File:Violin mastery; talks with master violinists and teachers, comprising interviews with Ysaye, Kreisler, Elman, Auer, Thibaud, Heifetz, Hartmann, Maud Powell and others (1919) (14749888666).jpg

Identifier: violinmastery00mart (find matches)
Title: Violin mastery; talks with master violinists and teachers, comprising interviews with Ysaye, Kreisler, Elman, Auer, Thibaud, Heifetz, Hartmann, Maud Powell and others
Year: 1919 (1910s)
Authors: Martens, Frederick Herman, 1874-1932
Subjects: Violin Violinists
Publisher: New York : Frederick A. Stokes company
Contributing Library: University of California Libraries
Digitizing Sponsor: Internet Archive

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g principleSjwhich govern every detail of the violinistsArt, said Mr. Spiering, and unless the vio-linist fully appreciates their significance, andhas the intelligence and patience to apply themin everything he does, he will never achievethat absolute command over his instrumentwhich mastery implies. It is a peculiar fact that a large percentageof students—probably believing that they canreach their goal by a short cut—resent themental effort required to master these princi-ples, the passive resistance, evident in theirwork, preventing them from deriving truebenefit from their studies. They form thatlarge class which learns merely by imitation,and invariably retrograde the moment they areno longer under the teachers supervision. The smaller group, with an analytical bentof mind, largely subject themselves to theneeded mental drill and thus provide for them-selves that inestimable basic quality thatmakes them independent and capable of de-veloping their talent to its full fruition.
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Theodore Spiering Theodore Spiering 249 MENTAL AND PHYSICAL PROCESSES COORDINATED The conventional manner of teaching pro-vided an inordinate number of mechanical ex-ercises in order to overcome so called tech-nical difficulties. Only the prima facie dis-turbance, however, was thus taken into con-sideration—not its actual cause. The resultwas, that notwithstanding the great amount oflabor thus expended, the effort had to be re-peated each time the problem was confronted.Aside from the obviouslj uncertain results se-cured in this manner, it meant deadening ofthe imagination and cramping of interpreta-tive possibilities. It is onty possible to reduceto a minimum the element of chance by scru-pulously carrying out the dictates of the lawsgoverning vital principles. Analysis and theseverest self-criticism are the means of deter-mination as to whether theory and practiceconform with one another. Mental preparedness (Marcus Aureliuscalls it the good ordering of the mind) is thekeynote of

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