202 THE MONTESSORI METHOD
arrange these in order of gradation. In this way, the eight gradations are finally presented.
Following this, we place before the child the eight gradations of two different colours (red and blue) ; he is shown how to separate the groups and then arrange each group in gradation. As we proceed we offer groups of more nearly related colours; for example, blue and violet, yellow and orange, etc.
In one of the " Children's Houses," I have seen the following game played with the greatest success and interest, and with surprising rapidity. The directress places upon a table, about which the children are seated, as many colour groups as there are children, for example, three. She then calls each child's attention to the colour each is to select, or which she assigns to him. Then, she mixes the three groups of colours upon the table. Each child takes rapidly from the mixed heap of tablets all the gradations of his colour, and proceeds to arrange the tablets, which, when thus placed in a line, give the appearance of a strip of shaded ribbon.
In another " House," I have seen the children take the entire box, empty the sixty-four colour-tablets upon the table and after carefully mixing them, rapidly collect them into groups and arrange them in gradation, constructing a species of little carpet of delicately coloured and intermingling tints. The children very quickly acquire an ability before which we stand amazed. Children of three years are able to put all of the tints into gradation.
Experiments in Colour-memory. Experiments in colour-memory may be made by showing the child a tint, allowing him to look at it as long as he will, and then asking him to go to a distant table upon which all of the colours are arranged and to select from among them the tint simi-