The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1885-12-25
THE TEACHING OF COLOR AND
FORM IN SCHOOLS.

When the baby learns first to say the
word pretty" it usually has reference
to the color of some object, and indeed
in all our minds it would be quite diff
cult to leave color out of the question,
when expressing any idea of beauty, un-
less it be in peculiar forms where alb
sence of color is . usual characteristic,
and even these occupy a comparatively
cold corner. One authority defines
Beauty as " consisting of a certain COM
position of color and figure, causing de-
light in the beholder," making color a
requisite of outward beauty. We can
easily compare personal impressions,
and the feelings aroused by gazing upon
a wonderful piece of statuary, with our
experiences in viewing work of art, in
the form of painting ; the sight of the
snow-capped mountain with the verdure-
tinted-river-banks the glittering pearls
and diamonds of winter landscape
with the odor of blossoms and the living,
growing loveliness of spring morning.
Who. that has read, Pygmalion, the
sculptor" will forget the two pictures of
Psyche? Another writer upon this sub
ject says: "The priority of color to
form, which has a psychological basis,
in virtue of which arises this strong
preference in children, should be recog-
nized by teachers from the very begin
ming that great delight in color which
is not only conspicuous in children, but
persists in most persons throughout life,
should be continuously employed as the
natural stimulus to the mastery of the
comparatively difficult and unattractive
form, "should be the prospective reward
for the achievement of FORM" But, it
seems to me, that even this suggestion
may be improved upon, by giving chill
dren colored materials out of which, to
construct form, and all difficulties are
out of the way.
Form itself viii soon grow so attrac-
tive that a separation of it from color is
perfectly eesy, or as change can be
made at any time. And when, in this
combination of form and color, both are
used, according TO laws of contrast, con-
nection and addition, from simple ele-
ments, progress is rapid, because sure
| foundation has been laid. And when
these materials are used by children
themselves, TO represent their own ideas,
they cannot be otherwise than most help
full.
The ability to drdl0 lives in every
child as surely as the ability to talk, and
requires the same developement and
culture. The ability to discern and
create color and shades of color is Just as
natural and just as easily strengthened
by right processes.
Nature, it has been said, works in
curves. And as the continuous curve
forms the circle, and the filled circle in
every direction makes the sphere, it
would seem, and is true that this is
Natures most perfect and beautiful
form.
| The ball, that symbol of completeness,
with slight variations, is duplicated so
almost endlessly, that it would almost
seem that this ever-revolving, never
resting orb on which we live, like the
whirling of the clay at the Potter's hand
lends to her seed and vegetable, her
flower and fruit, her own symmetrical
proportions. From the ripened fruits
those spheroids of beauty that bend, in
gentle curve, the boughs from which
they hang, to those embodiments oil
coarser, never-to-be-mistaken fragrances
reminders of the kitchen, from the
largest pumpkin to the smallest mustard
lseed, this harmony Of form is seen. The
potato, the carrot, the beet, are but
slongations Of the same form, and in al