Thanks very much for these comments.
As you noticed, my method is indeed designed for those students who begin lessons with minimal musical experience, though I have also found it useful as a primer for more experienced students starting the bassoon.
To address the issue of pacing: This is an important consideration, and one that should ideally be tailored to each student’s needs. My method provides a unique opportunity for this, since it is based on a backbone of carefully-chosen melodies, with accompanying exercises designed to reinforce new and challenging concepts. There is plenty of built-in opportunity for individualized pacing: the teacher should choose which of the exercises are most helpful for individual students. For example, I will have a student who just “gets” rhythm skip many of the rhythm exercises, whereas these exercises are very useful for other students. In addition to teaching the student how to play bassoon, my method strives to help teach how to practice, and about music history and music theory.
You can get a sense of how much ground is covered in my method from the table of contents. However, the density of material is less than that of Weissenborn, so I would caution against direct “through page 35” comparisons. Also, perhaps I should have been more clear about the sample - it shows only 35 of the 78 pages of my method. The first 11 of those are introductory materials on music notation and information about the bassoon. The full method includes major scales up to 3 sharps and 4 flats, an introduction to natural, harmonic, and melodic minor, various rhythms and articulations, dynamics, several duets, and a modern fingering chart.
Of course, many teachers use the Weissenborn method. For those looking for a more gradual approach for their beginning students, I think bsnMethod is a good choice.