Yes, yes. Because I've learned so much from there. A lot of times people think children don't know very much, but children know a lot, even starting from two. Mine -- like in the schools, when they've graduated from a school now, they would be ages of six, but they got diplomas, for engineering, diploma for being -- you know because what you see there, even playing in kindergarten, here is a child that has a potential for building blocks, or here is somebody they see two other children fighting and they come and make peace.  So there you see potential there. If it's worked on they can develop this. So they get a diploma for that. And they have their little caps and gowns. And we sing the songs you know. But I began to realize their capacities when we would start doing music. Because usually the way I would start off I would take the saxophone, I'd take it loose and show them the different parts. This is the reed, it's spelled R-E-E-D, and we'd have a little card so they're learning how to spell the words, they are learning the part of the saxophone, and the mouthpiece, the ligature and then we had cards for all of these. Sometimes I hide it behind my back and I say "what is this again? " So it's like a game you know. So we have a lot of fun together. Then I put it together. Then I say "this is what it sounds like," and I put it together and then I would start a song, and then I'd have them sing the song or play notes on a scale, and I'd say "now repeat the notes, I want you to do it with the saxophone. " So it would develop into a whole thing. At the same time they are listening, they are using their skills to remember, they are beginning to repeat what they hear, so this is developing these potentials that they have. And so you know we have a wonderful time, and the academic part of it learning how to spell the words.