‘Of ten certified pianists of to-day, at the most one, if indeed one, is capable of recognizing one key from another, of improvising four bars with character or so as to give pleasure to the listener, of giving expression to a composition without the help of the more or less numerous annotations with which present-day composers have to burden their work, of experiencing any feeling whatever when they listen to, or perform, the composition of another. The solo players of older days were without exception complete musicians, able to improvise and compose, artists driven irresistibly towards art by a noble thirst for æsthetic expression, whereas most young people who devote themselves nowadays to solo playing have the gifts neither of hearing nor of expression, are content to imitate the composer’s expression without the power of feeling it, and have no other sensibility than that of the fingers, no other motor faculty than an automatism painfully acquired. Solo playing of the present day has specialized in a finger technique which takes no account of the faculty of mental expression. It is no longer a means, it has become an end. ‘There are two physical agents by means of which we appreciate music. These two agents are the ear as regards sound, and the whole nervous system as regards rhythm. Experience has shown me that the training of these two agents cannot easily be carried out simultaneously. A child finds it difficult to appreciate at the same time a succession of notes forming a melody and the rhythm which animates them. ‘Before teaching the relation which exists between sound and movement, it is wise to undertake the independent study of each of these two elements. Tone is evidently secondary, since it has not its origin and model in ourselves, whereas movement is instinctive in man and therefore primary. Therefore I begin the study of music by careful and experimental teaching of movement. This is based in earliest childhood on the automatic exercise of marching, for marching is the natural model of time measure. ‘By means of various accentuations with the foot, I teach the different time measures. Pauses (of various length) in the marching teach the children to distinguish duration of sound; movements to time with the arms and the head preserve order in the succession of the time measures and analyze the bars and pauses.