When we use the word ‘ecological’, we are not referring exclusively to environmental issues, but also to a broader sense of the word: the balance between man and his living environments; man's balance with himself, with his neighbour and with God . This balance comes about when we try to order the misaligned movements of our will, which are ingrained in our soul. When we observe these movements of the will in children, we see that they can end up acting on impulse to satisfy a momentary desire, such as, for example, eating readily when they are hungry, even if they have to cry to get what they want, there is still no awareness of waiting, and it is precisely at this point that we realise that education is one of the means of ordering everything that arises in front of them as they grow up, where we often have to not do what we want, especially where leisure shares place with the life of prayer and studies. It's in this sense that the school should form a harmonious ‘ecosystem’ in the child, where all of this is in place, something like what St Benedict wants to demonstrate and teach in his rule, and which we can bring to everyday life: first obligation and prayer, then fun: ‘ora et labora’. It is in this context that music, within the teaching of the arts at school, can establish an ordering of the interior, where nothing is out of place. Music has its own ‘ecosystem’, where everything is well organised. When you look at a score, even someone who doesn't know how to read it can see that everything in it is organised, everything in its proper place, well distributed. Each bar has a certain number of notes, each rhythmic figure fits perfectly and respects this number; we have indications of moments of strong sounds where the intensity of the notes is increased, and weak sounds making the music softer; moments of silence, where some instrument will have to wait, sometimes for many bars until it can return to the music. When students come into contact with these musical notes, they inevitably end up, sometimes unconsciously, transporting all of this to the school environment and consequently to everyday life. School education together with musical experience can undoubtedly lead students to achieve this inner balance, making them more aware of the right moments to speak and to listen, to play and to concentrate, just as King Solomon said in Ecclesiastes 3. Balance comes from knowing how to put your inner self in order and knowing that ‘For everything there is a time, for every thing there is a moment under heaven.’