Music and Technology Mark Katz

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Music and Technology: A Very Short Introduction Mark

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Theory and Practice of Technology-Based Music

Instruction Second Edition Jay Dorfman

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The Future of HRD, Volume I: Innovation and Technology

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Key Changes - The Ten Times Technology Transformed the

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The Police in America: An Introduction Charles Katz

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Journalism and Truth in an Age of Social Media James E.

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Electronic and Experimental Music

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Music and Technology: A Very Short Introduction
 VERY SHORT INTRODUCTIONS are for anyone wanting a stimulating and
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Very Short Introductions available now:

ABOLITIONISM Richard S. Newman

THE ABRAHAMIC RELIGIONS Charles L. Cohen
ACCOUNTING Christopher Nobes
ADOLESCENCE Peter K. Smith
THEODOR W. ADORNO Andrew Bowie
ADVERTISING Winston Fletcher
AERIAL WARFARE Frank Ledwidge
AESTHETICS Bence Nanay
AFRICAN AMERICAN RELIGION Eddie S. Glaude Jr.
AFRICAN HISTORY John Parker and Richard Rathbone
AFRICAN POLITICS Ian Taylor
AFRICAN RELIGIONS Jacob K. Olupona
AGEING Nancy A. Pachana
AGNOSTICISM Robin Le Poidevin
AGRICULTURE Paul Brassley and Richard Soffe
ALEXANDER THE GREAT Hugh Bowden
ALGEBRA Peter M. Higgins
AMERICAN BUSINESS HISTORY Walter A. Friedman
AMERICAN CULTURAL HISTORY Eric Avila
AMERICAN FOREIGN RELATIONS Andrew Preston
AMERICAN HISTORY Paul S. Boyer
AMERICAN IMMIGRATION David A. Gerber
AMERICAN INTELLECTUAL HISTORY Jennifer Ratner-Rosenhagen
AMERICAN LEGAL HISTORY G. Edward White
AMERICAN MILITARY HISTORY Joseph T. Glatthaar
AMERICAN NAVAL HISTORY Craig L. Symonds
AMERICAN POETRY David Caplan
AMERICAN POLITICAL HISTORY Donald Critchlow
AMERICAN POLITICAL PARTIES AND ELECTIONS L. Sandy Maisel
AMERICAN POLITICS Richard M. Valelly
THE AMERICAN PRESIDENCY Charles O. Jones
THE AMERICAN REVOLUTION Robert J. Allison
AMERICAN SLAVERY Heather Andrea Williams
THE AMERICAN SOUTH Charles Reagan Wilson
THE AMERICAN WEST Stephen Aron
AMERICAN WOMEN’S HISTORY Susan Ware
AMPHIBIANS T. S. Kemp
ANAESTHESIA Aidan O’Donnell
ANALYTIC PHILOSOPHY Michael Beaney
ANARCHISM Colin Ward
ANCIENT ASSYRIA Karen Radner
ANCIENT EGYPT Ian Shaw
ANCIENT EGYPTIAN ART AND ARCHITECTURE Christina Riggs
ANCIENT GREECE Paul Cartledge
THE ANCIENT NEAR EAST Amanda H. Podany
ANCIENT PHILOSOPHY Julia Annas
ANCIENT WARFARE Harry Sidebottom
ANGELS David Albert Jones
ANGLICANISM Mark Chapman
THE ANGLO-SAXON AGE John Blair
ANIMAL BEHAVIOUR Tristram D. Wyatt
THE ANIMAL KINGDOM Peter Holland
ANIMAL RIGHTS David DeGrazia
THE ANTARCTIC Klaus Dodds
ANTHROPOCENE Erle C. Ellis
ANTISEMITISM Steven Beller
ANXIETY Daniel Freeman and Jason Freeman
THE APOCRYPHAL GOSPELS Paul Foster
APPLIED MATHEMATICS Alain Goriely
THOMAS AQUINAS Fergus Kerr
ARBITRATION Thomas Schultz and Thomas Grant
ARCHAEOLOGY Paul Bahn
ARCHITECTURE Andrew Ballantyne
THE ARCTIC Klaus Dodds and Jamie Woodward
ARISTOCRACY William Doyle
ARISTOTLE Jonathan Barnes
ART HISTORY Dana Arnold
ART THEORY Cynthia Freeland
ARTIFICIAL INTELLIGENCE Margaret A. Boden
ASIAN AMERICAN HISTORY Madeline Y. Hsu
ASTROBIOLOGY David C. Catling
ASTROPHYSICS James Binney
ATHEISM Julian Baggini
THE ATMOSPHERE Paul I. Palmer
AUGUSTINE Henry Chadwick
JANE AUSTEN Tom Keymer
AUSTRALIA Kenneth Morgan
AUTISM Uta Frith
AUTOBIOGRAPHY Laura Marcus
THE AVANT GARDE David Cottington
THE AZTECS Davíd Carrasco
BABYLONIA Trevor Bryce
BACTERIA Sebastian G. B. Amyes
BANKING John Goddard and John O. S. Wilson
BARTHES Jonathan Culler
THE BEATS David Sterritt
BEAUTY Roger Scruton
LUDWIG VAN BEETHOVEN Mark Evan Bonds
BEHAVIOURAL ECONOMICS Michelle Baddeley
BESTSELLERS John Sutherland
THE BIBLE John Riches
BIBLICAL ARCHAEOLOGY Eric H. Cline
BIG DATA Dawn E. Holmes
BIOCHEMISTRY Mark Lorch
BIOGEOGRAPHY Mark V. Lomolino
BIOGRAPHY Hermione Lee
BIOMETRICS Michael Fairhurst
ELIZABETH BISHOP Jonathan F. S. Post
BLACK HOLES Katherine Blundell
BLASPHEMY Yvonne Sherwood
BLOOD Chris Cooper
THE BLUES Elijah Wald
THE BODY Chris Shilling
NIELS BOHR J. L. Heilbron
THE BOOK OF COMMON PRAYER Brian Cummings
THE BOOK OF MORMON Terryl Givens
BORDERS Alexander C. Diener and Joshua Hagen
THE BRAIN Michael O’Shea
BRANDING Robert Jones
THE BRICS Andrew F. Cooper
THE BRITISH CONSTITUTION Martin Loughlin
THE BRITISH EMPIRE Ashley Jackson
BRITISH POLITICS Tony Wright
BUDDHA Michael Carrithers
BUDDHISM Damien Keown
BUDDHIST ETHICS Damien Keown
BYZANTIUM Peter Sarris
CALVINISM Jon Balserak
ALBERT CAMUS Oliver Gloag
CANADA Donald Wright
CANCER Nicholas James
CAPITALISM James Fulcher
CATHOLICISM Gerald O’Collins
CAUSATION Stephen Mumford and Rani Lill Anjum
THE CELL Terence Allen and Graham Cowling
THE CELTS Barry Cunliffe
CHAOS Leonard Smith
GEOFFREY CHAUCER David Wallace
CHEMISTRY Peter Atkins
CHILD PSYCHOLOGY Usha Goswami
CHILDREN’S LITERATURE Kimberley Reynolds
CHINESE LITERATURE Sabina Knight
CHOICE THEORY Michael Allingham
CHRISTIAN ART Beth Williamson
CHRISTIAN ETHICS D. Stephen Long
CHRISTIANITY Linda Woodhead
CIRCADIAN RHYTHMS Russell Foster and Leon Kreitzman
CITIZENSHIP Richard Bellamy
CITY PLANNING Carl Abbott
CIVIL ENGINEERING David Muir Wood
CLASSICAL LITERATURE William Allan
CLASSICAL MYTHOLOGY Helen Morales
CLASSICS Mary Beard and John Henderson
CLAUSEWITZ Michael Howard
CLIMATE Mark Maslin
CLIMATE CHANGE Mark Maslin
CLINICAL PSYCHOLOGY Susan Llewelyn and Katie Aafjes-van Doorn
COGNITIVE BEHAVIOURAL THERAPY Freda McManus
COGNITIVE NEUROSCIENCE Richard Passingham
THE COLD WAR Robert J. McMahon
COLONIAL AMERICA Alan Taylor
COLONIAL LATIN AMERICAN LITERATURE Rolena Adorno
COMBINATORICS Robin Wilson
COMEDY Matthew Bevis
COMMUNISM Leslie Holmes
COMPARATIVE LITERATURE Ben Hutchinson
COMPETITION AND ANTITRUST LAW Ariel Ezrachi
COMPLEXITY John H. Holland
THE COMPUTER Darrel Ince
COMPUTER SCIENCE Subrata Dasgupta
CONCENTRATION CAMPS Dan Stone
CONFUCIANISM Daniel K. Gardner
THE CONQUISTADORS Matthew Restall and Felipe Fernández-Armesto
CONSCIENCE Paul Strohm
CONSCIOUSNESS Susan Blackmore
CONTEMPORARY ART Julian Stallabrass
CONTEMPORARY FICTION Robert Eaglestone
CONTINENTAL PHILOSOPHY Simon Critchley
COPERNICUS Owen Gingerich
CORAL REEFS Charles Sheppard
CORPORATE SOCIAL RESPONSIBILITY Jeremy Moon
CORRUPTION Leslie Holmes
COSMOLOGY Peter Coles
COUNTRY MUSIC Richard Carlin
CREATIVITY Vlad Glăveanu
CRIME FICTION Richard Bradford
CRIMINAL JUSTICE Julian V. Roberts
CRIMINOLOGY Tim Newburn
CRITICAL THEORY Stephen Eric Bronner
THE CRUSADES Christopher Tyerman
CRYPTOGRAPHY Fred Piper and Sean Murphy
CRYSTALLOGRAPHY A. M. Glazer
THE CULTURAL REVOLUTION Richard Curt Kraus
DADA AND SURREALISM David Hopkins
DANTE Peter Hainsworth and David Robey
DARWIN Jonathan Howard
THE DEAD SEA SCROLLS Timothy H. Lim
DECADENCE David Weir
DECOLONIZATION Dane Kennedy
DEMENTIA Kathleen Taylor
DEMOCRACY Bernard Crick
DEMOGRAPHY Sarah Harper
DEPRESSION Jan Scott and Mary Jane Tacchi
DERRIDA Simon Glendinning
DESCARTES Tom Sorell
DESERTS Nick Middleton
DESIGN John Heskett
DEVELOPMENT Ian Goldin
DEVELOPMENTAL BIOLOGY Lewis Wolpert
THE DEVIL Darren Oldridge
DIASPORA Kevin Kenny
CHARLES DICKENS Jenny Hartley
DICTIONARIES Lynda Mugglestone
DINOSAURS David Norman
DIPLOMATIC HISTORY Joseph M. Siracusa
DOCUMENTARY FILM Patricia Aufderheide
DREAMING J. Allan Hobson
DRUGS Les Iversen
DRUIDS Barry Cunliffe
DYNASTY Jeroen Duindam
DYSLEXIA Margaret J. Snowling
EARLY MUSIC Thomas Forrest Kelly
THE EARTH Martin Redfern
EARTH SYSTEM SCIENCE Tim Lenton
ECOLOGY Jaboury Ghazoul
ECONOMICS Partha Dasgupta
EDUCATION Gary Thomas
EGYPTIAN MYTH Geraldine Pinch
EIGHTEENTH‑CENTURY BRITAIN Paul Langford
THE ELEMENTS Philip Ball
EMOTION Dylan Evans
EMPIRE Stephen Howe
EMPLOYMENT LAW David Cabrelli
ENERGY SYSTEMS Nick Jenkins
ENGELS Terrell Carver
ENGINEERING David Blockley
THE ENGLISH LANGUAGE Simon Horobin
ENGLISH LITERATURE Jonathan Bate
THE ENLIGHTENMENT John Robertson
ENTREPRENEURSHIP Paul Westhead and Mike Wright
ENVIRONMENTAL ECONOMICS Stephen Smith
ENVIRONMENTAL ETHICS Robin Attfield
ENVIRONMENTAL LAW Elizabeth Fisher
ENVIRONMENTAL POLITICS Andrew Dobson
ENZYMES Paul Engel
EPICUREANISM Catherine Wilson
EPIDEMIOLOGY Rodolfo Saracci
ETHICS Simon Blackburn
ETHNOMUSICOLOGY Timothy Rice
THE ETRUSCANS Christopher Smith
EUGENICS Philippa Levine
THE EUROPEAN UNION Simon Usherwood and John Pinder
EUROPEAN UNION LAW Anthony Arnull
EVANGELICALISM John Stackhouse
EVOLUTION Brian and Deborah Charlesworth
EXISTENTIALISM Thomas Flynn
EXPLORATION Stewart A. Weaver
EXTINCTION Paul B. Wignall
THE EYE Michael Land
FAIRY TALE Marina Warner
FAMILY LAW Jonathan Herring
MICHAEL FARADAY Frank A. J. L. James
FASCISM Kevin Passmore
FASHION Rebecca Arnold
FEDERALISM Mark J. Rozell and Clyde Wilcox
FEMINISM Margaret Walters
FILM Michael Wood
FILM MUSIC Kathryn Kalinak
FILM NOIR James Naremore
FIRE Andrew C. Scott
THE FIRST WORLD WAR Michael Howard
FLUID MECHANICS Eric Lauga
FOLK MUSIC Mark Slobin
FOOD John Krebs
FORENSIC PSYCHOLOGY David Canter
FORENSIC SCIENCE Jim Fraser
FORESTS Jaboury Ghazoul
FOSSILS Keith Thomson
FOUCAULT Gary Gutting
THE FOUNDING FATHERS R. B. Bernstein
FRACTALS Kenneth Falconer
FREE SPEECH Nigel Warburton
FREE WILL Thomas Pink
FREEMASONRY Andreas Önnerfors
FRENCH LITERATURE John D. Lyons
FRENCH PHILOSOPHY Stephen Gaukroger and Knox Peden
THE FRENCH REVOLUTION William Doyle
FREUD Anthony Storr
FUNDAMENTALISM Malise Ruthven
FUNGI Nicholas P. Money
THE FUTURE Jennifer M. Gidley
GALAXIES John Gribbin
GALILEO Stillman Drake
GAME THEORY Ken Binmore
GANDHI Bhikhu Parekh
GARDEN HISTORY Gordon Campbell
GENES Jonathan Slack
GENIUS Andrew Robinson
GENOMICS John Archibald
GEOGRAPHY John Matthews and David Herbert
GEOLOGY Jan Zalasiewicz
GEOMETRY Maciej Dunajski
GEOPHYSICS William Lowrie
GEOPOLITICS Klaus Dodds
GERMAN LITERATURE Nicholas Boyle
GERMAN PHILOSOPHY Andrew Bowie
THE GHETTO Bryan Cheyette
GLACIATION David J. A. Evans
GLOBAL CATASTROPHES Bill McGuire
GLOBAL ECONOMIC HISTORY Robert C. Allen
GLOBAL ISLAM Nile Green
GLOBALIZATION Manfred B. Steger
GOD John Bowker
GOETHE Ritchie Robertson
THE GOTHIC Nick Groom
GOVERNANCE Mark Bevir
GRAVITY Timothy Clifton
THE GREAT DEPRESSION AND THE NEW DEAL Eric Rauchway
HABEAS CORPUS Amanda Tyler
HABERMAS James Gordon Finlayson
THE HABSBURG EMPIRE Martyn Rady
HAPPINESS Daniel M. Haybron
THE HARLEM RENAISSANCE Cheryl A. Wall
THE HEBREW BIBLE AS LITERATURE Tod Linafelt
HEGEL Peter Singer
HEIDEGGER Michael Inwood
THE HELLENISTIC AGE Peter Thonemann
HEREDITY John Waller
HERMENEUTICS Jens Zimmermann
HERODOTUS Jennifer T. Roberts
HIEROGLYPHS Penelope Wilson
HINDUISM Kim Knott
HISTORY John H. Arnold
THE HISTORY OF ASTRONOMY Michael Hoskin
THE HISTORY OF CHEMISTRY William H. Brock
THE HISTORY OF CHILDHOOD James Marten
THE HISTORY OF CINEMA Geoffrey Nowell-Smith
THE HISTORY OF LIFE Michael Benton
THE HISTORY OF MATHEMATICS Jacqueline Stedall
THE HISTORY OF MEDICINE William Bynum
THE HISTORY OF PHYSICS J. L. Heilbron
THE HISTORY OF POLITICAL THOUGHT Richard Whatmore
THE HISTORY OF TIME Leofranc Holford‑Strevens
HIV AND AIDS Alan Whiteside
HOBBES Richard Tuck
HOLLYWOOD Peter Decherney
THE HOLY ROMAN EMPIRE Joachim Whaley
HOME Michael Allen Fox
HOMER Barbara Graziosi
HORMONES Martin Luck
HORROR Darryl Jones
HUMAN ANATOMY Leslie Klenerman
HUMAN EVOLUTION Bernard Wood
HUMAN PHYSIOLOGY Jamie A. Davies
HUMAN RESOURCE MANAGEMENT Adrian Wilkinson
HUMAN RIGHTS Andrew Clapham
HUMANISM Stephen Law
HUME James A. Harris
HUMOUR Noël Carroll
THE ICE AGE Jamie Woodward
IDENTITY Florian Coulmas
IDEOLOGY Michael Freeden
THE IMMUNE SYSTEM Paul Klenerman
INDIAN CINEMA Ashish Rajadhyaksha
INDIAN PHILOSOPHY Sue Hamilton
THE INDUSTRIAL REVOLUTION Robert C. Allen
INFECTIOUS DISEASE Marta L. Wayne and Benjamin M. Bolker
INFINITY Ian Stewart
INFORMATION Luciano Floridi
INNOVATION Mark Dodgson and David Gann
INTELLECTUAL PROPERTY Siva Vaidhyanathan
INTELLIGENCE Ian J. Deary
INTERNATIONAL LAW Vaughan Lowe
INTERNATIONAL MIGRATION Khalid Koser
INTERNATIONAL RELATIONS Christian Reus-Smit
INTERNATIONAL SECURITY Christopher S. Browning
INSECTS Simon Leather
IRAN Ali M. Ansari
ISLAM Malise Ruthven
ISLAMIC HISTORY Adam Silverstein
ISLAMIC LAW Mashood A. Baderin
ISOTOPES Rob Ellam
ITALIAN LITERATURE Peter Hainsworth and David Robey
HENRY JAMES Susan L. Mizruchi
JESUS Richard Bauckham
JEWISH HISTORY David N. Myers
JEWISH LITERATURE Ilan Stavans
JOURNALISM Ian Hargreaves
JAMES JOYCE Colin MacCabe
JUDAISM Norman Solomon
JUNG Anthony Stevens
KABBALAH Joseph Dan
KAFKA Ritchie Robertson
KANT Roger Scruton
KEYNES Robert Skidelsky
KIERKEGAARD Patrick Gardiner
KNOWLEDGE Jennifer Nagel
THE KORAN Michael Cook
KOREA Michael J. Seth
LAKES Warwick F. Vincent
LANDSCAPE ARCHITECTURE Ian H. Thompson
LANDSCAPES AND GEOMORPHOLOGY Andrew Goudie and Heather Viles
LANGUAGES Stephen R. Anderson
LATE ANTIQUITY Gillian Clark
LAW Raymond Wacks
THE LAWS OF THERMODYNAMICS Peter Atkins
LEADERSHIP Keith Grint
LEARNING Mark Haselgrove
LEIBNIZ Maria Rosa Antognazza
C. S. LEWIS James Como
LIBERALISM Michael Freeden
LIGHT Ian Walmsley
LINCOLN Allen C. Guelzo
LINGUISTICS Peter Matthews
LITERARY THEORY Jonathan Culler
LOCKE John Dunn
LOGIC Graham Priest
LOVE Ronald de Sousa
MARTIN LUTHER Scott H. Hendrix
MACHIAVELLI Quentin Skinner
MADNESS Andrew Scull
MAGIC Owen Davies
MAGNA CARTA Nicholas Vincent
MAGNETISM Stephen Blundell
MALTHUS Donald Winch
MAMMALS T. S. Kemp
MANAGEMENT John Hendry
NELSON MANDELA Elleke Boehmer
MAO Delia Davin
MARINE BIOLOGY Philip V. Mladenov
MARKETING Kenneth Le Meunier-FitzHugh
THE MARQUIS DE SADE John Phillips
MARTYRDOM Jolyon Mitchell
MARX Peter Singer
MATERIALS Christopher Hall
MATHEMATICAL FINANCE Mark H. A. Davis
MATHEMATICS Timothy Gowers
MATTER Geoff Cottrell
THE MAYA Matthew Restall and Amara Solari
THE MEANING OF LIFE Terry Eagleton
MEASUREMENT David Hand
MEDICAL ETHICS Michael Dunn and Tony Hope
MEDICAL LAW Charles Foster
MEDIEVAL BRITAIN John Gillingham and Ralph A. Griffiths
MEDIEVAL LITERATURE Elaine Treharne
MEDIEVAL PHILOSOPHY John Marenbon
MEMORY Jonathan K. Foster
METAPHYSICS Stephen Mumford
METHODISM William J. Abraham
THE MEXICAN REVOLUTION Alan Knight
MICROBIOLOGY Nicholas P. Money
MICROECONOMICS Avinash Dixit
MICROSCOPY Terence Allen
THE MIDDLE AGES Miri Rubin
MILITARY JUSTICE Eugene R. Fidell
MILITARY STRATEGY Antulio J. Echevarria II
JOHN STUART MILL Gregory Claeys
MINERALS David Vaughan
MIRACLES Yujin Nagasawa
MODERN ARCHITECTURE Adam Sharr
MODERN ART David Cottington
MODERN BRAZIL Anthony W. Pereira
MODERN CHINA Rana Mitter
MODERN DRAMA Kirsten E. Shepherd-Barr
MODERN FRANCE Vanessa R. Schwartz
MODERN INDIA Craig Jeffrey
MODERN IRELAND Senia Pašeta
MODERN ITALY Anna Cento Bull
MODERN JAPAN Christopher Goto-Jones
MODERN LATIN AMERICAN LITERATURE Roberto González Echevarría
MODERN WAR Richard English
MODERNISM Christopher Butler
MOLECULAR BIOLOGY Aysha Divan and Janice A. Royds
MOLECULES Philip Ball
MONASTICISM Stephen J. Davis
THE MONGOLS Morris Rossabi
MONTAIGNE William M. Hamlin
MOONS David A. Rothery
MORMONISM Richard Lyman Bushman
MOUNTAINS Martin F. Price
MUHAMMAD Jonathan A. C. Brown
MULTICULTURALISM Ali Rattansi
MULTILINGUALISM John C. Maher
MUSIC Nicholas Cook
MUSIC AND TECHNOLOGY Mark Katz
MYTH Robert A. Segal
NAPOLEON David Bell
THE NAPOLEONIC WARS Mike Rapport
NATIONALISM Steven Grosby
NATIVE AMERICAN LITERATURE Sean Teuton
NAVIGATION Jim Bennett
NAZI GERMANY Jane Caplan
NEOLIBERALISM Manfred B. Steger and Ravi K. Roy
NETWORKS Guido Caldarelli and Michele Catanzaro
THE NEW TESTAMENT Luke Timothy Johnson
THE NEW TESTAMENT AS LITERATURE Kyle Keefer
NEWTON Robert Iliffe
NIETZSCHE Michael Tanner
NINETEENTH‑CENTURY BRITAIN Christopher Harvie and H. C. G. Matthew
THE NORMAN CONQUEST George Garnett
NORTH AMERICAN INDIANS Theda Perdue and Michael D. Green
NORTHERN IRELAND Marc Mulholland
NOTHING Frank Close
NUCLEAR PHYSICS Frank Close
NUCLEAR POWER Maxwell Irvine
NUCLEAR WEAPONS Joseph M. Siracusa
NUMBER THEORY Robin Wilson
NUMBERS Peter M. Higgins
NUTRITION David A. Bender
OBJECTIVITY Stephen Gaukroger
OCEANS Dorrik Stow
THE OLD TESTAMENT Michael D. Coogan
THE ORCHESTRA D. Kern Holoman
ORGANIC CHEMISTRY Graham Patrick
ORGANIZATIONS Mary Jo Hatch
ORGANIZED CRIME Georgios A. Antonopoulos and Georgios Papanicolaou
ORTHODOX CHRISTIANITY A. Edward Siecienski
OVID Llewelyn Morgan
PAGANISM Owen Davies
PAKISTAN Pippa Virdee
THE PALESTINIAN–ISRAELI CONFLICT Martin Bunton
PANDEMICS Christian W. McMillen
PARTICLE PHYSICS Frank Close
PAUL E. P. Sanders
PEACE Oliver P. Richmond
PENTECOSTALISM William K. Kay
PERCEPTION Brian Rogers
THE PERIODIC TABLE Eric R. Scerri
PHILOSOPHICAL METHOD Timothy Williamson
PHILOSOPHY Edward Craig
PHILOSOPHY IN THE ISLAMIC WORLD Peter Adamson
PHILOSOPHY OF BIOLOGY Samir Okasha
PHILOSOPHY OF LAW Raymond Wacks
PHILOSOPHY OF MIND Barbara Gail Montero
PHILOSOPHY OF PHYSICS David Wallace
PHILOSOPHY OF SCIENCE Samir Okasha
PHILOSOPHY OF RELIGION Tim Bayne
PHOTOGRAPHY Steve Edwards
PHYSICAL CHEMISTRY Peter Atkins
PHYSICS Sidney Perkowitz
PILGRIMAGE Ian Reader
PLAGUE Paul Slack
PLANETARY SYSTEMS Raymond T. Pierrehumbert
PLANETS David A. Rothery
PLANTS Timothy Walker
PLATE TECTONICS Peter Molnar
PLATO Julia Annas
POETRY Bernard O’Donoghue
POLITICAL PHILOSOPHY David Miller
POLITICS Kenneth Minogue
POLYGAMY Sarah M. S. Pearsall
POPULISM Cas Mudde and Cristóbal Rovira Kaltwasser
POSTCOLONIALISM Robert Young
POSTMODERNISM Christopher Butler
POSTSTRUCTURALISM Catherine Belsey
POVERTY Philip N. Jefferson
PREHISTORY Chris Gosden
PRESOCRATIC PHILOSOPHY Catherine Osborne
PRIVACY Raymond Wacks
PROBABILITY John Haigh
PROGRESSIVISM Walter Nugent
PROHIBITION W. J. Rorabaugh
PROJECTS Andrew Davies
PROTESTANTISM Mark A. Noll
PSYCHIATRY Tom Burns
PSYCHOANALYSIS Daniel Pick
PSYCHOLOGY Gillian Butler and Freda McManus
PSYCHOLOGY OF MUSIC Elizabeth Hellmuth Margulis
PSYCHOPATHY Essi Viding
PSYCHOTHERAPY Tom Burns and Eva Burns-Lundgren
PUBLIC ADMINISTRATION Stella Z. Theodoulou and Ravi K. Roy
PUBLIC HEALTH Virginia Berridge
PURITANISM Francis J. Bremer
THE QUAKERS Pink Dandelion
QUANTUM THEORY John Polkinghorne
RACISM Ali Rattansi
RADIOACTIVITY Claudio Tuniz
RASTAFARI Ennis B. Edmonds
READING Belinda Jack
THE REAGAN REVOLUTION Gil Troy
REALITY Jan Westerhoff
RECONSTRUCTION Allen C. Guelzo
THE REFORMATION Peter Marshall
REFUGEES Gil Loescher
RELATIVITY Russell Stannard
RELIGION Thomas A. Tweed
RELIGION IN AMERICA Timothy Beal
THE RENAISSANCE Jerry Brotton
RENAISSANCE ART Geraldine A. Johnson
RENEWABLE ENERGY Nick Jelley
REPTILES T. S. Kemp
REVOLUTIONS Jack A. Goldstone
RHETORIC Richard Toye
RISK Baruch Fischhoff and John Kadvany
RITUAL Barry Stephenson
RIVERS Nick Middleton
ROBOTICS Alan Winfield
ROCKS Jan Zalasiewicz
ROMAN BRITAIN Peter Salway
THE ROMAN EMPIRE Christopher Kelly
THE ROMAN REPUBLIC David M. Gwynn
ROMANTICISM Michael Ferber
ROUSSEAU Robert Wokler
RUSSELL A. C. Grayling
THE RUSSIAN ECONOMY Richard Connolly
RUSSIAN HISTORY Geoffrey Hosking
RUSSIAN LITERATURE Catriona Kelly
THE RUSSIAN REVOLUTION S. A. Smith
SAINTS Simon Yarrow
SAMURAI Michael Wert
SAVANNAS Peter A. Furley
SCEPTICISM Duncan Pritchard
SCHIZOPHRENIA Chris Frith and Eve Johnstone
SCHOPENHAUER Christopher Janaway
SCIENCE AND RELIGION Thomas Dixon and Adam R. Shapiro
SCIENCE FICTION David Seed
THE SCIENTIFIC REVOLUTION Lawrence M. Principe
SCOTLAND Rab Houston
SECULARISM Andrew Copson
SEXUAL SELECTION Marlene Zuk and Leigh W. Simmons
SEXUALITY Véronique Mottier
WILLIAM SHAKESPEARE Stanley Wells
SHAKESPEARE’S COMEDIES Bart van Es
SHAKESPEARE’S SONNETS AND POEMS Jonathan F. S. Post
SHAKESPEARE’S TRAGEDIES Stanley Wells
GEORGE BERNARD SHAW Christopher Wixson
MARY SHELLEY Charlotte Gordon
THE SHORT STORY Andrew Kahn
SIKHISM Eleanor Nesbitt
SILENT FILM Donna Kornhaber
THE SILK ROAD James A. Millward
SLANG Jonathon Green
SLEEP Steven W. Lockley and Russell G. Foster
SMELL Matthew Cobb
ADAM SMITH Christopher J. Berry
SOCIAL AND CULTURAL ANTHROPOLOGY John Monaghan and Peter Just
SOCIAL PSYCHOLOGY Richard J. Crisp
SOCIAL WORK Sally Holland and Jonathan Scourfield
SOCIALISM Michael Newman
SOCIOLINGUISTICS John Edwards
SOCIOLOGY Steve Bruce
SOCRATES C. C. W. Taylor
SOFT MATTER Tom McLeish
SOUND Mike Goldsmith
SOUTHEAST ASIA James R. Rush
THE SOVIET UNION Stephen Lovell
THE SPANISH CIVIL WAR Helen Graham
SPANISH LITERATURE Jo Labanyi
THE SPARTANS Andrew Bayliss
SPINOZA Roger Scruton
SPIRITUALITY Philip Sheldrake
SPORT Mike Cronin
STARS Andrew King
STATISTICS David J. Hand
STEM CELLS Jonathan Slack
STOICISM Brad Inwood
STRUCTURAL ENGINEERING David Blockley
STUART BRITAIN John Morrill
THE SUN Philip Judge
SUPERCONDUCTIVITY Stephen Blundell
SUPERSTITION Stuart Vyse
SYMMETRY Ian Stewart
SYNAESTHESIA Julia Simner
SYNTHETIC BIOLOGY Jamie A. Davies
SYSTEMS BIOLOGY Eberhard O. Voit
TAXATION Stephen Smith
TEETH Peter S. Ungar
TELESCOPES Geoff Cottrell
TERRORISM Charles Townshend
THEATRE Marvin Carlson
THEOLOGY David F. Ford
THINKING AND REASONING Jonathan St B. T. Evans
THOUGHT Tim Bayne
TIBETAN BUDDHISM Matthew T. Kapstein
TIDES David George Bowers and Emyr Martyn Roberts
TIME Jenann Ismael
TOCQUEVILLE Harvey C. Mansfield
LEO TOLSTOY Liza Knapp
TOPOLOGY Richard Earl
TRAGEDY Adrian Poole
TRANSLATION Matthew Reynolds
THE TREATY OF VERSAILLES Michael S. Neiberg
TRIGONOMETRY Glen Van Brummelen
THE TROJAN WAR Eric H. Cline
TRUST Katherine Hawley
THE TUDORS John Guy
TWENTIETH‑CENTURY BRITAIN Kenneth O. Morgan
TYPOGRAPHY Paul Luna
THE UNITED NATIONS Jussi M. Hanhimäki
UNIVERSITIES AND COLLEGES David Palfreyman and Paul Temple
THE U.S. CIVIL WAR Louis P. Masur
THE U.S. CONGRESS Donald A. Ritchie
THE U.S. CONSTITUTION David J. Bodenhamer
THE U.S. SUPREME COURT Linda Greenhouse
UTILITARIANISM Katarzyna de Lazari-Radek and Peter Singer
UTOPIANISM Lyman Tower Sargent
VETERINARY SCIENCE James Yeates
THE VIKINGS Julian D. Richards
VIOLENCE Philip Dwyer
THE VIRGIN MARY Mary Joan Winn Leith
THE VIRTUES Craig A. Boyd and Kevin Timpe
VIRUSES Dorothy H. Crawford
VOLCANOES Michael J. Branney and Jan Zalasiewicz
VOLTAIRE Nicholas Cronk
WAR AND RELIGION Jolyon Mitchell and Joshua Rey
WAR AND TECHNOLOGY Alex Roland
WATER John Finney
WAVES Mike Goldsmith
WEATHER Storm Dunlop
THE WELFARE STATE David Garland
WITCHCRAFT Malcolm Gaskill
WITTGENSTEIN A. C. Grayling
WORK Stephen Fineman
WORLD MUSIC Philip Bohlman
THE WORLD TRADE ORGANIZATION Amrita Narlikar
WORLD WAR II Gerhard L. Weinberg
WRITING AND SCRIPT Andrew Robinson
ZIONISM Michael Stanislawski
ÉMILE ZOLA Brian Nelson

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BRITISH CINEMA Charles Barr
THE NOVEL Robert Eaglestone
NEGOTATION Carrie Menkel-Meadow
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Mark Katz
MUSIC AND TECHNOLOGY
A Very Short Introduction
 Oxford University Press is a department of the University of Oxford. It furthers the
University’s objective of excellence in research, scholarship, and education by publishing
worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and
certain other countries.
Published in the United States of America by Oxford University Press
198 Madison Avenue, New York, NY 10016, United States of America.
© Oxford University Press 2022
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, without the prior permission in
writing of Oxford University Press, or as expressly permitted by law, by license, or under
terms agreed with the appropriate reproduction rights organization. Inquiries concerning
reproduction outside the scope of the above should be sent to the Rights Department,
Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same
condition on any acquirer.
Library of Congress Cataloging-in-Publication Data
Names: Katz, Mark, 1970– author.
Title: Music and technology : a very short introduction / Mark Katz.
Description: New York : Oxford University Press, 2022. |
Series: Very short introductions
Identifiers: LCCN 2022006327 | ISBN 9780199946983 (paperback) |
ISBN 9780199947003 (epub)
Subjects: LCSH: Music and technology. | Music—Social aspects. | Sound
recordings—Social aspects. | Musical instruments.
Classification: LCC ML3916 .K38 2022 | DDC 780.285—dc23
LC record available at https://lccn.loc.gov/2022006327

1 3 5 7 9 8 6 4 2
Printed in the UK by Ashford Colour Press Ltd, Gosport, Hampshire.,
on acid-free paper
Contents

List of illustrations

Acknowledgments

1 Music as technology

2 Bodies and senses

3 Time

4 Space

5 Community

6 Noise

7 Five theses about music and technology

References

Further reading

Index
List of illustrations

1 Lucie Bigelow Rosen playing a theremin, 1936

Library of Congress, 2001701695

2 Vidyadhar Oke playing a harmonium, 2010

Photograph by Amod Oke, http://www.22shruti.com/

3 Henri-Louis Jaquet-Droz (with Pierre Jaquet-Droz and Henri-Louis Leschot)

The Musician, 1768–1774
Musée d’art et d’histoire de Neuchâtel (Switzerland). Photograph by Stefano Iori

4 Image from Disney patent, “Method and Apparatus for Synchronizing

Photoplays”
United States Patent Office, Application April 2, 1931. Serial No. 527,170

5 Daphne Oram drawing on the Oramics machine

Photograph by Fred Wood. Image courtesy of the Daphne Oram Trust and Special
Collections & Archives, Goldsmiths University of London

6 Boom box used in Do the Right Thing (1989)

Collection of the Smithsonian National Museum of African American History and
Culture

7 Victrola advertisement, 1926

8 Rajio taisō pamphlet

9 Mbira with bottle caps

Image courtesy of Erica Azim
10 Woody Guthrie, “This Machine Kills Fascists” on guitar
World Telegram photo by Al Aumuller, 1943. New York World-Telegram and the Sun
Newspaper Photograph Collection (Library of Congress), 2002709330
Acknowledgments

This book has been in progress much longer than I expected. My

first thanks, then, must go to my wonderful and patient editor at
Oxford University Press, Nancy Toff. Over the years that this book
has been gestating, many others have provided support, whether by
offering feedback, providing research assistance, serving as an
accountability partner, sharing their work, inviting me to present
lectures on the subject of the book, or simply talking with me about
music and technology. These generous and thoughtful people
include Tuomas Auvinen, Paul Berliner, Andrea Bohlman, Mark Evan
Bonds, John Caldwell, Melissa Camp, Will Cheng, Allison DiBianca,
ken tianyuan Ge, Kjetil Falkenberg Hansen, Joanna Helms, Aldwyn
Hogg Jr., Eri Kakoki, Jj Kidder, Stella Li, Sarah Lindmark, Michael
Levine, Áine Mangaoang, Alex Marsden, John Richardson, Eduardo
Sato, Kelli Smith-Biwer, Jason Stanyek, Tim Sterner Miller, Matthew
Thibeault, David VanderHamm, and the two sets of anonymous
readers who wrote helpful reports on the manuscript (ten years
apart!). Dozens of students in a variety of classes at the University of
North Carolina at Chapel Hill have also read parts of this book.
Moreover, several graduate students (all named above) introduced
me to some of the technologies and topics I discuss in this book. I
cannot emphasize enough how valuable it is to have had so many
smart students respond to my ideas and my writing; they have
helped me make this a clearer, more interesting book, and I am
deeply grateful. Above all, I owe my thanks to my wife, Beth Jakub,
and my daughter, Anna Katz, who support me in every possible way
and make everything better. This book is for them.
Another random document with
no related content on Scribd:
 Those who failed to be elected felt, of course, various degrees of
disappointment and envy. Some proposed forming a scrub team of
the left-overs. Others were afraid that this would show the “team”
that they were jealous of them; whereas, they had been putting on a
brave front by saying to their classmates that they would not have
accepted a position on the team even if they had been elected.
The entire school grounds occupied about half a city block. This
space had to be shared with the boys and girls in all the other grades.
It naturally followed that there was little space to be used by each
room.
Miss Darnell’s eighth grade ball team girls were anxious to bring
fame to themselves as champion players. Mr. Warren’s thrilling
speech still rang in their ears. His slogan, “We’ll beat ’em!” was
passed from lip to lip. As a result of this enthusiasm, this special
team wished to play ball at every intermission and before and after
school. When they played, the rest of the girls in Miss Darnell’s room
were obliged to keep off the ground allotted to that room. The girls
who rebelled against being nothing but “fans” were called “disloyal to
their own team” or “green with jealousy.” The play periods were no
longer enjoyed by all, but distinct factions arose, consisting of team
and “fans,” and as the team grew more and more determined to use
the grounds at every available minute the “fans” became less and less
enthusiastic in their support.

CONSTRUCTIVE TREATMENT

Mr. Warren did wrong to deprive any pupil of a right use of the
playground or gymnasium.
When teams are formed, limit the time they may use the field and
apparatus so as to accommodate those who are not on the teams at
some time during the day.

COMMENTS

Mr. Warren’s prime motive in asking to have ball teams elected

was to have the girls take delight in vigorous, outdoor sport. In that
respect his plan was ideal, but he failed to take into account in any
way whatsoever those children who were not on the team. Children
are quick to feel an injustice. Their usual mode of reaction is either to
resent the teacher’s action or to be jealous of the favored ones. No
plan should be advocated or even tolerated that does not give
reasonable consideration to the rights and welfare of all the pupils.

ILLUSTRATION (EIGHTH GRADE)

A new gymnasium had just been erected Sharing Dances

at Horton and the principal, Mr. Bergen,
was anxious to have all get the benefit of it. The eighth grade girls
under Miss Vance were especially pleased with this fine play room.
One of their number, Stella Day, had been taking lessons in dancing
and promised to teach her special friends the new steps. It so turned
out that Miss Vance herself was interested in these new dances and
enjoyed watching the lessons. But the majority of the girls in her
room cared nothing about dancing and indeed if they had cared the
“lessons” were not at all open to them, since only eight of the twenty-
one girls were invited to take any part in this exercise.
Mr. Bergen had carefully arranged the gymnasium program so that
each room might use it every day. The first time he watched Miss
Vance’s pupils at “gym” work he was surprised to find so few taking
the exercises and furthermore to see that the onlookers were not
even enjoying the watching of the dancers. This led him to surmise
that they did not take turns in their exercises, otherwise the dejected
look would not have been seen on the faces of the observers.
Mr. Bergen made a mental note of those who were dancing and
returned the next day to see if the same girls were occupying the
whole of the teacher’s attention. Finding that such was the case he
explained to Miss Vance that all of her pupils must be really
interested in watching or actually engaged in every game during the
exercise period. Following his advice, Miss Vance changed the
exercise to games in which all could take part, thus making a
legitimate use of the gymnasium period.
CASE 128 (HIGH SCHOOL)

Elizabeth Dyer seemed to be naturally Taking the Best

selfish. When the classes were sent to do
blackboard work she invariably chose the place where the light was
the best. When the crayons were passed she took the unused one.
One of the new erasers was always in her hand. When the class was
called she always took the recitation bench nearest the teacher, etc.,
etc.
Little Susan Dillman said to a group of girls on the way home from
school one evening,
“Girls, I’m going to tell Bess Dyer what I think of her.”
“Oh, no, you don’t dare,” said the other girls.
“You’ll see,” said Susan.
That night Susan thought out her plan. She invited three of her
closest friends to her home the next evening and disclosed her plan.
She had composed this bit of rhyme:

“Just guess if you can

What girl in our class
Appropriates always the best,
Be it crayon or book,
By hook or by crook
She’ll beat to it all of the rest.”

“Now girls, here in the library is Sam’s typewriter. Let’s each write
a part of this so we can all say we didn’t write it and lay it on
Elizabeth’s desk tomorrow.” All were agreed, so one after another
took a turn at writing. After many copies were spoiled they finally
wrote one that pleased them. Each took a turn at addressing the
envelope. When it was sealed they said, “E-ne me-ne mi-ne mo,” etc.,
to find out who was to place this on Elizabeth’s desk. The lot fell to
Lulu Miller, but she would do it only on condition that Sue go with
her and help her place it. The next morning the girls went to school
as soon as the doors were opened. They found nobody in the
assembly room, so they opened Elizabeth’s geometry text at that
day’s lesson. Each took hold of one corner of the envelope and placed
it in the book. Then they returned the book to the desk and went into
the history room where they diligently studied the maps until school
opened.
After opening exercises the four guilty girls watched from a corner
of their eyes to see Elizabeth get her missive. Susan saw her take out
the letter, open it and blush scarlet, while she wiped away tears of
vexation. Soon Elizabeth with letter in hand walked up to Mr.
Davidson’s desk and talked to him a few minutes. When she came
away again she didn’t have the letter.
The girls had not counted upon this turn of affairs.
Before school closed Mr. Davidson asked who put the note in
Elizabeth’s geometry. Nobody answered. He then questioned
everybody one at a time and each answered “No” to the question.
“Did you put it there?” Susan and Lulu tried to think they told the
truth because they neither of them did it alone.
Mr. Davidson said, “All right, we’ll stay right here till we find out
the guilty party.” Some laughed, others pouted and a few who drove
to school from the country looked worried. Mr. Davidson said,
“Somebody in this room knows who did that. I’m sorry to think
anybody is mean enough to keep all of his schoolmates in because he
will not tell the truth.”
Still nobody confessed. Mr. Davidson waited and scolded by turns
until dusk, all to no purpose. The girls’ fear of exposure, to say
nothing of confession, grew greater with every speech he made. He
finally dismissed the school, after saying that he would find the
culprit and suspend him.
Daily Mr. Davidson referred publicly to the note and made threats
as to what he would do with the guilty one. These frequent references
to the affair helped Elizabeth to remember her fault and practically
cured her of it. But the guilty ones were never found out and Mr.
Davidson had four pupils whose joy and efficiency in school work
were greatly diminished.

CONSTRUCTIVE TREATMENT

When you see that a pupil is truly selfish begin at once to treat
him. First find out, if possible, how this trait was developed and then
begin to correct the false notions. Say to the selfish one, “I want you
to study the pupils of this room this week, and tell me of all the
unselfish deeds done that you can make note of, and why you think
them unselfish.” Of course, other pupils will be given similar topics
and the reports, as well as the original requests, will be made in
public. These character studies may be connected with literature in
place of the fictitious personalities which are often studied.
When wishing to find the writer of a note go to work at it privately.
Having once made a threat do not lightly disregard it. Do not give
over to your pupils matters of discipline which you should attend to
yourself.

COMMENTS

Mr. Davidson doubtless knew that Elizabeth was selfish, but took
no measures to correct the fault. Some teachers say they are not
employed as character builders but only as instructors in secular
matters. The truth is, however, that they cannot escape instructing in
morals. Elizabeth was growing more selfish. The question as to
whether character grows during school life is settled. Pupils do
change in character. The teacher has no choice. He either confirms or
breaks up bad habits. The principle of substitution enables the selfish
pupil to grow less selfish by the study and admiration of unselfish
pupils and adults. It is in order to call forth this admiration that the
student is asked to tell why he names certain acts unselfish.
Teachers make mistakes often by publicly announcing a
misdemeanor about which there would otherwise be little known.
Cases where immediate danger does not threaten should not be
made public. Private inquiry is always much more fruitful of good
results. Public confession is especially hard. Furthermore, the
sidetracking of legitimate school interests by much discussion of
misdemeanors can be minimized by letting as few persons as
possible know about the wrong deed.
Threats that are not carried out weaken the teacher’s control.
Patient study and planning will show the teacher a way to cure
selfishness. By judicious observation a teacher can discover attitudes
taken toward a pupil by his schoolmates and these will be of great
value to him in any attempt at corrective measures.
It is doubtless true that the schoolmates often develop a wise and
effective cure for some wrong trait or attitude. In such cases they
may be permitted to carry out their program, without the connivance
of the teacher. But a close examination of the conditions is needful,
so that neglect of unformed characters may not be appropriately
charged against a teacher.

ILLUSTRATION (HIGH SCHOOL)

Earl Foley was fifteen years old when he entered high school and
came under the control of its principal, Mr. Mullendore.
Earl was large, with a round face, thick lips, a big mouth and a too
ready smile. He was very active and learned easily, but was
unmannerly and above all, selfish. He invariably selected the best for
himself, stood between others and the teacher, gave his views
unsought, and in many little ways annoyed his teachers and
companions.
Mr. Mullendore discovered that the boy Selfish Manners
simply needed teaching, so he decided that
in his private talks with Earl he would use illustrations easily
understood. He asked Earl one day what famous person he admired
above all others. Finding the man to be Lincoln, Mr. Mullendore
talked of Lincoln’s unselfishness and humility and even asked Earl
what kind of pencil he thought Lincoln would have taken if passed a
box containing one good pencil, and the others second grade, Lincoln
knowing, meanwhile, that all would be used by his classmates. Mr.
Mullendore talked of Earl’s work on the farm and asked him to recall
the practice of pigs, cattle and fowls in getting their share of food. He
asked Earl to study out the cause for the development of
unselfishness in the human race.
All this was said without a single reference to Earl’s own traits. It
seemed a part of the study of Lincoln. Earl was not slow to apply the
suggestions of the lesson, however, and before many months had
passed he was one of the most unselfish pupils in the high school.
 (2) Jealousy. Some one has truly said, “In jealousy there is more
self-love than love.” It is an attitude which develops early, however.
Even very young children will sometimes destroy an object rather
than have it fall into the hands of another. As a rule the smaller the
number of individuals in competition and the narrower the range of
their interests the more intense will be the jealousy between them.
The teacher’s problems are complicated by jealousies in two ways:
(1) by a spirit of unkindly rivalry among patrons of the school, a
feeling which is sure to be reflected in the attitudes of the pupils
toward each other, and (2) by a spirit of jealousy arising among and
limited to the pupils themselves.
The first type has been treated incidentally in other parts of
Practical School Discipline and need not be further dealt with here.
The second type, fortunately, is not a very common cause of trouble
in the well ordered school-room, but it is a fault so harmful to the
child himself and in adult life, so harmful to all who come within its
blighting influence, that it can not be too carefully watched and
checked in its early development.
During adolescence and afterwards, jealous attitudes arise mainly
out of sports and out of competition for sex recognition and
appreciation. Jealousy breeds an angry resentment toward a person
who holds or seems likely to acquire one’s property or personal
privilege. It embraces a feeling of fear and a sense of helplessness in
the face of the aggressor. It develops an enlarged appreciation of the
treasures involved and a disposition to care for them by violence, or
if defence is useless, to destroy them.
Jealousy, envy, rivalry and covetousness are only varying forms of
the same anti-social attitude of selfishness. Tact and patience on the
part of parent and teacher and the judicious application of the Five
Fundamental Principles will uproot them all in time.

CASE 129 (THIRD GRADE)

Julia Jenkins was a beautiful child with a sunny disposition and an

inclination toward sociability. Her voice was well modulated for a
child, and her manners were charming. She loved everybody. Her
dresses were fashionable, dainty and immaculate, her curls always
becomingly arranged. Altogether she was such a child as one delights
to see, one who brought a smile to the faces of almost all whom she
met, strangers as well as friends. As she entered the third grade
school-room for the first time, Miss Elliot, the teacher, exclaimed,
“What a darling!”
Among other pupils in the room was Caroline Hillis, a timid little
girl with a solemn, little old-looking face. Her language was crude,
her manner unpolished and her dresses ill-fitting, coarse and faded.
She was the eldest of four children and long before she reached the
third grade was considered by her mother too big to be kissed and
petted.
How Caroline watched Julia! at first with Jealous of
admiration only. But as the days went by Playmate
her attitude gradually changed to jealousy. Julia always knew her
lessons. Julia’s language was always correct. Julia never slammed
doors or walked noisily, and oh, most enviable privilege of all, Julia
often stood near Miss Elliot as she sat at her desk and put her arm
around the teacher’s neck. At such times Miss Elliot smiled at Julia
in an intimate way. How much Caroline would give to be able to
stand there thus and show her love for Miss Elliot in the same way
but she simply could not. Little did Miss Elliot think that Caroline
had planned to do just that very thing. As Caroline lay in bed before
she went to sleep she thought, “Now, tomorrow I’ll ask Miss Elliot
how to work a problem and I’ll stand by her and put my arm around
her neck, just as Julia does and Miss Elliot will look at me just as she
does at Julia.”
But alas! just as Caroline tremblingly approached Miss Elliot,
thinking to carry out her plan, the teacher arose to discover the
location of a mild disturbance in the back of the room and Caroline
in confusion told her errand and went back to her seat where she
shyly brushed aside a few stray tears. With heroic courage she
decided to try it again and this time she found Miss Elliot seated, but
before Caroline reached her she said hurriedly, “What is it,
Caroline?” with no smile and in such a matter-of-fact voice that
Caroline stammered her question before she really reached Miss
Elliot’s side. It was of no use. She didn’t believe Miss Elliot liked her
as well as she did Julia. Whereas Miss Elliot soliloquized, “What an
awkward, timid, unlovable child Caroline is today, she seemed afraid
of me. I know the rest of the children like me. I can’t pet her in order
to win her confidence. I’ve got to treat them all alike.” Because
Caroline regarded her teacher with such sad eyes, the idea grew in
Miss Elliot’s mind that Caroline disliked her.
In Caroline’s mind the thought persisted that Julia was favored by
everybody. She began to think of Julia’s faults. As she sought them
earnestly she found them: Julia always talked too much, she liked too
well to speak of her brother Eugene who was in college, she talked of
Miss Elliot as if she owned her.
One day a little girl spoke of her doll, another of a doll’s party and
soon Julia said, “Oh, girls, let’s all bring a doll tomorrow and have a
dolls’ party at recess! Wouldn’t that be fun?” All agreed but Caroline,
who was on the edge of the group. Her downcast face was unnoticed.
The truth is that Caroline’s only doll was badly soiled and somewhat
dismembered.
Julia easily gained the encouragement of Miss Elliot in her plan for
the next day. Some of the girls went early with their dolls. Julia’s was
a cunning little character doll. Caroline brought none. She imagined
that she could hear Miss Elliot say, “How cunning!” as she looked at
Julia’s doll, and then Julia and the teacher would exchange that
intimate smile; Caroline would be the only one who had no doll. She
never could have Miss Elliot’s approval.
While Caroline was feeling rather than thinking all this Julia said,
“Let’s lay all our dolls on Miss Elliot’s desk and then when she comes
have her guess which one belongs to which girl.”
“That will be fun,” said the others, so it was quickly done. Caroline
stood at a little distance feeling left out of the fun.
“Let’s go and meet Miss Elliot,” said Julia, “and tell her about it.
Soon all the girls but Caroline were out of the room and starting
down the street.
Caroline presently said to herself, “I’ll hide her doll and then I
guess Miss Elliot can’t brag about it.”
She cast her eyes about the room for a hiding place. There stood
the piano! Mrs. Fitzhugh had said yesterday that she kept her ring in
the piano. Hastily grabbing up Julia’s doll Caroline stood upon the
piano bench and lifting the lid of the upright piano, laid the doll
inside upon the hammers, closed the lid and jumped down to the
floor just in time to gain a place by the window before the girls and
Miss Elliot came in.
They led Miss Elliot to her desk, having already told her what they
wanted her to do. Almost immediately they noticed that Julia’s doll
was gone. Caroline, now remorseful and silent, was questioned. She
said she knew nothing about it. The girls sought everywhere for the
doll until school time, Caroline helping them look into desks and on
closet shelves.
Caroline, growing more and more remorseful as one girl after
another pitied Julia, resolved to return to the room at noon time,
when everybody was out of the room, and put the doll on Julia’s
desk.
Imagine Caroline’s dismay when the piano was found out of order
by Miss Elliot as soon as she started to play the opening song.
Miss Elliot opened the piano lid and gave a little start. There was
the lost doll! Julia rushed for it and cuddled it. Molly said aloud,
“How did it get there?” Caroline hung her head and Miss Elliot
looked very grave.
“Caroline, come here,” she said. “Why did you put Julia’s doll into
the piano?”
“I don’t know,” said Caroline, with a degree of truth.
“It is a marvel that it isn’t broken. I’ll have to whip you for that.”
Taking a strap kept for the purpose Miss Elliot explained to
Caroline that she had lied as well as concealed the doll with a
probable hope of stealing it later. She then gave the child a severe
whipping. Caroline dumbly felt that she was misjudged and yet could
not explain why, even to herself.

CONSTRUCTIVE TREATMENT

Miss Elliot should have satisfied herself fully as to the motive

underlying Caroline’s action before punishing her. Always delay a
punishment until you have found the real cause of the misdemeanor.
When a child shows a tendency to withdraw from group activities
take special pains to draw him into the play circle. Take the timid
child by the hand rather than the one who rushes to you. Say to the
child who shrinks back into her corner, “We need one more little girl
here.” Hold out your hand toward her as you speak. The gesture will
reinforce the words, and be to the child a suggestion of welcome into
the group.

COMMENTS

There is no more faulty method of discipline than that of severely

punishing a child for some outbreak against moral or school law
before a hearing has been given him; not merely giving a chance to
confess his wrong, but going to the bottom of the matter and finding,
if possible, the underlying motive or instinct which led up to the
outbreak. Skillful questioning ought to bring this out.
Very often the slow and timid child is longing for your friendship
but does not know how to show his desire. Whether or not he is
conscious of needing your aid, he, nevertheless, does need it.

ILLUSTRATION (SIXTH GRADE)

June Dacey was a frail city girl whose health was such that her
parents feared to send her to the public schools in New York. One
September morning June’s father said to her: “June, how would you
like to spend a year in the country and attend school with your
cousins?”
June thought it would be, “Just fine!” and Mr. Dacey was not long
in arranging with his brother in Massachusetts to receive June into
his home and to see her well started in the country school.
All went well until June’s cousin Carrie Dacey began to show signs
of jealousy toward June. The two girls were just of an age, but Carrie
was an unusually vigorous, strong, healthy girl with double the
amount of endurance possessed by June. As a consequence the two
girls received very different treatment by their elders and even in a
half unconscious way by the other children who were, indeed,
somewhat overawed by June’s pretty clothes and refined manners.
“O, yes! of course June can have everything and I can’t have
anything,” said Carrie one day in a fit of petulance. “She has all the
nice clothes and I have to wear this old thing. She can ride to the
picnic while I have to walk. The teacher is always doing things for her
and nobody ever does anything for me. At home it’s just the same
way, June gets all the attention.”
Miss Scott, the teacher, happened to overhear the remark,
although it was not intended for her, and was thereby made
conscious of the ill-will that was springing up between the two girls.
She had had no desire to show partiality in any way toward June but
only to protect the frail girl from too fatiguing sport. Now she said to
herself, “This won’t do! We shall have a tragedy here soon! I must
think out some plan to overcome this feeling between the two
cousins.”
It so happened that the children had for their reading lesson “The
Story of the Twins.” The story was full of activity and fun and
mischief and the children liked it. Miss Scott had promised the class
that when they could read it very well they might dramatize it some
day.
“You two girls who are just of an age must be our twins,” said Miss
Scott, “the other children may take the other parts. Mary and Jane,
come help me make this crepe paper into costumes for ‘the twins.’
They must dress just alike.”
The children caught the idea, and, just as Miss Scott intended they
should do, immediately nicknamed the two girls “The Twins.” Miss
Scott strengthened the tendency still further by saying occasionally,
in a playful way, “Will the twins pass the paint boxes for us?” “Will
the twins collect the pencils?”
Carrie was soon quite cured of her jealous complainings. Through
suggestion, the feeling of coöperation and comradeship had been
substituted for the selfish emotion of jealousy, and in thus being
linked together in school duties and sports, in a way, too, that
emphasized the relation of equality, the two children soon became
firm friends.

CASE 130 (EIGHTH GRADE)

Wendell Smith was a son of Dr. Smith, one of the most influential
men in the village. He was handsome, well-dressed, well-mannered
and very intelligent. He had delightful books, mechanical and
constructive toys, a bicycle, a watch, and now a few days after he
entered the fourth grade his father gave him a pony and carriage for
a birthday present.
Mark Hazard was in the same grade at Jealous of “Rich
school. Their teacher was Miss Hosiner. Boy”
Mark was a wide-awake boy who was often in mischief. He was
coarse in his speech and manners. He criticized adversely every one
of Wendell’s possessions and was always glad when for any reason
Wendell failed to recite well. When the boys played, Mark would say:
“Don’t ask Wendell to come, he might get his clothes dirty.” When
Wendell missed the word “giraffe” Mark whispered sibilantly, “He
can spell ‘pony’; that’s all the animal he knows.”
Miss Hosiner knew that Mark disliked Wendell and felt sure that
jealousy was at the bottom of his sneers and coarse remarks, but she
didn’t know how to bring about a change.
There was a pool of muddy water near the back door after every
rain. This was spanned by a plank over which the children walked to
the playground.
One day Mark and Wendell were both on the plank when Mark
deftly tripped Wendell, who fell splash into the muddy water. Had
Mark used common courtesy Wendell would doubtless have laughed
at his own plight, but when he looked up to see Mark’s sneer as he
said sarcastically, “Now you’re some dolled up ain’t you?” he said,
“Mark Hazard, you’ve got to smart for this.”
Miss Hosiner had seen it all from the window and understood the
situation perfectly. She went to the door and said, “Wendell, you may
go home and change your clothes; Mark, you may go in and take your
seat and you may have all of your intermissions alone for a week. As
soon as you come in the morning, and at noon, you may take your
seat at once. I will allow you a separate time for your recess from that
of pupils who know how to behave toward each other. Since you can’t
act decently toward other boys, you may play by yourself.”
As the group separated Mark shook his fist at Miss Hosiner’s
retreating back and openly made an ugly face at Wendell.
Not only during the week of his punishment but throughout the
year he showed insolence toward Miss Hosiner and distinct dislike
for Wendell.

CONSTRUCTIVE TREATMENT

Go privately to the boy of whom one or more of the pupils are

jealous and tell him how to treat the jealous ones. In the above
instance say to Wendell as soon as you first observe that Mark is
jealous of him, “I have observed that Mark is not friendly with you. I
know you would be much happier to have his friendship. He is not
sure that you want to be friends and since you have more to give him
by becoming friends than he can give you I can’t blame him much for
wanting you to make the start.
“If one man had $1,000 to put into business and another $10,000,
you couldn’t expect the man with the $1,000 to have audacity
enough to ask the $10,000 man to go into partnership with him, but
how glad he’d be if the richer man should invite him to become a
partner in his business.
“Now, that’s just the way it is with you and Mark. You’ll have to
make him see that you really want to be friends before he can believe
that it is so. I heard one of the boys say that you are going to give
them all a ride in turn in your new pony carriage. If I were you I
would ask Mark to be the first one. I’d ask him first to share all of my
good things, because he suffers most for the things that you have.
That’s what makes him feel out of sorts because he can’t have them.
“It takes more skill to be a gracious receiver than to be a gracious
giver, so don’t feel offended if Mark doesn’t know how to act at first.
Keep on trying to show him that you like him until you succeed.”

COMMENTS

The question of inequality so pitifully and constantly understood

by many sensitive children is often the cause of jealousy that grows
until it becomes a menace to peace in a school. This feeling should be
checked as soon as it appears. Punishing the one who is jealous only
makes him entertain a feeling of resentment toward both the teacher
and the one who is envied by him. The right interchange of feeling
can be secured only by assisting the more favored pupil to show
genuine friendship for the one who is jealous.

ILLUSTRATION (FOURTH GRADE)

Emeline Carlisle was a little girl who talked about the maid, the
cook and the nurse at their house, of the company they had, the
vacations they spent and the clerks in “father’s store.”
Jessie Dodge was a child of a poor but refined widow who, with
extreme difficulty, was able to provide sufficient clothing and food
for her.
Miss Dunlap, the teacher in the fourth Jealous of “Rich
grade, saw that Jessie was destined to Girl”
become jealous of Emeline. So she pointed out to Emeline from time
to time the superior gifts and traits of Jessie. She would say:
“Jessie Dodge is such a refined girl. She knows how to reply
whenever she is spoken to. I think the girls who are her special
friends are fortunate.”
She appointed these two girls to do tasks together, saying, “Jessie
and Emeline may work together on the fifth problem, Emeline writes
well and Jesse thinks well. They will make good companions for this
work.”
By such handling of the situation, Emeline and Jessie became good
friends.

CASE 131 (HIGH SCHOOL)

A western college gave a high school tournament every spring.

Surrounding high schools were invited to assemble with their
competing candidates for athletic contests in the afternoon, followed
by reading and oratorical contests that night. Prizes were given to the
winners either by the college or individuals in the college town.
This tournament was one of the big Jealousy
events of the year for the high schools. They Between Schools
trained for it from September till May. The victors were lionized in
the typically enthusiastic high school manner, while the citizens of
the towns in which the schools were located talked of the event for
weeks and knew and honored not only the schools but the
individuals who had won the prizes.
For two years Eastman pupils had won in athletics, and now (1915)
they were reputed to have an excellent reader who was going up to
the oratorical contest. The slogan in more than one school had been
“Beat Eastman.”
The meet occurred on Friday. On Thursday evening Principal
MacKenzie of Dwight said to his contestants, “I believe we’ll win
tomorrow. I believe we have the kind of muscles and brains that will
‘Beat Eastman.’”
“Hurra-a-a!” sang out the boys—all but one, John Nealy.
An inscrutable look had come into his eyes when Mr. MacKenzie
uttered the words, “Beat Eastman,” and he had been too intently
following up some idea to join in the shout.
On the way to the college town the next morning he said to his
colleagues, “Boys, I’ve thought of a way to beat Eastman.”
“How?” they said, eagerly.
“We’ll take the boys to a ‘feed’ at noon. We’ll order everything
eatable for their runner and jumper and we’ll get them so filled up
that they can’t make good.”
“But will they go with us?”
“Sure, they’ll go. Their runner, Fernald, is a good friend of mine.”
“We won’t dare overeat.”
“Can’t we just pretend we’re eating everything?”
The details were arranged.
Now, Harmon Walsh, one of the Dwight boys, had a fine, upright
character and he could not be party to this foolish scheme of John’s.
He finally decided to tell Mr. MacKenzie about it.
The latter, astonished, took the Dwight boys under his special care,
forbade their inviting anybody to lunch with them, and never left
them until they were on the athletic field.
That year Eastman came out second and Dwight third.
 When they returned to Dwight, Mr. MacKenzie called John into
his office and inquired why he had proposed his “lunch scheme” on
the way to the meet.
“I’m sick and tired of hearing Eastman’s praises,” said John. “I’d
do anything to beat them.”
Thereupon Prof. MacKenzie talked so harshly to John on the
subject of jealousy that he quit school, as he had begged to do before.
So he missed getting his high school education because his teacher
was not able to cultivate in him a spirit of competition without
jealousy and unfortunately was unable to handle properly a case of
jealousy when it appeared.

CONSTRUCTIVE TREATMENT

In dealing with inter-high school competitive programs talk much

about the good qualities of your school’s opponents. Secure personal
favorable items of interest concerning opposing debaters and ball
team members. After a game or debate, talk of the good qualities or
traits of character exhibited by the opponents. Talk on such themes
as, “I’d rather be right than be president.”

COMMENTS

The dividing line between legitimate ambition to win for one’s

school and jealousy of a winning opponent is hard to fix ofttimes.
High school students should be drilled against personal antagonism
and mean advantage by the principal, who should always laud the
clean, fair, open game.

ILLUSTRATION 1 (HIGH SCHOOL)

The big, final basket ball game between Danvers and Winfield high
schools would determine which was the best team in the state. Prof.
Beatty of Danvers wrote to Prof. Ryland of Winfield and said, among
other things:
 “Kindly write me a few words about each Appreciating
boy on your team to read to our boys. Are Opponents
they country or town boys? What is the favorite study of each? What
does each expect to do when he gets out of high school? What do you
consider the finest trait of each?
When the answer to this letter came, the Danvers boys read it
eagerly and later met the Winfield boys as friends. Not a hint of
jealousy was shown by Danvers when Winfield won.

ILLUSTRATION 2 (HIGH SCHOOL)

Occasionally, a student overworks in the effort to secure the

highest place in the teacher’s appreciation. In a certain high school
the history teacher had two boys in her class in modern history who
were rivals for first place.
One belonged to a wealthy family and had Jealous of
every help and encouragement; the other Scholarship
was away from home and working his way through school. It was the
latter boy who worried his teacher. He was up early in the morning
and late at night attending to furnaces in winter, gardening and
cleaning in the spring; and after these exertions he read carefully all
the references given, lest Charles Schofield should do better work
than he. Of course this soon told on his health, but he kept doggedly
at his heavy tasks. When he grew so listless that he had to rouse
himself with a visible effort to recite, Miss Van Leer kept him one day
after class for a talk.
“You mustn’t think of trying to keep up with Charles Schofield,”
she said firmly. “Why, he has nothing to do but eat and sleep and
take a little exercise and study.”
“I know that. But you said last term that he did the best work in
the class, and I resolved that he shouldn’t do the best this term, just
because he has a big library at home and all the time in the world.
You know I want to show you what I can do, Miss Van Leer.”
“I want you now, Ben, to show me how much common sense you
have. You are simply allowing a foolish pride to run away with your
good judgment. Promise me you’ll merely read through the text
assignment for a fortnight.”
 “And hear him rattle off reams from Adams and all the rest of
them? Not I! You would think me a piker, for all you say.”
“Will you do it for me—as a personal favor?” Miss Van Leer was
forced finally to put her wish on a personal basis. This succeeded
where all appeal to self-interest had failed.
(3) Cliques and snobbishness. One phase of this subject, that of the
ringleader, will be treated under the heading “Regulative Instincts.”
At the present time the gregarious aspect, or the tendency of young
people to join together in little bands, will be noticed chiefly. Such a
tendency is, of course, only indirectly harmful. It is both social and
anti-social—social because of the impulse toward companionship,
anti-social because of the selfishness that excludes from the social
group all except a few chosen favorites.

CASE 132 (SIXTH GRADE)

In the town of Fairfield Center, there was a little group of girls,

four in number, who considered themselves superior to the other
girls in school. Miss Baldwin was repeatedly annoyed by their
aloofness, but the other children in her room felt it most.
At recess time, when a game of “I spy” Aping the High
was suggested, this little clique would School
withdraw from the crowd and walk, instead. This habit became so
influential that many of the other girls stopped playing at recess.
Unwholesome gossip was the result. It remained for Miss Sayre, who
took charge of the room the next year, to break down the barriers.
She, too, failed, but for another reason.
Miss Sayre called these four girls to her one day after school, when
they were in a hurry to go home, and gave them some good advice.
“You girls seem to run off by yourselves and not to play with the
others. I want to know why.”
“O, we don’t like their games. They always play such silly games.
The girls in high school don’t do things like that.”
“But you aren’t high school girls—you are just little girls of the
sixth grade. Drop that nonsense. I want you to break up this cliquing
and moping around and act like girls. Now, do you understand?”
 “Yes,” in a chorus. But nothing came of it.

CONSTRUCTIVE TREATMENT

Instead of a direct attack, draw these girls into activities that

require them to act in close coöperation with other girls. Try
committee work.
“Gladys is sick with pneumonia. She can’t come to school for two
weeks yet. I want to appoint a committee of two to call on her and
take her some flowers. I’m going to appoint Eva and Annette for this
work.”
Be sure to make combinations that promise enough congeniality to
provide at least a temporary friendship. Repeat the process very
frequently, yet avoid disclosing a purpose to disrupt the friendship of
chums, for that will excite antagonism and so spoil the whole plan.
Children are very jealous of their friendship, and delicate handling
is needed in order that no real injustice may be done them. Close
friendship is usually of great value and the growth of attachments
between children of the same sex is to be fostered.
The danger is in settling into grooves of thought that cramp the
mind and improverish it for lack of wide association. It is very clear
that the more human beings a person knows, the broader will be his
personality and the richer his information. Hence, teachers are
everywhere duty bound to democratize the life of their charges.

ILLUSTRATION (FIFTH AND SIXTH GRADES)

Misses Phelps and Bender took a wise course in curing the fifth
and sixth graders under their charge, of snobbishness. They
combined forces and went into flower gardening on a small scale. A
plot of ground was procured and the children grouped by pairs
according to an inflexible rule adopted at the very start. There were
several motives behind this project, but we need consider only this
one point.
To insure a genuinely democratic spirit, Gardening in
two pairs were assigned each day for work Pairs