other. Do you hear the difference? Now turn round so as not to see the
keys; I will strike two keys, one after the other; now which is the
highest (the sharpest), the first or the second? (I go on in this way,
gradually touching keys nearer and nearer together; sometimes, in order
to puzzle her and to excite close attention, I strike the lower one
gently and the higher one stronger, and keep on sounding them, lower
and lower towards the bass, according to the capacity of the pupil.) I
suppose you find it a little tiresome to listen so closely; but a
delicate, quick ear is necessary for piano-playing, and by and by it
will become easier to you. But I won't tire you with it any more now, we
will go on to something else. Can you count 3,--1, 2, 3?

BESSIE. Yes, indeed, and more too.

DOMINIE. We'll see; now keep counting 1, 2, 3, 1, 2, 3, as evenly and
regularly as you can. (I lead her to count steadily, and strike at the
same time a chord in three even quarter-notes.) Now we'll see if you can
count evenly by yourself. (I count 1 of the chord with her, and leave
her to count 2 and 3 by herself; or else I count with her at 2, and let
her count 1 and 3 alone; but I am careful to strike the chord promptly
and with precision. Afterwards I strike the chord in eighth-notes, and
let her count 1, 2, 3; in short, I give the chord in various ways, in
order to teach her steadiness in counting, and to confine her attention.
In the same way I teach her to count 1, 2, 1, 2; or 1, 2, 3, 4, 5, 6; at
the same time telling her that music is sometimes counted in triple
time, and sometimes in 2/4 or 4/4 time.) Now, Bessie, you have learned
to count very well, and to know the difference in the tones. It is not
every child that learns this in the first lesson. If you don't get tired
of it, you will some time learn to be a good player. As soon as you are
rested, I will tell you about something else, that you will have to