This primary course of educative work is continued, by taking up consecutively, in regular order; on a separate series of sheets, life size, naturally colored photographs, of fishes, reptiles, insects, birds, animals, and people. Later, geological specimens, glass, rocks and minerals. To be followed by pictures of life in the vegetable kingdom, flowers, fruits, plants and trees. Again, with photographs of works of art, paintings and statuary. Interspersed with this general course, are short lessons, offered to produce true images, in the hearing, smelling and tasting areas of the brain. First, by repeating at different times, while the cargosita is in motion, with its cargo of infantile passengers, all of the best musical compositions, executed vocally, and on the electric piano, the giant orchestrion, the violin, and a great variety of other musical instruments. These lessons in hearing, are repeated and varied, until the children have become familiar with most of the sounds in the tone scale. The mental sound images produced, have been associated with the happy scenes of this merry kindergarten life. By this interweaving of pleasant sensations, they have become more firmly fixed in a healthy group of brain cells, thus planted and established in the hearing areas of the brain. Second: In a similar manner, the taste sensations and images, are produced and registered. Day after day, one by one, tiny packages of confections, beautifully wrapped in brilliantly colored papers, are given to the children while on their cargosita excursions. These interesting lessons are continued, until the entire range of savors has been exhausted. The curiosity, excitement, pleasure and eagerness exhibited by children, in these tasting investigations, is something surprising. Third: Flowers, beautiful flowers of all kinds, are largely used in producing sensations and images, to be registered in the brain areas of the sense of smell. The essence of odors which cannot be gotten from flowers, are used to saturate small sachet bags, of charming color and artistic design. These bags make attractive play-things for the children. While using them they soon, unconsciously, become very skillful in detecting the slightest differences between the various odors. Brain areas usually left barren, are now filled and developed. Later in life, when children come to study the different sciences, this ability to detect the presence of the slightest odor, becomes invaluable, in the difficult work of classification. With such an unusual equipment, they will be far in advance of those pupils, who have not wisely, left uncultivated this important sense of smelling.