Pov Spencer; music teacher.

  In the musi, there weren't many partits, and all the udents would give up after two months without progress. Most instruments were donations that Spencer mao get from some friends. Spencer, a graduate of a prestigious musiiversity and a state worker for two years, must plete five years of state work to apply for a better position withiate circle—despite being highly talented in music, he's terrible at interpersonal retionships.

  But ohing he does well is teag people. The path as a music teacher is open to him; after five years of work, he apply to a better teag school, allowing him to study and work simultaneously.

  He noticed young Billy and or ing the pce with great dedication in his studio. The new kid has an intriguing voiot the majesty of singing but something that touch the soul with just a few words. With some practice, he surely improve his voice.

  How good it is to be young.

  -Have you finished ing already? Now you study in peace. or will e in and practice the drums until 4:00, then he'll close the studio and head home. It's been a long time since he visited his mom. -

  Billy and or ehe room.

  Young Billy quickly approached the synthesizer, causing a bit of pani Mr. Spencer; it's his baby, and if any of the kids break it, it surely won't be paid for.

  Jumping from his desk in a hurry to save his beloved synthesizer.

  -What are you doing, young man? - said Spencer, somewhat nervous.

  -Oh, I just wao learn to py the piano. It's the first time I've seen one, and it seemed amazing, - said the boy, Carson.

  Spencer could only sigh; well, the piano would get bored on the first day.

  -Ahhh, well, you should ask your teacher if you want to learn to use it. Although it may not seem like it, your teacher py nine instruments perfectly. Sometimes I give piano lessons to some private students, but I teach you piano on the dition that you behave well, - said Spencer.

  -Promise, - said Billy. This guy is cooler than he looks.

  -Great, well, I'll teach you the basic key to loosen your fingers. First, you'll practice with your non-dominant hand, then with your dominant hand, and we'll tih both hands at the same time. This exercise is called fingering, dear boy. e, sit, and tih the scale just as I've taught you. -

  Billy sat down, looking like a monkey perched on a tree. His hunched posture almost gave Spencer hives. These kids nowadays don't even know how to sit.

  -Straighten your back, Carson; adjust your posture. Rex your arms. Whenever you sit, you must have an upright posture, kid. Adjusting your posture is important. Now tih the scale just as I've taught you, jumps, owo, three, and four. Repeat, from top to bottom. Pay attention to the sounds you produce; the keys must be touched clearly. On one and two, - said Spencer.

  -Of course, it's simple, - said Billy.

  -Simple? It will take you weeks to perform that scale perfectly. But well, he doesn't expect him to do it; most kids give up after a while. It's better to start now, - thought Spencer.

  Returning to his desk, studying sheet musitinued, and for the past two weeks, he set out to create a special song. He started with the piano but uood the difficulty of creating something like that, so he began with something simpler—the guitar, with a few possible chords. Uanding creation is something that has challenged his abilities.

  The teacher got lost in the drum beats and piano sounds. Oh, how beautiful it is to live among music. He g his watch, and it was 3:30. He would check the kids' work; or loves music, but he doesn't know to what extent. He has shown quite an improvement in the eight months he's been in the correal facility.

  Spencer's heavy footsteps sought out or's drum set first, still perf with great skill. Jazz on the drums is a challenge.

  -You're a bit out of tune, - said Spencer.

  -Maestro, - said or.

  -Slow down your movements and improve your use of the cymbals. Avoid stridency; harmony is everything. Keep doing what you're doing. We have half an hour, so practie st time, - said Spencer.

  A few meters away, o the window, Billy practiced the piano.

  -How are you doing, young Carson? - Spencer asked.

  -Well, I've learned a lot, maestro, - said the boy, repeating the fingering the teacher had shown him earlier iernoon. First with his non-dominant hand and sed with his dominant hand.

  -What do you think, maestro? - asked Billy.

  -Ahhhhh. Have you trained before? - Spencer said, quite moved by what he had just seen—a damn prodigy, not someone illuminated by the Holy Trinity.

  -It's my first time, - said the boy.

  -Let's add a note, just like this, -- said Spencer, sittio the boy, adjusting a scale with the botes. -- e on, give it a try. -

  The beginning was modest; he tried two more times, a third, and a fourth. About four more attempts were made, but evidence ressive improvement was visible.

  -Adjust your hands like this, - said Spencer.

  -Oh, you should have told me earlier, - said the boy, repeating the movement, failing iempt. But gradually, his teique improved.

  -Yes, now with more smoothness, -- said Spencer. -- This way, whenever you try to py a piano piece, do it gently, kid. Try to do it this way. -

  A challenge, given the plexities of the movement. In a struggle, Billy mahe exercise with great difficulty, but with a skilled teacher, his talent, already four times faster than the average person, multiplied awo times with good guidance.

  -Wow, kid, you've got the gift. Try this scale, as long as you're careful with your hands, as I showed you a little while ago. Rotate your hands gently. Do your best with your movements; make them gentle and precise. Don't hit the piano too hard; the sound will e, - said Spencer.

  Billy did his best to refine his movements.

  -Excuse me, sir, but it's already six. We have to be in the dining hall for dinner, - said or.

  Teacher Spencer saw the suhrough the windows; the weather was already cold. Not only was it the weather, but there was also no daylight left in the day. As he saw it, it wouldn't be long before nightfall.

  -Ahhh, I got hypnotized by your skills, kid. You e tomorrow; I'll be here to teach you again. Now, everyone, let's go. We have to leave; Superinte Charles will nail us, - said Spencer.

  While he hurried to tidy up the musi, which had previously been an attic, with Professor Spencer's expertise, it was now a beautiful hall.

  The childreed through the door, and Spencer followed; he was running te.

  -See you ter, professor, - said one of the guards.

  -Hip. -Professor Spencer was startled.

  -See you ter, kids. Keep up the good work, - said Spencer.

  -See you ter, professor, - said the guards in unison.

  Spencer rushed dowairs, being careful not to stumble on the old steps that had quite a few irregurities. He had had some good scares.

  -See you ter, professor, - said one of the guards who was guarding the entrance, who curiously was named Rico.

  -Rico, how are you? - said Spencer.

  -Good, professor, finishing my shift, - said Rico.

  -I give you a ride, Rico. I'll be in the loualking to Charles in the cafeteria, - said Spencer.

  -Thanks for your offer, professor, I'll leave with the kids. Gonzales will take us, - said Rico.

  Without his uniform, Rico looked strong. pared to the short and chubby music teacher, there was no parison.

  -Well, without further ado, see you ter, - said Spencer, nervously on his way to the dining hall. Charles was a good friend; he would have to show him his progress as a music teacher, artist, and assistant to Superinte Charles. His duties were someoradic, like the regur teachers: Beins, Halley, and Mauricio, each responsible for a specific css.

  ...