The traditions of piano teaching have remained virtually unchanged for generations, beginning with the influential technique of Muzio Clementi (1752–1832), the first composer-pedagogue of the instrument. His was followed by an explosion of sometimes bizarre teaching systems, perhaps most notably Hanon’s “The Virtuoso Pianist”—exacting drills of reinforcement by repetition, often to the disillusionment of beginners. Some 150 years later, these methods—considered absurd or abusive by many students—have evolved and persevered as part of music curricula in higher education. Reflecting the author’s belief that learning piano is both gratifying and exasperating, this book critically examines two centuries of teaching practices and encourages instructors to seek more efficient and inspiring exercises.