e cargosita is about three hundred, the number of
children in the nursery and kindergarten, who are under four years of
age. Older children become inmates of the regular schools.

The cargosita, when ornamented with a profusion of silk flags,
resplendent with gaily colored ribbon streamers, handsome mats and a
choice collection of small potted plants, palms and flowers; becomes a
thing of beauty, well calculated to capture and fascinate the childish
heart. When the train is in motion, gaily spinning around this
five-hundred-foot oval; the cribs and seats filled with bright happy
children, smiling and crowing, their chubby little hands clapping in
unison with the measure of such exquisite music as is discoursed by a
giant orchestrion, or the electric piano, the vision becomes the
loveliest and most inspiring one of a life time!

When we consider the cargosita as an instrument for education, we find
that it is even more potent as such, than as a thing for amusement. For
the purpose of educating the senses, thus laying a sure foundation, for
a broad, healthy, harmonious, development of the mind, it is invaluable!

A child is the repository of infinite possibilities! Education, is the
process of unfolding these possibilities, in harmony with natural law.
To discover, and to apply this law, is the important work of the
educator!

To Prof. Elmer Gates, and to his remarkable discoveries in Psychology
and Psychurgy, the modern educator owes a heavy debt of gratitude! From
the teachings of Prof. Gates, we deduce; that in brain building, that
primary step in education, psychologic functioning creates organic
structure, and that organic structure is a manifestation in the
concrete, of the activities of the mind. In other words, that planted,
watered and nourished, by the emotions of the individual, the thoughts,
ideas, concepts and images which arise, create a corresponding growth of
cell structure in the brain. That these brain cells become the working
tools of the mind.

It follows then, that we cannot have thoughts, without first having
sensations to form images and concepts, the soil out of which all
thoughts naturally grow. Therefore, if in a practical way, all
possibilities in the way of sensations, which may come through the
avenue of each one of the child's senses, are fully developed; a sure
foundation has been laid, for the largest possible development of brain
and the corresponding growth of thought.

In the natu