five books of the 'Modern
Concert-Master,' which includes all those really difficult and important
passages in the great repertory works of the symphony orchestra that
offer violinistic problems. My only regret is that the grasping attitude
of European publishers prevented the representation of certain important
symphonic numbers. Yet, as it stands, I think I may say that the five
encyclopedic books of the collection give the symphony concertmaster
every practical opportunity to gain orchestral routine, and orchestral
mastery.

A NEW CLASSIFICATION OF VIOLIN LITERATURE

"What I am inclined to consider, however, as even more important, in a
sense, than my editorial labors is a new educational classification of
violin literature, one which practically covers the entire field of
violin music, and upon which I have been engaged for several years.
Insomuch as an editor's work helps in the acquisition of 'Violin
Mastery,' I am tempted to think this catalogue will be a contribution of
real value.

"As far as I know there does not at present exist any guide or hand-book
of violin literature in which the fundamental question of grading has
been presented _au fond_. This is not strange, since the task of
compiling a really valid and logically graded guide-book of violin
literature is one that offers great difficulties from almost every
point of view.

"Yet I have found the work engrossing, because the need of a book of the
kind which makes it easy for the teacher to bring his pupils ahead more
rapidly and intelligently by giving him an oversight of the entire
teaching-material of the violin and under clear, practical heads in
detail order of progression is making itself more urgently felt every
day. In classification (there are seven grades and a preparatory grade),
I have not chosen an easier and conventional plan of _general_
consideration of difficulties; but have followed a more systematic
scheme, one more closely related to the study of the instrument itself.
Thus, my 'Preparatory Grade' contains only material which could be
advantageously used with children and beginners, those still struggling
with the simplest elementary problems--correct drawing of the bow across
the open strings, in a certain rhythmic order, and the first use of the
fingers. And throughout the grades are special sub-sections for special
difficulties, special technical and other problems. In short, I cannot
help but feel that I have