WHAT THE TEACHER CAN AND CANNOT DO

Alexander Saslavsky is probably best known as a solo artist, as the

concertmaster of a great symphonic orchestra, as the leader of the

admirable quartet which bears his name. Yet, at the same time, few

violinists can speak with more authority anent the instructive phases of

their Art. Not only has he been active for years in the teaching field;

but as a pedagog he rounds out the traditions of Ferdinand David,

Massard, Auer, and Grün (Vienna _Hochschule_), acquired during his

"study years," with the result of his own long and varied experience.

Beginning at the beginning, I asked Mr. Saslavsky to tell me something

about methods, his own in particular. "Method is a flexible term," he

answered. "What the word should mean is the cultivation of the pupil's

individuality along the lines best suited to it. Not that a guide which

may be employed to develop common-sense principles is not valuable. But

even here, the same guide (violin-method) will not answer for every

pupil. Personally I find De Bériot's 'Violin School' the most generally

useful, and for advanced students, Ferdinand David's second book. Then,

for scales--I insist on my pupils being able to play, a perfect scale

through three octaves--the Hrimaly book of scales. Many advanced

violinists cannot play a good scale simply because of a lack of

fundamental work.

"As soon as the pupil is able, he should take up Kreutzer and stick to

him as the devotee does to his Bible. Any one who can play the '42

Exercises' as they should be played may be called a well-balanced

violinist. There are too many purely mechanical exercises--and the

circumstance that we have Kreutzer, Rode, Fiorillo, Rovelli and Dont

emphasizes the fact. And there are too many elaborate and complicated

violin methods. Sevčik, for instance, has devised a purely mechanical

system of this kind, perfect from a purely mechanical standpoint, but

one whose consistent use, in my opinion, kills initiative and

individuality. I have had experience with Sevčik pupils in quartet

playing, and have found that they have no expression.

Violin Mastery: Talks with Master Violinists and Teachers · 第 185 / 241 题