The young are not listening to their elders, and perhaps they never have. But now it happens that, with many of them, the reason may be medical. The young aren’t listening because they can’t hear. Just as nagging parents have long suspected, otologists (hearing specialist) now report that youngsters are going deaf as a result of blasting their eardrums with electronically amplified rock ‘n’ roll.

  The hearing specialists used to worry about loud noise as a cause of deafness only in industrial and military situations. They knew that eight hours of daily exposure, year in and year out, to the din of the proverbial boiler factory, would eventually result in permanent hearing loss. Riveters were particularly susceptible. Then they learned that the same thing happened to aviators. After the advent of jets, the hazard applied to the ground crews at airport and flight-deck personnel aboard aircrafts – hence the introduction of insulated noise absorbing plastic earmuffs.

  In discotheques and rock ‘n’ roll joints, the trouble is not so much in the instrument themselves, or the close quarters. The blame goes to the electronic amplifiers. An old-fashion military ban, playing a march in Ramat Park, generated as much sound. But the sound was not amplified and was dissipated in the open air. A trombonist sitting in front of a tuba player might be a bit deaf for an hour or so after a concert, and then his hearing returns to normal. A microphone hooked up to a public address system did not appreciably increase the hearing hazard. What he did was multiple microphones and speakers, and the installation of internal microphones in such instruments as guitars and bouzoukis.

The importance of the code theory in education lies in the fact that the school system requires the use of an elaborated code but not all students have access to it. The importance of this theory to sociology lies in the fact that the differential access to the elaborated code does not occur randomly but rather is controlled by the class system. Lower working-class urban children tend to have a restricted code. Middle-class children possess both a restricted and an elaborated code. The two groups enter into different types of relationship and learn to express themselves in different ways through language. They do not use language for the same functions, some of which it seems are necessary for the school situation. When the lower working-class child is expected implicity to exploit language for functions, he normally does not express verbally a discontinuity is created between his home and his school environment. He has learned to verbalize certain range of meanings in his home and when he enters school, another range of meaning is required. There is then a very subtle but nonetheless very real, sense in which what is taught is personally irrelevant for this child. The school system does not talk to him. Middle class children possessing both codes experience no such discontinuity. They can use languages for these functions required by the school.