To check the teacher’s work; to secure that nothing has been left out, and that the child is ready to begin to use the Lessons, Reading Exercises, and Duets of Step I.

To give clear but simple ideas about the meaning of rhythm as the basis of music.

To show the use of a five lined staff, and to lead up to the division of the eleven lined staff into two portions for piano music.

To find the names and pitch of the sounds left out when building up the staff in the order of thirds.

To teach the signs of the quarter note, half note, and whole note. Also, teaching a bar line or strong accent mark.

Dictation of additional names and pitches on the staff.

Explaining the C Clef, G Clef, and F Clef, and establishing fives lines on the staff that the child knows.

To show how the Staff for piano spans a ladder of eleven lines, picturing sounds a 3rd apart, spanning from low G to high F.

To teach the Staff (the arbitrary symbol of pitch), and give clear ideas about it.

To fix the locality of the pitch sounds by keyboard exercises, which are to be repeated until they can be done rapidly and almost mechanically.

To teach the meaning of an “Interval,” and to give first ideas of fingering and keyboard measurement.

To help the pupil to recognize pulse, accent, and measure in the music that he hears.

To teach the names of some of the sounds and their places on the piano’s keyboard.

To engage the child’s interest in his new work. To enable him to get first hand – i.e. by experience – ideas about the piano and about those musical facts which we call Time and Pitch.