ered in the home as a part of the daily existence. Indeed, business
is kept far from the Russian fireside and the atmosphere of most homes
of intelligent people is that of culture rather than commerce. If the
child is really musical the whole household is seized with the ambition
to produce an artist. In my own case, I was taught the rudiments of
music at so early an age that I have no recollection of ever having
learned how to begin. It came to me just as talking does with the
average child. At five I could sing some of the Schumann songs and some
of those of Beethoven.

THE KIND OF MUSIC THE RUSSIAN CHILD HEARS

The Russian child is spared all contact with really bad music. That is,
he hears for the most part either the songs of the people or little
selections from classical or romantic composers that are selected
especially with the view of cultivating his talent. He has practically
no opportunity to come in contact with any music that might be described
as banal. America is a very young country and with the tension that one
sees in American life on all sides there comes a tendency to accept
music that may be most charitably described as "cheap." Very often the
same themes found in this music, skilfully treated, would make worthy
musical compositions. "Rag-time," and by this I refer to the peculiar
rhythm and not to the bad music that Americans have come to class under
this head, has a peculiar fascination for me. There is nothing
objectionable about the unique rhythm, any more than there is anything
iniquitous about the gypsy melodies that have made such excellent
material for Brahms, Liszt and Sarasate. The fault lies in the clumsy
presentation of the matter and its associations with vulgar words. The
rhythm is often fascinating and exhilarating. Perhaps some day some
American composer will glorify it in the Scherzo of a Symphony.

In Russia, teachers lay great stress upon careful grading. Many teachers
of note have prepared carefully graded lists of pieces, suitable to each
stage of advancement. I understand that this same purpose is
accomplished in America by the publication of volumes of the music
itself in different grades, although I have never seen any of these
collections. The Russian teacher of children takes great care that the
advancement of the pupil is not too rapid. The pupil is expected to be
able to perform all the pieces in one grade acceptably before going to
the next grade. I have had numerous