After the concert, he was approached by the great bass baritone Edmund Burke and his wife, who would become a second family for Bradley during his stay in Europe and for years after.
His friend Reginald Stewart had offered to introduce Harold to the famous French pianist and music teacher Isidor Philipp.
The day that Bradley visited, Philipp was meeting with his close friend Polish-American pianist Leopold Godowsky, playing with him on the Erard piano in his studio.
He found lodgings with a Russian couple at the Place L’Alma, and commenced lessons with Philipp, who charged $14 an hour, the equivalent of about 350 francs.
He spent the next three years traveling between London, New York, and Paris, playing concerts and developing his ideas about music education.
Bradley continued to play and teach, and served on the Niagara Falls Board of Education for 24 consecutive years starting in 1938.
His school, The Bradley Institute for Music Education Research in Niagara Falls, Ontario, continued to operate and teach students until 2008.
Grace Barnes, Deryck Aird, Carolyn Goerzen and Ruth Johnston continued teaching until the closing of the school.
Bradley's students included Grace Barnes (President of the Bradley Institute 1984-2008), Estelle Siefert, Patricia Minnes, Karen Bredin, Sandra Burrus, Steven Bianchi (Founder and Director of The Amherst School of Music), Randall Reade, Lyn Celenza Dyster, Randall Aird, Charlene Aird, Laurie Mango, Wayne Breloff, Doug Monroe, Glen Tilyou, Ken Atkinson, Rivoli Iesulauro, Todd Dutchyn, Carolyn (Thomas) Goerzen (President of the Bradley Institute 2008-), Paul Dyster (Mayor of Niagara Falls, NY), Dennis Kucherawy, Jay Bianchi, Lois Vaughan, Carole J. Harris, Gretchen Heyroth Burrus and composer/recording artist Marcangelo Perricelli.
[3] Bradley's researchers, headed up by Grace Barnes, concluded that "When children have reached the age of two, they have learned the hardest of all: to walk and talk.
These are the years that should be used by means of music to perpetuate this struggling upward and prevent the wonderful forces the organism has developed from falling into decay through disuse.
"[4] The interviewer asked Bradley what was the most important discovery from his research, and he quoted Plato's thoughts that music molds character and leads the soul toward a disposition to justice.
Expanding up on that, Bradley added, "Music can best serve its purpose in education as a means to a greater end, the building of character.
Used wisely it will produce unfailing self-discipline in the highest degree, reliability, genuine consideration for others and a built-in tolerance against that which is unjust.