enever he gives a concert the house is sold out. He has quantities of
pupils also, and is quite a remarkable teacher. One point I insist upon
which he doesn't: I will not allow the joint of the finger next the tip
to break or give in. I can not stand that, but Schnabel doesn't seem to
care about it; his mind is filled with only the big, broad things of
music.

"In regard to memorizing piano compositions. I do it phrase by phrase,
and at the instrument, unless I am traveling or unable to get to a
piano, in which case I think it out from the notes. If the piece is very
difficult I take a short passage of two or three measures and play each
hand separately and then together; but generally I play the passage
complete--say half a dozen times with the notes, and then repeat it the
same number of times from memory. Perhaps the next day I have forgotten
it, so the work has to be done over again; the second time, however, it
generally sticks.

"My great longing and ambition is to write music, to become a composer.
With this end in view, I give whatever time I am able to the study of
composition. I hope some day to create something that will be worthy the
high aim I have before me."

VIII

BERTHA FIERING TAPPER

MASTERING PIANISTIC PROBLEMS

If environment and atmosphere are inspirational aids to piano teaching
and playing, the students of Mrs. Thomas Tapper have the incentives of
both in their lesson hours. Her apartments on the Drive have the glory
of sunlight all the long afternoons. Outside the Hudson shimmers in blue
and gold; indoors all is harmonious and home-like. In the large
music-room, facing the river, two grand pianos stand side by side; there
are many portraits and mementoes of the great in music; fresh flowers,
books--everything to uplift thought; while in the midst of it all is
Mrs. Tapper herself, the serious, high-minded, inspiring teacher; the
"mother confessor" to a large number of young artists and teachers.

"Music study means so much more than merely exercising the fingers," she
said; "the student should have a good all-round education. When young
people come to me for instruction, I ask what they are doing in school.
If they say they have left school in order to devote their whole time to
the piano, I say, 'Go back to your school, and come to me later, when
you have finished your school course.' It is true that in rare cases it
may be advisable for the student to leave school, but he shou