ABSTRACT
The willingness of the slow-learning child to draw, to crayon, and to paint are so well known as to need no comment, but an interesting aspect of this is the relative eagerness with which they will approach these three activities. All children are more or less willing to draw with pencils, most will do some colouring with crayon, far fewer will want to paint. Freedom must be the keynote of the lesson, and the child must feel free to paint how and what he likes, the sort of freedom that he feels when released to play in a large field. In the same way that the teacher can suggest games to play in the field, and even how to play them, so he can, within this freedom, suggest things to paint and show how to paint them. In teaching painting to dull children, the painting of pictures, the teacher should not neglect the use of pattern.
