, doh [sharp], re
[sharp], fah [sharp], soh [sharp], lah [sharp].

[Illustration: Musical Scale (Chromatic)]

[Illustration: FIG. 27.--MUSICAL BELLS.]

One series of bells is arranged in chromatic order upon a long board,
upon which are painted rectangular spaces which are black and white
and of the same size as the bases which support the bells. As on a
pianoforte keyboard, the white spaces correspond to the tones, and the
black to the semitones. (Fig. 27.)

At first the only bells to be arranged upon the board are those which
correspond to the tones; these are set upon the white spaces in the
order of the musical notes, doh, re, mi, fah, soh, lah, ti, doh.

To perform the first exercise the child strikes with a small hammer
the first note of the series already arranged (doh). Then among a
second series of corresponding bells which, arranged without the
semitones, are mixed together upon the table, he tries, by striking
the bells one after the other, to find the sound which is the same as
the first one he has struck (doh). When he has succeeded in finding
the corresponding sound, he puts the bell thus chosen opposite the
first one (doh) upon the board. Then he strikes the second bell, _re_,
once or twice; then from among the mixed group of bells he makes
experiments until he recognizes _re_, which he places opposite the
second bell of the series already arranged. He continues in the same
way right to the end, looking for the identity of the sounds and
performing an exercise of _pairing_ similar to that already done in
the case of the sound-boxes, the colors, etc.

Later, he learns in order the sounds of the musical scale, striking in
rapid succession the bells arranged in order, and also accompanying
his action with his voice--doh, re, mi, fah, soh, lah, ti, doh. When
he is able to recognize and _remember_ the series of sounds, the child
takes the eight bells and, after mixing them up, he tries by striking
them with the hammer, to find _doh_, then _re_, etc. Every time that
he takes a new note, he strikes from the beginning all the bells
already recognized and arranged in order--doh, _re_, doh, re, _mi_;
doh, re, mi, _fah_; doh, re, mi, fah, _soh_, etc. In this way he
succeeds in arranging all the bells in the order of the scale, guided
only by his ear, and having succeeded, he strikes all the notes one
after the other up and down the scale. This exercise fascinates
children from five years old upwards.

If th