in Schoenberg's circle, and in Frankfurt, Milan and New York. It did not maintain a regular place in the repertory, despite the advocacy of Arturo Toscanini, who conducted it in New York three years in succession, and Sir Thomas Beecham, who pronounced it "one of the finest lyrical dramas of our time," and staged it at Covent Garden in 1937. Interest in it revived in the 1990s, with productions in Paris (Théâtre du Châtelet, 1990) and Hamburg (Staatsoper, 1997), and at the Opéra Bastille in Paris in 2007. Dukas's last major work was the sumptuous oriental ballet La Péri (1912). Described by the composer as a "poème dansé" it depicts a young Persian prince who travels to the ends of the Earth in a quest to find the lotus flower of immortality, coming across its guardian, the Péri (fairy). Because of the very quiet opening pages of the ballet score, the composer added a brief "Fanfare pour précéder La Peri" which gave the typically noisy audiences of the day time to settle in their seats before the work proper began. La Péri was written for the Russian-French dancer Natalia Trouhanova, who starred in the first performance at the Châtelet in 1912. Diaghilev planned a production with his Ballets Russes but the production did not take place; the company's choreographer Fokine staged L'apprenti sorcier as a ballet in 1916. In 1916, Dukas married Suzanne Pereyra (1883-1947), who was of Portuguese descent. They had one child, a daughter Adrienne-Thérèse, born in December 1919. Later years In the last years of his life, Dukas became well known as a teacher of composition. When Charles-Marie Widor retired as professor of composition at the Paris Conservatoire in 1927, Dukas was appointed in his place. He also taught at the École Normale de Musique in Paris. His many students included Jehan Alain, Elsa Barraine, Yvonne Desportes, Francis Chagrin, Carlos Chávez, Maurice Duruflé, Georges Hugon, Jean Langlais, Olivier Messiaen, Walter Piston, Manuel Ponce, Joaquín Rodrigo, David Van Vactor and Xian Xinghai. As a teacher he was conservative but always encouraging of talent, telling one student, "It's obvious that you really love music. Always remember that it should be written from the heart and not with the head." He said his method of teaching was "to help young musicians to express themselves in accordance with their own natures. Music necessarily has to express something; it is also obliged