He shook his head. “No, it’s not that exactly. But it’s easier.”
“Easier?” It seemed to me rather a queer word to apply to Bach.
“I understand it better.”
One afternoon, while we were in the middle of our concert, Signora Bondi was ushered in. She began at once to be overwhelmingly affectionate towards the child; kissed him, patted his head, paid him the most outrageous compliments on his appearance. Guido edged away from her.
“And do you like music?” she asked.
The child nodded.
“I think he has a gift,” I said. “At any rate, he has a wonderful ear and a power of listening and criticising such as I’ve never met with in a child of that age. We’re thinking of hiring a piano for him to learn on.”
A moment later I was cursing myself for my undue frankness in praising the boy. For Signora Bondi began immediately to protest that, if she could have the upbringing of the child, she would give him the best masters, bring out his talent, make an accomplished maestro of him—and, on the way, an infant prodigy. And at that moment, I am sure, she saw herself sitting maternally, in pearls and black satin, in the lea of the huge Steinway, while an angelic Guido, dressed like little Lord Fauntleroy, rattled out Liszt and Chopin, to the loud delight of a thronged auditorium. She saw the bouquets and all the elaborate floral tributes, heard the clapping and the few well-chosen words with which the veteran maestri, touched almost to tears, would hail the coming of the little genius. It became more than ever important for her to acquire the child.
“You’ve sent her away fairly ravening,” said Elizabeth, when Signora Bondi had gone. “Better tell her next time that you made a mistake, and that the boy’s got no musical talent whatever.”
In due course, the piano arrived. After giving him the minimum of preliminary instruction, I let Guido loose on it. He began by picking out for himself the melodies he had heard, reconstructing the harmonies in which they were embedded. After a few lessons, he understood the rudiments of musical notation and could read a simple passage at sight, albeit very slowly. The whole process of reading was still strange to him; he had picked up his letters somehow, but nobody had yet taught him to read whole words and sentences.