[Illustration: Musical Notation]

version 3 is the original version. In versions 1 and 2 I omit all
repetitions:

[Illustration: Musical Notation]

Articulation is one of the main points at issue--the middle note is
generally inarticulate. For further string crossing analysis I use
Kreutzer's No. 25. Study No. 10 I carry out as a _martele_ study, with
the string crossing very much in evidence; establishing observance of
the notes occurring on the same string level, consequently compelling a
more judicious use of the so-called wrist movement (not merely
developing a supple wrist, with indefinite crossing movements, which in
many cases are applied by the player without regard to actual string
crossing) and in consequence securing stability of bow on string when
string level is not changed, this result being secured even in rapid
passage work.

"In Studies 11, 19 and 21 I cover shifting and left thumb action: in No.
9, finger action--flexibility and evenness, the left thumb relaxed--the
fundamental idea of the trill. After the _interrupted_ types of bowing
(grand _detache_, _martele_, _staccato_) have been carefully studied,
the _continuous_ types (_detache_, _legato_ and _spiccato_) are then
taken up, and in part the same studies again used: 2, 7, 8. Lastly the
slurred _legato_ comes under consideration (Studies 9, 11, 14, 22, 27,
29). Shifting, extension and string crossing have all been previously
considered, and hence the _legato_ should be allowed to take its even
course.

"Although I do, temporarily, place these studies on a purely mechanical
level, I am convinced that they thus serve to call into being a broader
_musical_ appreciation for the whole set. For I have found that in spite
of the fact that pupils who come to me have all played their Kreutzer,
with very few exceptions have they realized the musical message which
it contains. The time when the student body will have learned to depict
successfully musical character--even in studies and caprices--will mark
the fulfillment of the teacher's task with regard to the cultivation of
the right arm--which is essentially the teacher's domain.

SOME OF MR. SPIERING'S OWN STUDY SOUVENIRS

"It may interest you to know," Mr. Spiering said in reply to a question,
"that I began my teaching career in Chicago immediately following my
four years with Joachim in Berlin. It was natural that I should first
commit myself to the pe