Fig. 33.
On the wooden board, round spaces are cut out corresponding to the notes. Inside each of the spaces there is a figure. On one side of each of the discs is written a number and on the other the name of the note. They are fitted by the child into the corresponding places.

Fig. 34.
The child next arranged the discs in the notes cut out on the staff, but there are no longer numbers written to help him find the places. Instead, he must try to remember the place of the note on the staff. If he is not sure he consults the numbered board (Fig. 33).

Fig. 35.
The child arranged on the staff the semitones in the spaces which remain where the discs are far apart: do-re, re-mi, fah-soh, soh-la, la-ti. The discs for the semitones have the sharp on one side and the flat on the other, e.g., re?-mi? are written on the opposite sides of the same disc.

Fig. 36.
The children take a large number of discs and arrange them on the staff, leaving uppermost the side which is blank, i.e., the side on which the name of the note is not written. Then they verify their work by turning the discs over and reading the name.

Fig. 37.
The double staff is formed by putting the two staves together. The children arrange the notes in the form of a rhombus.

Fig. 38.
The two boards are then separated and the notes remain arranged according to the treble and bass clefs. The corresponding key signatures are then placed upon the two different staves.