played with evident indifference.  Out into the fresh air! into open natural scenes!  Now for a journey!  I allowed a long vacation to intervene; the pupil was quite contented, and had no desire for the piano, or, if so, only jingled a little.  At last we began again, but we spent our time without much result; he was nevertheless still musical, but he finally ranked at best with dozens of other players, and ended as an ordinary piano teacher.  Similar halts in progress occur in fact with all pupils, especially with female scholars; but they are not usually so lasting, so discouraging, or so significant of exhaustion.  They are surmounted, after a short interval, by the discontinuance of serious musical studies; perhaps by reading at sight for a while; by occupying the pupil for a time with the theory, or with attempts at composition or improvisation; by allowing him to listen to other players better or worse; by giving him interesting books to read; by making him acquainted with Beethoven, or in other ways.

From our observation of such sudden changes, and of the frequent occurrence of unskilful management, we can explain the sudden appearance and equally sudden disappearance of innumerable infant prodigies in our age, who have excited hopes, and have almost all of them been lost, or have passed out of sight, and resulted in nothing of value.

I have always preferred a gradual, even a slow development, step by step, which often made no apparent progress, but which still proceeded with a certain constancy, and with deliberation, and which was combined with dreamy sensibility and a musical instinct, requiring slow awakening, and even with a certain flightiness, one for which the patient labor and perseverance of six years or more was required, and where childishness allowed no encouragement to sordid speculations for the future.  In such cases, when my instructions were not disturbed by untoward circumstances, the result has always been a desirable one.  But how much patience and perseverance has this required!  I have reflected much and have often spoken, both seriously and playfully, of the slow advancement of my pupils.  Allow me here to describe five phases or stages of human development.

First Stage. In the first two or three years, man is far behind the animal, whose quick instinct distinguishes the good from the bad, the useful from the injurious.  The child, without hesitation, rolls off the table, or knocks his brains out, or destroys himself with poisonous herbs or arsenic.  Nevertheless, let him at that age hear plenty of pure sounds, music, singing, &c.  He will soon learn to listen, like the little black poodle.  He already has a dim suspicion that other things exist which are not evil, besides mamma, papa, the nurse, the doll, and the sound of words.