▁child , ▁is ▁said ▁to ▁be ▁a ▁potential ▁ne uro t ic ▁capable ▁of ▁being ▁saved ▁from ▁this ▁prospect , ▁if ▁early , ▁largely ▁in born , ▁cre ative ▁ab ilities ▁were ▁not ▁repr essed ▁by ▁conventional ▁Education . ▁Every one ▁is ▁an ▁artist ▁of ▁some ▁kind ▁whose ▁special ▁ab ilities , ▁even ▁if ▁almost ▁ins ign ific ant , ▁must ▁be ▁encourag ed ▁as ▁contrib uting ▁to ▁an ▁infinite ▁rich ness ▁of ▁collect ive ▁life . ▁Read ’ s ▁newly ▁expressed ▁view ▁of ▁an ▁essential ▁" continu ity " ▁of ▁child ▁and ▁adult ▁cre ativity ▁in ▁everyone ▁represented ▁a ▁synth esis ’ ▁the ▁two ▁opposed ▁models ▁of ▁tw enti eth - century ▁art ▁education ▁that ▁had ▁pre domin ated ▁until ▁this ▁point ... Read ▁did ▁not ▁offer ▁a ▁curr icul um ▁but ▁a ▁theoretical ▁defence ▁of ▁the ▁genu ine ▁and ▁true . ▁His ▁claims ▁for ▁genu inen ess ▁and ▁truth ▁were ▁based ▁on ▁the ▁over wh el ming ▁evidence ▁of ▁characteristics ▁revealed ▁in ▁his ▁study ▁of ▁child ▁art .... From ▁ 1 9 4 6 ▁until ▁his ▁death ▁in ▁ 1 9 6 8 ▁he ▁was ▁president ▁of ▁the ▁Society ▁for ▁Education ▁in ▁Art ▁( SE A ), ▁the ▁renamed ▁AT G , ▁in ▁which ▁capacity ▁he ▁had ▁a ▁platform ▁for ▁address ing ▁UN ES CO .... On ▁the ▁basis ▁of ▁such ▁representation ▁Read , ▁with ▁others , ▁succeeded ▁in ▁establish ing ▁the ▁International ▁Society ▁for ▁Education ▁through ▁Art ▁( IN SE A ) ▁as ▁an ▁executive ▁arm ▁of ▁UN ES CO