37 steps-

[Roger Jolly]

At 10:11 AM 2/9/2008, you wrote:
>Hi Israel,
>                   The reason for mentioning the spring and slot, is that 
> it is one of those items, Out of sight, out of mind.  A loose centre pin 
> is always obvious.  I know from my own experience, that doing various 
> circles of regulation can be very frustrating, when you are not getting 
> the desired result.  (Good stable hammer line to name one.)  The tip of 
> the spring and slot, is the most common cause.
>
>To my way of thinking, checking/polishing/lubricating, the spring is just 
>one of the steps to performance regulation.  Every bit as important as 
>opening or closing the coil.
>
>The lubricant I use is MPL-1 use just enough to coat the spring, IN sever 
>cases then the wippens have to be removed and the slots polished out with 
>a sharpened hammer shank..
>I then burnish the slot with  a hammer shank and MPL-1 grease. There will 
>be no excess grease in the slot, just a film.  I don't like Graphite in 
>any form, due to it's Hygroscopic nature.
>
>Regards Roger
>
>
>
>Yes, cleaning those spring slots is another issue. On some older Steinways 
>I found that cleaning that slot and getting the gunk off the spring is all 
>it took to get the spring tension close to where it needed to be. 
>Regulating with all that goop in there just makes no sense at all.
>
>>But this brings me to another one of those problems that I have with how 
>>regulation is presented conceptually - and this is not meant to 
>>criticize  anything you wrote or said, Roger, but your post is just a 
>>convenient starting point for some thinking out loud...
>>
>>The way I see it, cleaning spring slots, and tightening screws, and 
>>lubricating the jacks and the knuckles, and correcting action center 
>>friction, and easing keys and similar stuff is something that one would 
>>do before one actually begins regulating an action. I see all this more 
>>as "cleaning-repair" than" than "regulating". Which may be a matter of 
>>semantics more than anything else - but sometimes semantics can make all 
>>the difference in the world when trying to teach a craft. Maybe lumping 
>>several procedures that are fundamentally different in nature and require 
>>different approaches and different mindsets under the rubric "Regulation" 
>>is a cause of confusion for students.
>>
>>It seems to me that conceptualizing "Regulation" as a unitary process is 
>>a major obstacle to students' understanding clearly what is going on and 
>>what it is that they are trying to accomplish at a given stage of 
>>regulation. After all, when we teach tuning we divide the process into 
>>several components - temperament, octaves, unisons - and develop skills 
>>within each and then put it all together. But with regulation we do the 
>>exact opposite - we teach the whole damned process as a unit and then 
>>leave it up to the student to extract the underlying concepts. Some 
>>teachers try to get into those concepts along the way - but then the 
>>students often end up with information overload and come out with some 
>>preposterous misunderstandings. Perhaps it's time to rethink how we 
>>conceptualize "Regulation" - present it as several distinct stages and 
>>develop a thorough understanding of what goes on within each before 
>>putting it all together - rather than throwing it all at the students at 
>>once as "X steps" and expecting them to make sense of it. And I - and 
>>some others I know - have actually been working on schemes of how to do 
>>just that - and trying them out in lass settings...
>>
>>Best regards...
>>
>>Israel Stein
>>
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