greater intelligence than the other. The greater the intelligence, the
stronger the power of concentration.

"If a pupil comes to me whose powers of concentration have not been
awakened or developed, I sometimes give him music to read over very
slowly, so slowly that every note, phrase and finger mark can be
distinctly seen. Not being used to thinking intently, mistakes occur, in
one hand or the other, showing that the mind was not sufficiently
concentrated. It is the mind every time that wins. Without using our
mental powers to their fullest extent we fail of the best that is in us.

"In regard to technical equipment and routine, I do different work with
each pupil, for each pupil is different. No two people have the same
hands, physique or mentality; so why should they all be poured into the
same mold? One student, for example, has splendid wrists and not very
good fingers. Why should I give him the same amount of wrist practise
that I give his brother who has feeble wrists; it would only be a waste
of time. Again, a pupil with limited ideas of tonal quality and dynamics
is advised to study tone at the piano in some simple melody of Schubert
or Chopin, trying to realize a beautiful tone--playing it in various
ways until such a quality Is secured. The piano is a responsive
instrument and gives back what you put into it. If you attack it with a
hard touch, it will respond with a harsh tone. It rests with you whether
the piano shall be a musical instrument or not.

"A student who comes to me with a very poor touch must of course go back
to first principles and work up. Such an one must learn correct
movements and conditions of hands, arms and fingers; and these can be
acquired at a table. Along with these, however, I would always give some
simple music to play, so that the tonal and musical sense shall not be