’ s ▁draw ings ▁and ▁paint ings ▁should ▁be ▁sent ▁instead . ▁Read , ▁in ▁making ▁his ▁collection , ▁was ▁unexpected ly ▁moved ▁by ▁the ▁express ive ▁power ▁and ▁emot ional ▁content ▁of ▁some ▁of ▁the ▁younger ▁artist ’ s ▁works . ▁The ▁experience ▁prompt ed ▁his ▁special ▁attention ▁to ▁their ▁cultural ▁value , ▁and ▁his ▁eng agement ▁of ▁the ▁theory ▁of ▁children ’ s ▁cre ativity ▁with ▁serious ness ▁matching ▁his ▁dev otion ▁to ▁the ▁avant - gar de . ▁This ▁work ▁both ▁changed ▁fund ament ally ▁his ▁own ▁life ’ s ▁work ▁throughout ▁his ▁remaining ▁ 2 5 ▁years ▁and ▁provided ▁art ▁education ▁with ▁a ▁r ationale ▁of ▁un pre ced ented ▁luc id ity ▁and ▁persu as iveness . ▁Key ▁books ▁and ▁pam ph lets ▁resulted : ▁Education ▁through ▁Art ▁( Read , ▁ 1 9 4 3 ); ▁The ▁Education ▁of ▁Free ▁Men ▁( Read , ▁ 1 9 4 4 ); ▁Culture ▁and ▁Education ▁in ▁a ▁World ▁Order ▁( Read , ▁ 1 9 4 8 ); ▁The ▁Gr ass ▁Read , ▁( 1 9 5 5 ); ▁and ▁Red em ption ▁of ▁the ▁Rob ot ▁( 1 9 6 6 ) ". ▁ ▁Read ▁" el abor ated ▁a ▁so cio - c ult ural ▁dimension ▁of ▁cre ative ▁education , ▁offering ▁the ▁notion ▁of ▁greater ▁international ▁understanding ▁and ▁coh es iveness ▁root ed ▁in ▁principles ▁of ▁developing ▁the ▁fully ▁bal anced ▁person ality ▁through ▁art ▁education . ▁Read ▁argued ▁in ▁Education ▁through ▁Art ▁that ▁" every