niryuu/sni-each-converted huggingface dataset:
Passage: A composer may also respond to a text by expanding a choral symphony beyond the normal bounds of the symphonic genre. This is evident in the unusual orchestration and stage directions Berlioz prepared for his Roméo et Juliette. This piece is actually in seven movements, and calls for an intermission after the fourth movement – the "Queen Mab Scherzo" – to remove the harps from the stage and bring on the chorus of Capulets for the funeral march that follows. Berlioz biographer D. Kern Holoman observed that, "as Berlioz saw it, the work is simply Beethovenian in design, with the narrative elements overlain. Its core approaches a five-movement symphony with the choral finale and, as in the [Symphonie] Fantastique, both a scherzo and a march.... The 'extra' movements are thus the introduction with its potpourri of subsections and the descriptive tomb scene [at the end of the work]."Mahler expanded the Beethovenian model for programmatic as well as symphonic reasons in his Second Symphony, the "Resurrection", the vocal fourth movement, "Urlicht", bridging the childlike faith of the third movement with the ideological tension Mahler seeks to resolve in the finale. He then abandoned this pattern for his Third Symphony, as two movements for voices and orchestra follow three purely instrumental ones before the finale returns to instruments alone. Like Mahler, Havergal Brian expanded the Beethovenian model, but on a much larger scale and with far larger orchestral and choral forces, in his Symphony No. 1 "The Gothic". Written between 1919 and 1927, the symphony was inspired by Goethe's Faust and Gothic cathedral architecture. The Brian First is in two parts. The first consists of three instrumental movements; the second, also in three movements and over an hour in length, is a Latin setting of the Te Deum.
Output: What is the name of the piece that calls for an intermission after the fourth movement?
Passage: A composer may also respond to a text by expanding a choral symphony beyond the normal bounds of the symphonic genre. This is evident in the unusual orchestration and stage directions Berlioz prepared for his Roméo et Juliette. This piece is actually in seven movements, and calls for an intermission after the fourth movement – the "Queen Mab Scherzo" – to remove the harps from the stage and bring on the chorus of Capulets for the funeral march that follows. Berlioz biographer D. Kern Holoman observed that, "as Berlioz saw it, the work is simply Beethovenian in design, with the narrative elements overlain. Its core approaches a five-movement symphony with the choral finale and, as in the [Symphonie] Fantastique, both a scherzo and a march.... The 'extra' movements are thus the introduction with its potpourri of subsections and the descriptive tomb scene [at the end of the work]."Mahler expanded the Beethovenian model for programmatic as well as symphonic reasons in his Second Symphony, the "Resurrection", the vocal fourth movement, "Urlicht", bridging the childlike faith of the third movement with the ideological tension Mahler seeks to resolve in the finale. He then abandoned this pattern for his Third Symphony, as two movements for voices and orchestra follow three purely instrumental ones before the finale returns to instruments alone. Like Mahler, Havergal Brian expanded the Beethovenian model, but on a much larger scale and with far larger orchestral and choral forces, in his Symphony No. 1 "The Gothic". Written between 1919 and 1927, the symphony was inspired by Goethe's Faust and Gothic cathedral architecture. The Brian First is in two parts. The first consists of three instrumental movements; the second, also in three movements and over an hour in length, is a Latin setting of the Te Deum.
Output: What is the name of the work whose core approaches a five-movement symphony with the chorale finale?
Passage: A composer may also respond to a text by expanding a choral symphony beyond the normal bounds of the symphonic genre. This is evident in the unusual orchestration and stage directions Berlioz prepared for his Roméo et Juliette. This piece is actually in seven movements, and calls for an intermission after the fourth movement – the "Queen Mab Scherzo" – to remove the harps from the stage and bring on the chorus of Capulets for the funeral march that follows. Berlioz biographer D. Kern Holoman observed that, "as Berlioz saw it, the work is simply Beethovenian in design, with the narrative elements overlain. Its core approaches a five-movement symphony with the choral finale and, as in the [Symphonie] Fantastique, both a scherzo and a march.... The 'extra' movements are thus the introduction with its potpourri of subsections and the descriptive tomb scene [at the end of the work]."Mahler expanded the Beethovenian model for programmatic as well as symphonic reasons in his Second Symphony, the "Resurrection", the vocal fourth movement, "Urlicht", bridging the childlike faith of the third movement with the ideological tension Mahler seeks to resolve in the finale. He then abandoned this pattern for his Third Symphony, as two movements for voices and orchestra follow three purely instrumental ones before the finale returns to instruments alone. Like Mahler, Havergal Brian expanded the Beethovenian model, but on a much larger scale and with far larger orchestral and choral forces, in his Symphony No. 1 "The Gothic". Written between 1919 and 1927, the symphony was inspired by Goethe's Faust and Gothic cathedral architecture. The Brian First is in two parts. The first consists of three instrumental movements; the second, also in three movements and over an hour in length, is a Latin setting of the Te Deum.
Output: What is the name of the work in which the end is a descriptive tomb scene?
Passage: A composer may also respond to a text by expanding a choral symphony beyond the normal bounds of the symphonic genre. This is evident in the unusual orchestration and stage directions Berlioz prepared for his Roméo et Juliette. This piece is actually in seven movements, and calls for an intermission after the fourth movement – the "Queen Mab Scherzo" – to remove the harps from the stage and bring on the chorus of Capulets for the funeral march that follows. Berlioz biographer D. Kern Holoman observed that, "as Berlioz saw it, the work is simply Beethovenian in design, with the narrative elements overlain. Its core approaches a five-movement symphony with the choral finale and, as in the [Symphonie] Fantastique, both a scherzo and a march.... The 'extra' movements are thus the introduction with its potpourri of subsections and the descriptive tomb scene [at the end of the work]."Mahler expanded the Beethovenian model for programmatic as well as symphonic reasons in his Second Symphony, the "Resurrection", the vocal fourth movement, "Urlicht", bridging the childlike faith of the third movement with the ideological tension Mahler seeks to resolve in the finale. He then abandoned this pattern for his Third Symphony, as two movements for voices and orchestra follow three purely instrumental ones before the finale returns to instruments alone. Like Mahler, Havergal Brian expanded the Beethovenian model, but on a much larger scale and with far larger orchestral and choral forces, in his Symphony No. 1 "The Gothic". Written between 1919 and 1927, the symphony was inspired by Goethe's Faust and Gothic cathedral architecture. The Brian First is in two parts. The first consists of three instrumental movements; the second, also in three movements and over an hour in length, is a Latin setting of the Te Deum.
Output: What is the name of that which Berlioz saw as Beethovenian in design?
Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. "We were amused," Vladimir Gerard later remembered, "but not imbued with any expectations of his future glory". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were "negligible".In 1855, Tchaikovsky's father funded private lessons with Rudolph Kündinger and questioned him about a musical career for his son. While impressed with the boy's talent, Kündinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.
Output: What is the last name of the person whose mother died of cholera?
Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. "We were amused," Vladimir Gerard later remembered, "but not imbued with any expectations of his future glory". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were "negligible".In 1855, Tchaikovsky's father funded private lessons with Rudolph Kündinger and questioned him about a musical career for his son. While impressed with the boy's talent, Kündinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.
Output: What is the last name of the person who was 14 when his mother died?
Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. "We were amused," Vladimir Gerard later remembered, "but not imbued with any expectations of his future glory". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were "negligible".In 1855, Tchaikovsky's father funded private lessons with Rudolph Kündinger and questioned him about a musical career for his son. While impressed with the boy's talent, Kündinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.
Output: What is the last name of the person who attempted to compose a waltz for his mother?
Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. "We were amused," Vladimir Gerard later remembered, "but not imbued with any expectations of his future glory". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were "negligible".In 1855, Tchaikovsky's father funded private lessons with Rudolph Kündinger and questioned him about a musical career for his son. While impressed with the boy's talent, Kündinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.
Output: What was the last name of the boy whose future was discussed with Kündinger?
Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. "We were amused," Vladimir Gerard later remembered, "but not imbued with any expectations of his future glory". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were "negligible".In 1855, Tchaikovsky's father funded private lessons with Rudolph Kündinger and questioned him about a musical career for his son. While impressed with the boy's talent, Kündinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.
Output: What is the first name of the person who discussed Tchaikovsky's future?
Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. "We were amused," Vladimir Gerard later remembered, "but not imbued with any expectations of his future glory". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were "negligible".In 1855, Tchaikovsky's father funded private lessons with Rudolph Kündinger and questioned him about a musical career for his son. While impressed with the boy's talent, Kündinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.
Output: What is the first name of the person who did not see Tchaikovsky as having a future in music?
Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. "We were amused," Vladimir Gerard later remembered, "but not imbued with any expectations of his future glory". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were "negligible".In 1855, Tchaikovsky's father funded private lessons with Rudolph Kündinger and questioned him about a musical career for his son. While impressed with the boy's talent, Kündinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.
Output: What is the first name of the person who admitted that his assessment was also based on his own negative experiences as a musician in Russia?
Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. "We were amused," Vladimir Gerard later remembered, "but not imbued with any expectations of his future glory". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were "negligible".In 1855, Tchaikovsky's father funded private lessons with Rudolph Kündinger and questioned him about a musical career for his son. While impressed with the boy's talent, Kündinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.
Output: What is the first name of the person who was unwilling to see Tchaikovsky treated the way he was?
Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: "M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success."This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Saëns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Saëns a courteous telegram: "My dear colleague: the Institut has just committed a great injustice". Saint-Saëns cabled back, "I quite agree." He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Pierné, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing "a teaching active, living, vibrant, and moreover comprehensive". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, "In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions." Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pelléas et Mélisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.
Output: What is the name of the opera that was an immense success and was quickly taken up by the opera houses of eight Italian cities?
Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: "M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success."This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Saëns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Saëns a courteous telegram: "My dear colleague: the Institut has just committed a great injustice". Saint-Saëns cabled back, "I quite agree." He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Pierné, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing "a teaching active, living, vibrant, and moreover comprehensive". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, "In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions." Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pelléas et Mélisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.
Output: What is the name of the piece summed up by the Times in a way that was frequently applied to Massenet's operas?
Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: "M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success."This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Saëns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Saëns a courteous telegram: "My dear colleague: the Institut has just committed a great injustice". Saint-Saëns cabled back, "I quite agree." He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Pierné, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing "a teaching active, living, vibrant, and moreover comprehensive". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, "In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions." Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pelléas et Mélisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.
Output: What is the name of the opera the Times calls "one of more than common merit"?
Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: "M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success."This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Saëns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Saëns a courteous telegram: "My dear colleague: the Institut has just committed a great injustice". Saint-Saëns cabled back, "I quite agree." He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Pierné, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing "a teaching active, living, vibrant, and moreover comprehensive". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, "In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions." Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pelléas et Mélisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.
Output: What is the full name of the person who was elected three years later?
Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: "M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success."This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Saëns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Saëns a courteous telegram: "My dear colleague: the Institut has just committed a great injustice". Saint-Saëns cabled back, "I quite agree." He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Pierné, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing "a teaching active, living, vibrant, and moreover comprehensive". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, "In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions." Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pelléas et Mélisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.
Output: What is the full name of the person whose relationship with Massenet remained cool?
Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: "M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success."This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Saëns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Saëns a courteous telegram: "My dear colleague: the Institut has just committed a great injustice". Saint-Saëns cabled back, "I quite agree." He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Pierné, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing "a teaching active, living, vibrant, and moreover comprehensive". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, "In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions." Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pelléas et Mélisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.
Output: What location in London was the opera performed?
Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: "M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success."This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Saëns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Saëns a courteous telegram: "My dear colleague: the Institut has just committed a great injustice". Saint-Saëns cabled back, "I quite agree." He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Pierné, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing "a teaching active, living, vibrant, and moreover comprehensive". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, "In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions." Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pelléas et Mélisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.
Output: What was Massenet made the chevalier of in 1876?
Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: "M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success."This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Saëns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Saëns a courteous telegram: "My dear colleague: the Institut has just committed a great injustice". Saint-Saëns cabled back, "I quite agree." He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Pierné, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing "a teaching active, living, vibrant, and moreover comprehensive". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, "In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions." Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pelléas et Mélisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.
Output: What was the name of the director of the Conservatoire?
Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: "M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success."This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Saëns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Saëns a courteous telegram: "My dear colleague: the Institut has just committed a great injustice". Saint-Saëns cabled back, "I quite agree." He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Pierné, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing "a teaching active, living, vibrant, and moreover comprehensive". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, "In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions." Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pelléas et Mélisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.
Output: What was Massenet elected to that was a prestigious honor?