Dec. I6, 1930.
H. M. woLFsoN
EDUCATIONAL APPLIANCE
Filed'Feb. 20. 1929
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1,784,952
Patented Dec. 16, 1930
1,784,952;
« UNITED STATES PATENT OFFICE
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, HAROLD M. WOLFSON, OF NEW YORK, N. Y., ASSIGNOR TO MILTON BRADLEY COMPANY,
OF SPRINGFIELD, MASSACHUSETTS, A CORPORATION OFYMASSAGHUSETTS.
EDUCATIONAL APPLIANCE
Application-filed February 2_0, 1929. Serial No.V 341,504.v
This invention relates to an leducational ap
square .windows c and d. The only crayon
pliance for teaching children color blending or color that can be seen through these
combinations and whereby such instruction windows is the red crayon. I also cut similar
is imparted by the use of thel appliance in windows e in linewith the orange crayon, f `
5 such a subtle way that the child is not par and g in line with the yellow crayon, 7L in 55
ticularly conscious of the instruction being line with the green crayon, c' and j in line
imposed upon him. In addition, the idea of with the blue crayon, and lc in line with the
the invention is to'provide a container in violet crayon. It will be noted that through
which crayons, tubes of color, paintV or other these small windows only the color of that
1o color material, may be packed for sale and crayon (or its corresponding _colored wrap- co
serve as a convenient receptacle for the user per)~ with which the window is in line, can be
and the same structure or container, with its seen and that thevisib‘le color is due to the
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contents, serving as the educational ap
contents of the box arranged back of the
pliance.
windows.
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A simple illustration of my invention with
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To carry out my idea as to the educational 65
one variation is shown in the accompanying appliance, it will be noted that I have grouped
the small `windows according to a definite
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drawings:
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Fig. l shows a crayonrbox with colored plan; Thus, the top windows@ and f Jfor red
crayons therein all arranged according to one and-yellow are on the same horizontal >line
and just'below this line and in- this case be- 70
form of the invention;
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Fig. 2 shows a crayon box with colored tween said two windows, the `window e for
crayons therein all arranged according to orangeis arranged making` up the first group ^
of three small windows. Adjacent this group
another form of the invention; and
Fig. 3 shows a section through line 3_3 I print the fact that “Red and yellow make
orange.” The second group is arranged be- 75
of Fig. 1.
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The preferred form of the invention is lowV andstaggeredwith the -first group and
shown in Fig. 1. I start with a crayon box adjacent the appropriate windows I print`
of an ordinary commercial form such as `the “Yellow and blue make green.” A In the third
usual pasteboard box container in which group the lower “red’7 window cl is offset far
30 colored crayons are commonly sold with the to the left but inV horizontal line vwith its so
crayons arranged in a single row. I arrange coupled window y' and there is no diíiiculty
in the box b a set of crayons in the row vbe
in getting _the visual association-:from such
ginning at the left, in the order of the colors, arrangement sothat the printing,- “Red and
red, orange, yellow, green, blue, and violet. blue makeviolet” is quiteappropriate to this
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35 Then I provide an open narrow horizontal group in a similar manner> to the others.
window a through the front face of the box I If it is preferred, mylower group may be
‘ just below its upper edge, so that the con arranged with not even a slight variation in
tained row of crayons may be seen through the general appearance of such group. 'This
the window. The color of each crayon isV is i accomplished by having another v“red”
40 visible either by reason of its composition `crayon vadjacent theviolet andV placing the 90v Y v
color, or if the crayon is wrapped with a window CZ in line with the window. j instead
corresponding »colored wrapper as is common . of where it has been shown.v I prefer the ar
to prevent smudging, then such wrapping rangement shown in Fig. 1 since'it calls for '
color is visible, so. the result is the -same. only one set Vof crayons without duplicatingv n
45 Along the edge of the window on the iront colors for all combinations of the several 9.5
face of the box and in line with the appropri groups." I have shown> the box b with'two .
ate crayon, I print the colors red, orange, yel extra `crayons at the right, either for addi
tional colors or duplicates, one or morey of
low, green, blue, and violet.
In line with the “red”. crayon, I cut in the which may be used to vary theparti'oular
59 face of the box two vertically spaced little
grouping, as I have indicated.
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1,784,952
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In Fig. 2 I show a box m similar to box o
except that the small windows are shown
What I claim is:
l. A commercial package of color tools
Vround and the grouping is varied, but with comprising, color-makingV articles each ap
the same fundamental idea of utility, as in propriately colored on its exterior and ar
Fig. l.
ranged in a row, a box container enclosing 70
Some of the advantages of, and reasons for, the row, said container having a plurality of
the structural arrangement will now be groups of small windows or peek-holes
pointed out. @ne is the increased visibility through each of which only> one of said
or strengthened impression through the eye articles is prominently visible _by its color,
that the child gets in the use of my colortool tlie‘windows of each group having indicia
box as contrasted with the ordinary color tool associated'therewith to suggest a factual
box which has no more than printed direc~ color association for such group.
tions to impress the beginner in color study.
2. A >commercial packagepof color tools
My appliance results in such a close visual
association between the contents of the box
and the directions to ybe followed that the
transition step in the mind of the young bfe'
tween the tools to be used, and the directions
for instructive use, is shortened. Then the
comprisin(T different. color-making articles
each appropriately colored on its exterior, a
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box container enclosing saidarticles, said
container having a plurality of Ígroups of
small Windows, through each of which win->
dows only one color isprominently visible,
play instinct is appealed to by theîdesirability the windows of each group having indicia
of properly arranging the color'tools in the associated therewith to suggest a factual color
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box through the use of the peek-'holes 'offered association kfor such group,`
In testimony whereof I have affixed my
by the Vsmall windows. The tool box is thus
not a simple containing( structure' for the
HAROLD M. woLFsoN.l
tools, but one lof* the tools itself, lending struc
signature.
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ture to the play element in the course of color
instruction. The advantageous effects on
the child, of v my improved box" could be
dilated upon to a. considerable extent, _but
what has been said is perhaps enough.-
i 295il
There are advantages tothe manufacturer
and retailer in the simplicity with which the
box together with its contents is madev an»
attractivel and'novel article vfor display pur#
poses. In'other words, it has a strong adver
tising appeal in trade channels. Ordinarily,
a container or color tool box needs to be made
attractive by vthe printing and label. YVith
_ my structure, it is made attractive‘by using
practically all the colors of the rainbow from
the contents of the box, and not simplyto dis
play the contents but, by the arrangement or
grouping of the windows, the small ones par
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ticularly, to arouse the ’ curiosity as to the
scheme back of such an unusual arrangement.
For the manufacturer, there is the advan
tage _that the whole idea ofthe invention can
be embodied in` his ordinary type of crayon
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pasteboard box or box 'for tubes of color,
and without increased expense,’since all vthe
windows can be cut out inthe predetermined
coordination at the time the box blank is cnt.
Furthermore, a. less expensive label or deco~
rative scheme on the faceA of the box canbe
adopted and is in factV an advantage since
12oy
the' background for the front of my ,educa
tional appliance is preferably of the simplest
. character.
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fl I have described three embodiments ofthe
invention and it is obvious that the same idea
can be carried out not only with crayons, but
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with tubes of water color `or other color
`making tools, in .combination with such a
toolbox.
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