Sherman Walt

Sherman Walt (1923-1989) studied bassoon at the University of Minnesota and the Curtis Institute of Music where he attended Marcel Tabuteau’s wind ensemble classes–graduating in 1946. During World War II, he served with the 82nd Infantry Division in Europe, winning a Bronze Star. He spent five years as principal bassoonist of the Chicago Symphony before joining the Boston Symphony Orchestra (1953) in the same capacity, serving until his retirement in 1989. Mr. Walt was a founding member of the Boston Symphony Chamber Players and taught at the Tanglewood Music Center, the New England Conservatory in Boston, and at Boston University.

The following are excerpts from Laurie Van Brunt’s 1978 interview of Sherman Walt concerning the Tabuteau System:

LVB: What sort of things did he talk about to achieve good ensemble?

SW: Well, of course, you had to listen to everyone, because he would call you stupid if you came in early or late. He used his famous number system, you know. I say “you know” because I’m obviously not the first person you’ve talked to about it. I think he would talk to us the way he would talk to his oboe students. He would take a thirteen-note cadenza and divide it into numbers, so it would really sound natural. And this number system, as he put it, it was very mechanical. And he knew teaching it, it was mechanical… When he conducted the orchestra, for example, he would tell you how it should be done in the numbers. He felt guilty about it, because he’d say, “you know,” (I’m not going to try to imitate him, because there are so many people who do it well), but he would say even when he would know what he was going to do [planned it out with his number system] and even when he didn’t feel like playing or felt ill, it still sounded great. And if you don’t have an idea of what you’re going to do and you don’t feel good, it can sound bad, but it may not sound great, but it would sound very good, it would still sound like Tabuteau, because he knew exactly what he was going to do. And this is something that I think all of us who were impressed with that still use to teach and for ourselves. We systematically find out what we’re going to do and then when we are ready to play it, we don’t really think about it anymore, but to prepare ourselves for it. And that’s what he projected.

LVB: As far as the numbers go, what all did they imply to you?

SW: Phrasing. I mean that’s what it’s about and rhythm. Numbers imply to me — well when we speak for example, I’ll give a little lesson, you start a sentence and you continue like I’m speaking now, you arrive at a climax [speaking with more intensity] which I am doing now, and then you finish as I have just done. And that’s what the number system is about. Rather you wouldn’t [spoken loudly] speak like [spoken loudly] this. I think that covers it. It was definitely phrasing so that it would sound natural; find out where your high point is and you work toward that. 1 432/1 432/1 I think after most of us left school, we kind of devised our own number system, because that really wasn’t so important exactly [to use the number system as Tabuteau did]. But, it was the idea [of] the whole number system that helped us.

LVB: What I was wondering, it’s not just dynamics?

SW: No

LVB: And…

SW: It was dynamics, rhythm, and color really. Have you ever heard the Tabuteau tapes?

LVB: Yes

SW: Ok. Well, then you really…

LVB: Well, I’m trying to find out what people thought he was talking about.

SW: Ah huh

LVB: How they interpreted what he said, so what I have gotten from different people —

SW: It’s interesting, yeah. Well, I have to admit that it was all three things, it was phrasing and rhythm and even color. You could devise your own number system for that.

VB: Of course. Do you remember him saying anything the bar line? Being very restrictive about where you could breathe in terms of the bar line?

SW: Yes. Yes, that was very important. I mean you had to breathe in a natural place like when you were singing or talking. I think one of the reasons that Tabuteau today could not be as influential, is because those of us who were doing work with Tabuteau were studying solfege, and we knew what he was talking about. Where today, now I don’t know about many schools in New York, but I know some of the prominent schools, they don’t require a music performance major to study solfege, and he would just laugh, I mean it would be impossible to teach someone who doesn’t understand solfege. If they didn’t sing solfege, they would be playing by rote, I mean the second space fingers like this, rather than “la.” So, we’re talking about breathing, solfege you do know where to breathe and he did, it was important.

LVB: No one else has really mentioned how important solfege was.

SW: Oh good, I am glad I mentioned it. (I was friendly with some of the oboe players at the time) I believe that some of the oboe players told me that they had to sing their lessons in solfege; so that was important for him.

I think he was most prominent in my playing as a “phraser.” I still remember like the Haffner Symphony [singing] the last note less than the first one, everything had to be scaled. Whenever I play it today, I still think of that. And I think to myself, “That must have been the best performance I ever played,” (I’m sure it wasn’t the lousiest) but in my mind that will be a highlight.

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Marc Mostovoy Replies to the Facebook Posts Attacking Marcel Tabuteau

An audio interview with Joan Browne (Champie), a private Tabuteau student in the early 1950s.

A photograph of the music stand that was in Tabuteau’s private studio in Philadelphia.

An autographed photo of Marcel Tabuteau inscribed to Joan Browne Champie.

An autographed photo of Marcel Tabuteau inscribed to Vladimir Sokoloff.

Marc Mostovoy Replies to the Facebook Posts
Attacking Marcel Tabuteau

When she learned of Joan Champie’s death, and read the obituaries, Katherine Needleman, principal oboe of the Baltimore Symphony Orchestra and one of two oboe professors at the Curtis Institute of Music, posted on her Facebook page and again via video a message of outrage. Needleman’s central paragraph, in which she addresses herself directly to Marcel Tabuteau, is as follows:

“I don’t care if it was 1952 or 1954. I don’t care what you did for oboe reeds, as if anyone cares that you sometimes scraped them longer with your knife than your predecessors—what an innovation! I don’t care what you did for phrasing, and I don’t care how many (mostly men) students you inspired with your abusive teaching, which lived on for generations because they were unable to self-assess and grow past it. I don’t care about your number system. If you did not admit Joan to Curtis because she was a woman, and if you “let” her sweep your floor as a reward, this is how I remember you. *** you, Marcel Tabuteau. You know what would’ve been a real innovation that would have provided us all some benefit? Being a Very Big Fancy Man who supported women in music.

Needleman’s outrage is the result of the mention, in Joan Champie’s obituary, that Tabuteau hesitated to accept women at the Curtis Institute because 1) the likelihood of their being able to pursue a successful career was limited; and 2) because, after a successful lesson, Tabuteau “allowed her to sweep the floor.” 

Point 1 is, very obviously, one of the sad facts of orchestral life in the United States in the 1940s and 1950s, and, alas, even beyond. Conductors at that time rarely hired women oboists. The increasing presence of women in symphony orchestras in the United States, and around the world, is one of the signs of the remarkable gains made by women since the mid-twentieth century, gains akin to those that have been made in this country by other groups long dismissed or long oppressed.

Point 2, apparently troubling–although possibly the result of Tabuteau’s well-known mischievous sense of humor, needs to be understood in context. Those of us who knew Tabuteau or who knew others who knew him well, acknowledge that he could be a difficult taskmaster and act cold in lessons—not only to his rare female students, but to all of those who came to his studio. And yet most of his students remained faithful and dedicated to him because of his demonstrative artistry and the richness of his teaching. As Joan Champie herself said, after explaining to me in an interview how trying it could be to withstand Tabuteau’s sometimes severe remarks, “each lesson was a gift.” Champie was a courageous young woman whose desire to learn from an artist obviously quieted the discomfort that she felt.

What is most distressing in Needleman’s tirade is the dismissal of Tabuteau’s reed-making, which was part of his effort to achieve a kind of sound that combined the best of the French and Viennese schools of oboe-playing (a kind of sonority that Katherine Needleman herself well produces) and the dismissal of Tabuteau’s concern with phrasing, which, as it gradually infiltrated the players who sat around him, became one of the elements that caused critics such as The New Yorker’s Winthrop Sargeant to call Eugene Ormandy’s band the “Rolls Royce” of American orchestras.

Needleman’s reference to Tabuteau’s “abusive teaching” goes too far. That teaching has lived on for generations not because Tabuteau’s students “were unable to self-assess and grow past it,” but because it incorporated logical and inspiring methods of making music come alive.

I take no pleasure in refuting Katherine Needleman’s profane tirade. Nor does anyone on our board think of the bad old days of male chauvinism as the good old days. The Marcel Tabuteau First-Hand website continues to remain dedicated to promoting the musical ideas of a man who in our view had a highly positive impact on the development of musical performance in the United States during his lifetime, and during the period since his death. I ask those reading this response and my initial reply below to forward it to others who might be aware of Needleman’s Facebook attacks, so that the facts may be known.

Marc Mostovoy
Website administrator

To Katherine Needleman: A Belated Reply to
Your August 15th, 2024, Facebook Post:
“𝐎𝐃𝐄 𝐓𝐎 𝐉𝐎𝐀𝐍 𝐂𝐇𝐀𝐌𝐏𝐈𝐄.”

Katherine—your post on Joan Champie was just recently brought to my attention: https://www.facebook.com/profile/100058038401756/search/?q=joan%20champie. Having interviewed Joan last year, I thought it would be appropriate to respond. Kindly post this letter on your Facebook page and website. Thank you.

First I want to say that I wish you did have the opportunity to get to know Joan. She was a wonderful person and so inspiring. I felt privileged to have interacted with her even though it was only for a short period of time near the end of her life. Having gained insight into her relationship with Marcel Tabuteau through our conversations (including the live interview), I wanted to pass on to you what I learned from her.

As Joan pointed out to me, it’s important to understand that things were very different in her time. Viewed through the lens of today, Tabuteau’s treatment of her seems unjust. But she was a trooper and willing to accept the indignities because of the invaluable things he taught her. She felt it was well worth it as did all the other students who studied with him.

The reason Tabuteau did not like taking women students was because conductors of the major orchestras at that time wouldn’t think of hiring a woman oboist—even a Tabuteau student. Tabuteau felt putting all his time and effort into training a woman was futile because there was no career path for them, and he tried to dissuade women from taking up the instrument for their own sakes. But there were some women who wouldn’t take no for an answer, and he reluctantly taught them. They included Joan, Laila Storch, Thelma Neft, Marguerite Smith, Martha Scherer, and Marjorie Jackson. And may I point out that everyone cherished the time they spent with Tabuteau despite the rough time he gave them. He also dished out the same tough treatment to their male counterparts as you know.

Now you might ask why Tabuteau treated all his students as he did. It certainly would not be acceptable today. But that’s the way it was then. Gillet (his teacher) and many teachers of that generation practiced that method. Tabuteau continued it because that is what he knew and grew up with. The students who couldn’t take it dropped out, but those who persevered were grateful for what Tabuteau taught them. As a footnote, many of Tabuteau’s students said it was great training to go through because it prepared them for playing under the difficult conductors they encountered afterward such as Toscanini, Stokowski, Reiner, and Szell—all dictators in their own right. 

Laila Storch’s biography contains numerous tributes by his students: woodwind, string and brass players; pianists, vocalists – all attesting how important he was to their musical lives. Tabuteau gave them something special that their own teachers couldn’t. Those who learned from him can’t all be wrong in their praise. He was a giant to them.

Throughout your post, you chastise Tabuteau for his behavior, measuring it by today’s values. I ask you to please take a step back and try to see things as they were then. Also try to appreciate what Tabuteau did to advance oboe playing and for the musicianship he instilled in so many. Today (July 2nd) being his birthday, let’s grant him the credit he deserves. 

Finally, most oboists of the Tabuteau school wouldn’t agree with you in dismissing his importance in regard to reeds, phrasing, and so forth. Indeed, Tabuteau paved the way for you too, Katherine, whether or not you wish to acknowledge it. Surely, he was far from perfect, but does he really deserve the full treatment you give him? I think not. 

Marc Mostovoy

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