Write a note on evolution of sound 18th century onwards....please...
Answers
“Lecture notes,” Eddy writes, “as well as other forms of writing such as letters, commonplace books and diaries, were part of a larger early modern manuscript world which treated inscription as an active force that shaped the mind.” It’s the focus on note taking itself -- understood as an activity bound up with various cultural imperatives -- that distinguishes notebook studies (pardon the expression) from the research of biographers and intellectual historians who use notebooks as documents.
Edinburgh in the late 18th century was buzzing with considerable philosophical and scientific activity, but the sound in the lecture notes Eddy describes came mainly from student noses being held to the grindstone. For notebook keeping was central to the pedagogical experience -- a labor-intensive and somewhat costly activity, deeply embedded in the whole social system of academe. Presumably the less impressive specimens became kindling, but the lecture notebooks Eddy describes were the concrete embodiment of intellectual discipline and craftsmanship -- multivolume works worthy of shelf space in the university library or handed down to heirs. Or, often enough, sold, whether to less diligent students or to the very professors who had given the lectures.
The process of notebook keeping, as Eddy reconstructs it, ran something like this: before a course began, the student would purchase a syllabus and a supply of writing materials -- including “quares” of loose papers or “paper books” (which look pocket-size in a photo) and a somewhat pricier “note book” proper, bound in leather.
The syllabus included a listing of topics covered in each lecture. Eddy writes that “most professors worked very hard to provide lecture headings that were designed to help students take notes in an organized fashion” as they tried to keep up with “the rush of the learning process as it occurred in the classroom.” Pen or pencil in hand, the student filled up his quares or paper book with as much of the lecture material as he could grasp and condense, however roughly. The pace made it difficult to do more than sketch the occasional diagram, and Eddy notes that “many students struggled to even write basic epitomisations of what they had heard.”
The shared challenge fostered the student practice of literally comparing notes -- and in any case, even the most nimble student was far from through when the lecture was done. Then it was necessary to “fill out” the rough notes, drawing on memory of what the professor said, the headings in the syllabus and the course readings -- a time-consuming effort that could run late into the night. “Extending my notes taken at the Chemical and Anatomical lectures,” one student wrote in his diary, “employs my whole time and prevents my doing any thing else. Tired, uneasy & low-spirited.”
As his freshman year ended, another wrote, “My late hours revising my notes taken at the lectures wore on my constitution, and I longed for the approach of May and the end of the lectures.”
Nor was revision and elaboration the end of it. From the drafts, written on cheap paper, students copied a more legible and carefully edited text into their leather notebooks, title pages in imitation of those found in printed books. The truly devoted student would prepare an index. “While many of them complained about the time this activity required,” Eddy writes, “I have found no one who questioned the cognitive efficacy that their teachers attached to the act of copying.”