he child
performs the exercise seated comfortably at a table. After a
preliminary explanation from the teacher he repeats the exercise by
himself, his eyes being blindfolded that he may better concentrate his
attention.

We may conclude with a general rule for the direction of the education
of the senses. The order of procedure should be:

(1) Recognition of _identities_ (the pairing of similar objects and
the insertion of solid forms into places which fit them).

(2) Recognition of _contrasts_ (the presentation of the extremes of a
series of objects).

(3) Discrimination between objects very _similar_ to one another.

To concentrate the attention of the child upon the sensory stimulus
which is acting upon him at a particular moment, it is well, as far as
possible, to _isolate_ the sense; for instance, to obtain silence in
the room for all the exercises and to blindfold the eyes for those
particular exercises which do not relate to the education of the sense
of sight.

The cinematograph pictures give a general idea of all the sense
exercises which the children can do with the material, and any one who
has been initiated into the theory on which these are based will be
able gradually to recognize them as they are seen practically carried
out.

It is very advisable for those who wish to guide the children in these
sensory exercises to begin themselves by working with the didactic
material. The experience will give them some idea of what the children
must feel, of the difficulties which they must overcome, etc., and, up
to a certain point, it will give them some conception of the interest
which these exercises can arouse in them. Whoever makes such
experiments himself will be most struck by the fact that, when
blindfolded, he finds that all the sensations of touch and hearing
really appear more acute and more easily recognized. On account of
this alone no small interest will be aroused in the experimenter.

* * * * *

For the beginning of the education of the musical sense, we use in
Rome a material which does not form part of the didactic apparatus as
it is sold at present. It consists of a double series of bells forming
an octave with tones and semitones. These metal bells, which stand
upon a wooden rectangular base, are all alike in appearance, but, when
struck with a little wooden hammer, give out sounds corresponding to
the notes doh, re, mi, fah, soh, lah, ti, doh