She denounced that "educators also know the evil and sinister results of ignorance in sex matters. Yet, they have neither understanding nor humanity enough to break down the wall which puritanism has built around sex...If in childhood both man and woman were taught a beautiful comradeship, it would neutralize the oversexed condition of both and would help woman's emancipation much more than all the laws upon the statute books and her right to vote." Experiments in Germany led to A. S. Neill founding what became Summerhill School in 1921. Summerhill is often cited as an example of anarchism in practice. British anarchists Stuart Christie and Albert Meltzer manifested that "A.S. Neill is the modern pioneer of libertarian education and of “hearts not heads in the school”. Although he has denied being an anarchist, it would be hard to know how else to describe his philosophy, though he is correct in recognising the difference between revolution in philosophy and pedagogy, and the revolutionary change of society. They are associated but not the same thing." However, although Summerhill and other free schools are radically libertarian, they differ in principle from those of Ferrer by not advocating an overtly political class struggle-approach. The English anarchist philosopher, art critic and poet, Herbert Read developed a strong interest in the subject of education and particularly in art education. Read's anarchism was influenced by William Godwin, Peter Kropotkin and Max Stirner. Read "became deeply interested in children’s drawings and paintings after having been invited to collect works for an exhibition of British art that would tour allied and neutral countries during the Second World War. As it was considered too risky to transport across the Atlantic works of established importance to the national heritage, it was proposed that children’s drawings and paintings should be sent instead. Read, in making his collection, was unexpectedly moved by the expressive power and emotional content of some of the younger artist’s works. The experience prompted his special attention to their cultural value, and his engagement of the theory of children’s creativity with seriousness matching his devotion to the avant-garde. This work both changed fundamentally his own life’s work throughout his remaining twenty-five years and provided art education with a rationale of unprecedented lucidity and persuasiveness. Key books and pamphlets resulted: "Education through Art" (Read, 1943); "The Education of Free Men" (Read, 1944); "Culture and Education in a World Order" (Read, 1948); "The Grass Read", (1955); and "Redemption of the Robot" (1970)".