Man, as the highest expression of the planet, in his three-fold nature, becomes the gleaner, the classifier, and the repository of these facts. A beautiful exposition of the clever handiwork, of the law of action and re-action. As a cosmic unit of the larger cosmos, the more perfect his knowledge of the universe, the more complete, is his store of knowledge in relation to himself. Children, in order to become properly equipped students, must, when ready to take up the sciences, be prepared to determine what the actual sensations are, out of which the different possible images of the sciences are composed. To achieve the most thorough education possible, they must know the actual number of concepts in each science, and precisely the images out of which they have arisen! They will then be prepared, to collect and classify, the mentative data of the sciences. That is, they will be able to determine for themselves, experimentally, the sensations, images, concepts, ideas and thoughts, which belong to each one. Practice in this useful training, will lead the pupil, to the higher, wider generalizations of thought, which belong to the domain of pure reason. In the work of classification, by detecting differences, a knowledge of the inductive process is gained. Similarly, by detecting likenesses, a knowledge of deductive reasoning is acquired. The body, like the brain, being composed of a co-operative colony of more or less intelligent cells, is an important part of the mind, which responds to educational training. True education, then is a development of both mind and body, in accord with the law of natural evolution, that embraces all there is in the domain of morals, pertaining to right thinking, right living and right doing. In other words, the action of the mind comprehends the physical, intellectual, moral and spiritual expression of the individual. Therefore, by the rightly conducted processes of a higher education, we may form an evenly developed character of the highest order. A character, unfolded physically, intellectually and spiritually, in harmony with the requirements of cosmic law. Hence, the imperative necessity, in the early training of children, of introducing the first steps of this system of true education. From these premises we must conclude, that the first four years of a child's life, should be devoted to some systematic method, for acquiring a most complete equipment of exact images, which will afford the basis for typical sensations, emotions, ideas and thoughts, regarding things in the domain of nature, about which, later in life, the child must know in order to become educated. To this end, children must have opportunities during these important years of image building, to experience all the sensations, and to form all the true images, that can come to them through the senses of seeing, hearing, tasting, smelling, touching, feeling and sensations of temperature, such as heat and cold.