themselves, though scales and arpeggios must form part of the daily
routine.


KEEPING UP A REPERTOIRE

"In keeping a large number of pieces in mind, I may say that the pianist
who does much teaching is in a sense taught by his pupils. I have many
advanced pupils, and in teaching their repertoire I keep up my own. Of
course after a while one grows a little weary of hearing the same pieces
rendered by students; the most beautiful no longer seem fresh. My own
compositions are generally exceptions, as I do not often teach those. To
the thoughtful teacher, the constant hearing of his repertoire by
students shows him the difficulties that younger players have to
encounter, and helps him devise means to aid them to conquer these
obstacles. At the same time there is this disadvantage: the pianist
cannot fail to remember the places at which such and such a student had
trouble, forgot or stumbled. This has happened to me at various times.
In my recitals I would be playing ahead, quite unconscious that anything
untoward could occur--wholly absorbed in my work; when, at a certain
point, the recollection would flash over me--this is where such or such
a pupil stumbled. The remembrance is sometimes so vivid that I am at
some effort to keep my mental balance and proceed with smoothness and
certainty.

"Yes, I go over my pieces mentally, especially if I am playing an
entirely new program which I have never played before; otherwise I do
not need to do so much of it.