There was a discussion about art teaching methods in which participated Ebenezer Cooke, a disciple of John Ruskin.
"The method by which the child teaches itself and the method of the systematic teacher are different apparently. What the child's own natural method is we must learn first from children, then we must be willing to adopt their method if we could teach them. Of Pestalozzi it is said, 'It was because he became the pupil of his pupils that he was enabled to stand up as a teacher of teachers'. In this matter what does our observation of the child teach us? One of the unmistakably strong 'hints' is that the child loves colour. But the teacher says you must go through a long study of light and shade before you attempt it. The child delights to use drawing as a means of expression; delights to draw from memory or imagination; and enjoys the invention of new combinations of new forms. The teacher treats all this with contempt, gives a long series of ornamental outline, and holds out the hope, perhaps, that in the far future, when the copy can be faultlessly executed, design shall be attempted again." (p. 246)
"I might make other observations on the difference which exists between the methods of the systematic teacher and that of the child, I add this only. The child wants to express itself, but the teacher limits its exercise to perfecting the means of expression. These are somme of 'nature's hints', coming with the same authority and from the same source as those Mr. Ablett has adopted. If they are natural it is vain to oppose, or if we do, we must expect failure. We had bettter in these days of science observe the child's nature and method, and adapt ours to it. For if we do not use and develop these powers when we can, when we want them they will be gone, or to be regained only by difficulty and conscious effort." (p.247)
"Colour especially, I think, should be given from the very first. In looking through the work in this Exhibition, I am surprised at the scant use of colour in children's work. Mr. Ablett rightly, I think, gives it very soon. Could not the children in Board Schools have the pleasure of painting bright flowers sometimes, as well as those lower tones used in his copies? [...] I think if we consider the child's nature we shall find it needs varied exercise; and if we recall the way in which it acquires another means of expression, we shall see the place assigned to systematic teaching. ... // In every drawing, for example, at the instant of execution, the pupil is not looking at the object at all, but at his pencil. From what he is then drawing? From the memory of the object represented in his imagination. Yet who thinks os specially training these?" (p. 248)
"Children delight in scribbling; we scold where we would carefully govern. The very first drawings of little children are for some time only incoherent scribbles, yet they like it; the muscular action itself is pleasant. ... There is another delight of children, specially valuable in decoration. They enjoy repetition; and that too for many purposes the teacher needs. If a child follows its bent and draws animals its own way, in action, and repeats them, outlines them, and colours them too, he will produce a drawing which may be // comparable to the archaic period of more than one historic school, probably something like these drawings copied and enlarged by a boy from the First Vase Rome in the British Museum. And this suggests to me another means the teacher has of obtaining, not only hints from nature, but of verifying observations made of the natural methods of the child, and of seeing where they lead and how they may by gentle guidance be developed. Pestalozzi pointed out before it had received the sanction and support of modern science, that there was a similarity, a parallelism in development between the individual and the race. The Greeks gradually attained perfection by accepting hints from nature, and strangely do their archaic work and that of the child agree." (p. 250, 251)
"There exists a system of drawing in this country in which the delight of invention is one of the chief elements. It is intended for children, and they enjoy it. Yet our educational authorities neglect the Kindergarten system, which trains early the inventive powers natural to children" (p. 251)
"For variety in teaching, as it uses, and therefore exercises, the imagination, it should enter into a systematic training. I have for years attempted this practice. Children enjoy it; for it they take trouble on themselves willingly and happily, they investigate and assimilate before they can use; they teach themselves, and no one else can teach them so much. // They give themselves that discipline, and make the effort which, if imposed, and without the interest, would make their work a 'grind'. Their whole nature is involved, and is on the side of the teacher, will and emotion, as well as sense and intellect, and without this full and free work there is fair probability of failure and loss of interest" (pp. 251, 252).