reality different from those of every other pupil the teacher
has taught. The individual peculiarities of the hand should be carefully
considered. If the hand has long, tapering fingers, with the fingers
widely separated, it will need quite different treatment from that of
the pupil with a short, compact, muscular hand. If the pupil's mind
indicates mental lethargy or a lack of the proper early educational
training, this must be carefully considered by the teacher.

If the pupil's body is frail and the health uncertain, surely the
teacher will not think of prescribing the same work she would prescribe
for a robust, energetic pupil who appears never to have had a sick day.
One pupil might be able to practice comfortably for four and five hours
a day, while another would find her energy and interest exhausted in two
hours. In fact, I would consider the study of individuality the
principal care or study of the teacher.

The individuality of different virtuoso performers is very marked.
Although the virtuoso aspires to encompass all styles--that is, to be
what you would call an "all-around" player--it is, nevertheless, the
individuality of the player that adds the additional charm to the
piano-recital. You hear a great masterpiece executed by one virtuoso,
and when you hear the same composition played by another you will detect
a difference, not of technical ability or of artistic comprehension, but
rather of individuality. Rembrandt, Rubens and Vandyke might have all
painted from the same model, but the finished portrait would have been
different, and that difference would have been a reflection of the
individuality of the artist.

THE TEACHER'S RESPONSIBILITY

Again let me emphasize the necessity for the correct "diagnosis" of the
pupil's individuality upon the part of the teacher. Unless the right
work is prescribed by the teacher, the pupil will rarely ever survive
artistically. It is much the same as with the doctor. If the doctor
gives the wrong medicine and the patient dies, surely the doctor is to
blame. It makes no difference whether the doctor had good intentions or
not. The patient is dead and that is the end of all. I have little
patience with these people who have such wonderful intentions, but who
have neither the ability, courage nor willingness to carry out these
intentions. Many teachers would like to accomplish a very great deal for
their pupils, but alas! they are either not able or they neglect thos