206 THE MONTESSORI METHOD
ments. There is an interesting suggestion in the fact that the two great human institutions, that of hate (war), and that of love (religion), have adopted these two opposite instruments, the drum and the bell.
I believe that after establishing silence it would be educational to ring well-toned bells, now calm and sweet, now clear and ringing, sending their vibrations through the child's whole body. And when, besides the education of the ear, we have produced a vibratory education of the whole body, through these wisely selected sounds of the bells, giving a peace that pervades the very fibres of his being, then I believe these young bodies would be sensitive to crude noises, and the children would come to dislike, and to cease from making, disordered and ugly noises.
In this way one whose ear has been trained by a musical education suffers from strident or discordant notes. I need give no illustration to make clear the importance of such education for the masses in childhood. The new genera^ tion would be more calm, turning away from the confusion and the discordant sounds, which strike the ear to-day in one of the vile tenements where the poor live, crowded together, left by us to abandon themselves to the lower, more brutal human instincts.
This must be carefully guided by method. In general, we see little children pass by the playing of some great musicians as an animal would pass. They do not perceive the delicate complexity of sounds. The street children gather about the organ grinder, crying out as if to hail with joy the noises which will come instead of sounds.
For the musical education we must create instruments as well as music. The scope of such an instrument in