Abstract
Rousseau, Pestalozzi, and Froebel believed that their approach to child art was serving the child's immediate needs. The dilemma was that educators had rarely been artists, and that teachers of drawing had rarely been familiar with the science and art of education. James Sully, a famous English psychologist, stated that the teaching of drawing, painting, or other art was the only effective means of developing a fine and discriminative aesthetic faculty. He also stated that young people should not only be allowed but also be encouraged to relish aesthetic enjoyments, the charm of brilliant colors, and forcible contrasts of color and of simple symmetrical patterns. He further stated that great care must be taken not to over-refine their taste or to deaden their healthy instinctive feelings, and that the teacher should never forget the great individual differences of sensibility and taste, and should allow a legitimate scope to independent judgement.
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