for Rimsky-Korsakov's services. Biographer Mikhail Tsetlin (aka Mikhail Zetlin) suggests that Azanchevsky's motives might have been twofold. First, Rimsky-Korsakov was the member of the Five least criticized by its opponents, and inviting him to teach at the Conservatory may have been considered a safe way to show that all serious musicians were welcome there. Second, the offer may have been calculated to expose him to an academic climate in which he would write in a more conservative, Western-based style. Balakirev had opposed academic training in music with tremendous vigor, but encouraged him to accept the post to convince others to join the nationalist musical cause. Rimsky-Korsakov's reputation at this time was as a master of orchestration, based on Sadko and Antar. He had written these works mainly by intuition. His knowledge of musical theory was elemental; he had never written any counterpoint, could not harmonize a simple chorale, nor knew the names or intervals of musical chords. He had never conducted an orchestra, and had been discouraged from doing so by the navy, which did not approve of his appearing on the podium in uniform. Aware of his technical shortcomings, Rimsky-Korsakov consulted Pyotr Ilyich Tchaikovsky, with whom he and the others in The Five had been in occasional contact. Tchaikovsky, unlike The Five, had received academic training in composition at the Saint Petersburg Conservatory, and was serving as Professor of Music Theory at the Moscow Conservatory. Tchaikovsky advised him to study. Rimsky-Korsakov wrote that while teaching at the Conservatory he soon became "possibly its very best pupil [Rimsky-Korsakov's emphasis], judging by the quantity and value of the information it gave me!" To prepare himself, and to stay at least one step ahead of his students, he took a three-year sabbatical from composing original works, and assiduously studied at home while he lectured at the Conservatory. He taught himself from textbooks, and followed a strict regimen of composing contrapuntal exercises, fugues, chorales and a cappella choruses. Rimsky-Korsakov eventually became an excellent teacher and a fervent believer in academic training. He revised everything he had composed prior to 1874, even acclaimed works such as Sadko and Antar, in a search for perfection that would remain with him throughout the rest of his life. Assigned to rehearse the Orchestra Class, he mastered the art of conducting. Dealing with orchestral textures as a conductor, and making suitable arrangements of musical works for the Orchestra