A pilot study to investigate the views of Sir Herbert Read on art education is presented. The views include: (1) Real art education (visual language) represents a group of stimuli-response behaviors which direct and shape us; (2) The policy of education through art is based on the hypothesis that the images we evoke in the course of any kind of cognitive activity have a universal significance; and (3) The bulk of the cues and stimuli in our time-life-environment are visual. A review of the literature was undertaken. A group of 28 females matched in terms of College Board Scholastic Aptitude Test verbal and math scores were measured in terms of emotional well-being, study skills and readiness, and problem-solving abilities. The t-ratio for the percentile averages earned by Group A (Visual Arts majors) and Group B (non-Visual Arts majors) was zero. Therefore, no statistically significant evidence was found to support Sir Herbert's presumption that art education eventuates in improved study habits and attitudes. (CK)