:: Historical Notes ::

We have recently started using the new “Tone Evaluation Charts” and would like your opinion.

Do you find them helpful?

Would you like a definition-of-terms page?

Would you like to see another aspect of the violin covered in the chart?

Below are links to some of our violins with the new “Tone Evaluation Charts”:

Leon Mougenot

Antonio Curatoli

Oskar C. Meinel

We are always trying to improve our website and the information we provide for you. We value your opinion.

Thanks for your input,

-Dan

A REMINISCENCE OF COLONNE

“Conductors with whom I have played? There are many: Hans Richter, who was a master of the baton; Nikisch, one of the greatest in conducting the orchestral accompaniment to a violin solo number; Colonne of Paris, and many others. I had an amusing experience with Colonne once. He brought his orchestra to Russia while I was with Auer, and was giving a concert at Pavlovsk, a summer resort near Petrograd. Colonne had a perfect horror of ‘infant prodigies,’ and Auer had arranged for me to play with his orchestra without telling him my age—I was eleven at the time. When Colonne saw me, violin in hand, ready to step on the stage, he drew himself up and said with emphasis: ‘I play with a prodigy! Never!’ Nothing could move him, and I had to play to a piano accompaniment. After he had heard me play, though, he came over to me and said: ‘The best apology I can make for what I said is to ask you to do me the honor of playing with the Orchestre Colonne in Paris.’ He was as good as his word. Four months later I went to Paris and played the Mendelssohn concerto for him with great success.”

Violin Mastery
Talks with Master Violinists and Teachers
by Frederick H. Martens
Published 1919

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WHAT TO STUDY AND HOW

“For the advanced student there is a wealth of study material. No one ever wrote more beautiful violin music than Haendel, so rich in invention, in harmonic fullness. In Beethoven there are more ideas than tone—but such ideas! Schubert—all genuine, spontaneous! Bach is so gigantic that the violin often seems inadequate to express him. That is one reason why I do not play more Bach in public.

“The study of a sonata or concerto should entirely absorb the attention of the student to such a degree that, as he is able to play it, it has become a part of him. He should be able to play it as though it were an improvisation—of course without doing violence to the composer’s idea. If he masters the composition in the way it should be mastered it becomes a portion of himself. Before I even take up my violin I study a piece thoroughly in score. I read and reread it until I am at home with the composer’s thought, and its musical balance and proportion. Then, when I begin to play it, its salient points are already memorized, and the practicing gives me a kind of photographic reflex of detail. After I have not played a number for a long time it fades from my memory—like an old negative—but I need only go over it once or twice to have a clear mnemonic picture of it once more.

“Yes, I believe in transcriptions for the violin—with certain provisos,” said Mr. Elman, in reply to another question. “First of all the music to be transcribed must lend itself naturally to the instrument. Almost any really good melodic line, especially a cantilena, will sound with a fitting harmonic development. Violinists of former days like Spohr, Rode and Paganini were more intent on composing music out of the violin! The modern idea lays stress first of all on the idea in music. In transcribing I try to forget I am a violinist, in order to form a perfect picture of the musical idea—its violinistic development must be a natural, subconscious working-out. If you will look at some of my recent transcripts—the Albaniz Tango, the negro melody Deep River and Amani’s fine Orientale—you will see what I mean. They are conceived as pictures—I have not tried to analyze too much—and while so conceiving them their free harmonic background shapes itself for me without strain or effort.

Violin Mastery
Talks with Master Violinists and Teachers
by Frederick H. Martens
Published 1919

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VIOLIN MASTERY

“You ask me what I understand by ‘Violin Mastery’? Well, it seems to me that the artist who can present anything he plays as a distinct picture, in every detail, framing the composer’s idea in the perfect beauty of his plastic rendering, with absolute truth of color and proportion—he is the artist who deserves to be called a master!

“Of course, the instrument the artist uses is an important factor in making it possible for him to do his best. My violin? It is an authentic Strad—dated 1722. I bought it of Willy Burmester in London. You see he did not care much for it. The German style of playing is not calculated to bring out the tone beauty, the quality of the old Italian fiddles. I think Burmester had forced the tone, and it took me some time to make it mellow and truly responsive again, but now….” Mr. Elman beamed. It was evident he was satisfied with his instrument. “As to strings,” he continued, “I never use wire strings—they have no color, no quality!

Violin Mastery
Talks with Master Violinists and Teachers
by Frederick H. Martens
Published 1919

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