We then by the same means marked the distinction between vowels and consonants with a tune that was longer and rather more difficult.

As the monitor always pointed out the letters in succession while the children were singing, attention was excited and secured, and error effectually prevented, as correct time and tune could not be kept unless every child sung the right letter.
Success as to the alphabet led to the adoption of music in the teaching of arithmetic.

This was available in two ways, first by combining with it physical exercise, and then by tasking the faculties of observation.

The former was effected as follows: the children sang, one is the half of two, two is the half of four, three is the half of six, &c.

&c., and then brought one hand down on the other alternately, without however making too much noise, so as to interrupt the time; the latter was accomplished by the arithmeticon, which has already been explained.