draw rectangular figures on their slates, say one square and one oblong, each of a different

colour.

(5) Rectangular figures sketched on the slates and divided into sections. Each section coloured as denoted by the figures. Figs. 172 to 179.

We should suggest that these figures are quite ample and sufficiently difficult, although the colouring and general appearance may be modified without the introduction of less easily constructed geometrical designs. Fig. 180.

N.B. It must be borne in mind that this exercise is one of colouring rather than of drawing, and that therefore the simplest designs only should be sketched by the children. The patterns may be greatly varied and multiplied if they are previously prepared by the teacher. It would be an advantage if such figures were scratched on one side of the drawing