e objects which have been described constitute the didactic
material for the beginnings of a methodical education of the auditory
sense, I have no desire to limit to them an educational process which
is so important and already so complex in its practise, whether in the
long established methods of treatment for the deaf, or in modern
physiological musical education. In fact, I also use resonant metal
tubes, small bars of wood which emit musical notes, and strings
(little harps), upon which the children seek to recognize the tones
they have already learned with the exercise of the bells. The
pianoforte may also be used for the same purpose. In this way the
difference in _timbre_ comes to be perceived together with the
differences in tone. At the same time various exercises, already
mentioned, such as the marches played on the piano for rhythmic
exercises, and the simple songs sung by the children themselves, offer
extensive means for the development of the musical sense.

* * * * *

To quicken the child's attention in special relation to sounds there
is a most important exercise which, contrary to all attempts made up
to this time in the practise of education, consists not in producing
but in eliminating, as far as possible, all sounds from the
environment. My "lesson of silence" has been very widely applied, even
in schools where the rest of my method has not found its way, for the
sake of its practical effect upon the discipline of the children.

The children are taught "not to move"; to inhibit all those motor
impulses which may arise from any cause whatsoever, and in order to
induce in them real "immobility," it is necessary to initiate them in
the _control_ of all their movements. The teacher, then, does not
limit herself to saying, "Sit still," but she gives them the example
herself, showing them how to sit absolutely still; that is, with feet
still, body still, arms still, head still. The respiratory movements
should also be performed in such a way as to produce no sound.

The children must be taught how to succeed in this exercise. The
fundamental condition is that of finding a comfortable position,
_i.e._, a position of equilibrium. As they are seated for this
exercise, they must therefore make themselves comfortable either in
their little chairs or on the ground. When immobility is obtained, the
room is half-darkened, or else the children close their eyes, or cover