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The Schillinger System: Mathematics, or Music?
The Schillinger System: Mathematics, or Music?
Schillinger
System
Mathematics, or Music?
When thinking of figures who have made a difference in the realm of music
Schillinger, who has also made a very significant contribution to the field.
Joseph Schillinger, it seems, has for some reason been almost forgotten by
scholars. His works in finding the relation between music and mathematics were
groundbreaking at the time they were developed. As will be briefly explained in the
second section of this paper, Schillinger used mathematical equations to try to illustrate
the formulations of basic elements of music, including rhythm, melody, and harmony.
The Schillinger System of Composition had peak usage during the prime of
Schillinger’s life. Such American greats as George Gershwin have used the system in
composing works. Many American jazz artists found the system to be of great use to
them as well. Because of the mathematical basis, the system benefited these musicians in
their improvisational endeavors. Recently, however, Schillinger and his ideas seem to
compositional system entailed, an answer would likely not be readily within the
knowledge of today’s music students. Presently it seems Schillinger has simply been
reduced to another name that will seldom be recognized. It is not out of the realm of
possibility that if even a theory student were asked about Schillinger today, he or she
may not know who Schillinger is or what his ideas were. The aim of this paper is to
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review the various contributions Schillinger has made, both to music and to the arts in
general.
Biographical Information
Joseph Schillinger was born September 1, 1895 in Kharkov, Russia. He was the
only child of upper-class parents who were adamant about discouraging their son from
taking an interest in the arts. Nevertheless, Joseph Schillinger began to compose at the
Joseph also became interested in other artforms while growing up. Throughout
literature and its history, dance, and many graphic arts, including architecture and design.
In addition to creating visual artworks and composing music, Schillinger wrote some
poetry when in his late teens. Schillinger also studied metaphysics and theosophy (F.
Schillinger 156).
remained until 1918. In 1918, at the age of twenty-three, he became a full-time teacher.
He was appointed to head the music department of the Board of Education of the
During the next six years, Schillinger held various positions as a musical authority
within the Soviet Union. His life was not easy in any aspect; politically speaking, the
society was in upheaval. Schillinger lived through fourteen local governments. During
this time of unrest, food and clothing were scarce, rendering money useless. He began to
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teach privately, a decision which could be ultimately be credited with saving his life. His
students often paid him by bringing him a dried fish, or some blackened bread, the only
food resources available at the time (F. Schillinger 158). For this sort of payment
“October” was selected as the best work to emerge in the first ten years of the Soviet
Union. Soon after, the Soviet government reversed its position, revoking Schillinger’s
awards, stating his music was not “Proletarian” enough. Schillinger was not alone in this
dishonor, for Shostakovich had been placed in the same situation later in time, for
The setback did not stop Schillinger. He organized and directed the first jazz
orchestra in the Soviet Union. His ensemble was interesting to say the least, combining
elements of popular and classical music. To create a classical sense, Schillinger utilized
three violins and an oboe in his ensemble. This group played many “popular” songs of
the 1920’s, including music by several famous Americans who eventually became
Schillinger students.
During this time period, Joseph was the vice president of the Leningrad branch of
the International Society for Contemporary Music. It was while he served in this
group which included John Dewey. Dewey was fascinated by the works of Schillinger,
and subsequently in 1928, Joseph was invited to the United States to lecture on his work.
This was the means for Joseph to escape the rigidities of the Soviet Union.
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Schillinger met his wife Frances in 1938. His relationship with his wife became
very important to him, and he cited his time with her as the only personal happiness he
had ever known in his life. Beyond the personal level, Frances Schillinger became an
integral part of Joseph’s business and academic dealings as well. She became his
secretary, and helped Schillinger with the publication of his various texts. Frances, along
with Walter Fischer of Carl Fischer Publishing, were the forces behind the highly
Some of the best known amongst his circle of friends included Dmitri Shostakovich and
some of the most prominent musicians and conductors of his time, resulting in
Schillinger never stopped developing new theories and ideas. It is said that while
on his deathbed, Schillinger had hallucinations that Shostakovich was in his hospital
room; Schillinger was carrying out a conversation, in Russian, with the perceived
conversed with his wife Frances, to the unconscious, delusional state, in which he was
discussing theoretical matters with Shostakovich (F. Schillinger 222). Schillinger died of
cancer in his home city of New York in 1943, literally spending his last minutes of life
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The Schillinger System
The Schillinger System was born from the desire to find a way to explain art with
science. This was the main goal of Schillinger throughout life, to join together his
interests in the arts with his interests in the sciences. For some time the system only
existed in the abstract form of written lessons constructed for individual students of
Schillinger. It was Joseph’s wife Frances who was one of the chief catalysts for the
their studies with Schillinger while on the road with their respective jobs. Schillinger,
then, continued to write individual correspondence lessons for his pupils. Frances
Schillinger kindly pointed out to her husband that, because these students’ studies were
so sporadic, only a few lessons from each segment of the system were actually
referred to no notes or written materials, he taught entirely from his memory and mind (F.
Schillinger 38).
With the incredible amount of influence Frances Schillinger impressed upon her
husband, she had soon convinced him to undertake the project of putting the System into
writing. The two of them worked together, and when they had finished with the System
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in its entirety, they had written twenty-four loose-leaf notebooks full of charts, graphs,
of two volumes, a total of 1,640 pages! Getting the work published was not a simple
endeavor, however. Due to the wartime economy, a shortage of paper and labor
presented obstacles to the publishers. In addition, many new engraving tools had to be
crafted to gain the ability to print many of the various graphs and charts (Lavalle 31).
work posthumously. Lyle Dowling, one of Schillinger’s closest friends and a dedicated
student, was selected to edit the work. When Dowling was called into the Army, Arnold
Two years after beginning the process of publication, the work was complete. It
became available to the public in March of 1946. The publication of the text caused
new Schillinger students arose with the return of servicemen after the war. As a result of
the G.I. Bill increasing access to education, many returned soldiers sought to enroll in
courses on the System. Accredited Schillinger courses were then established, being
study the System. For this reason, Carl Fischer Publishing hired a specific Schillinger
specialist, and started what was known as the Schillinger Extension School. The purpose
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of this program was to certify Schillinger teachers, and the program was offered in
Schillinger System of Composition.” Each volume in the set consists of twelve “books,”
or sections relating to different aspects of music. Three of the most basic musical
elements as taught by Schillinger are briefly explained below: rhythm, melody, and
harmony. Schillinger, however, in his treatises, explores virtually every aspect of music,
Rhythm
rhythmic patterns in music. One of the foremost principles of this section of the System
is that each and every rhythm can be found through the use of the prescribed formula. If
the rhythm itself is not a resultant in its entirety, it is then a subsection of a larger
rhythmic formula.
graphing method that would illustrate pitch and duration. Using standard graph paper,
one would draw a vertical line to represent a rise or fall in pitch, one square per semitone,
and a horizontal line to represent one rhythmic segment, most often in increments of an
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eighth note. A sample graph (Fig. 1) is included below; the conventional musical
the melody presented below. Barlines are indicated along the bottom of the graph as a
reference point. The pitch names listed up the left side of the graph reference where each
pitch falls on the y-axis of the graph. The lines above the melodic graph represent period,
measure, and phrase divisions respectively. The numbers followed by the letter “t”
represent the individual lines’ designations within Schillinger’s rhythmic equations, and
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Melody
any of the three basic elements of music. Schillinger states that any musical phenomenon
Schillinger System, it is possible to detect all components of the melody, and thus
Schillinger spends much time discussing the emotional and physiological aspects
of melody. He uses the concept of axes to illustrate melody on various levels. The most
important axis is the primary axis, which is defined by the sound that is heard by the
listener (J. Schillinger 126). The primary axis is similar to a key center, since it centers
addition to the primary axis, Schillinger recognizes several secondary axes. Axial
combinations will assume various time ratios; Schillinger refers to these relationships as
pitch-time ratios. The maximum value of a pitch-time ratio is what Schillinger refers to
as climax.
regions, each segmented by utilizing 45 degree angles. For each of the poles, Schillinger
relates a different emotion. Schillinger discusses several events that relate to the polar
regions; he relates situations from daily life to the different areas of the circle. Melody,
says Schillinger, works in much in this same manner. The properties of a melody evoke
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certain emotions in human beings, and thus correlate to points on the polar regions
Fig. 2: Psychological Qualities of Melody – nine poles, from The Schillinger System of
Composition, Vol. I
The poles are labeled with what Schillinger calls their “absolute expressions.”
The arcs of the circle represent what are called transition zones. The absolute expression
lyricism, such as regret, melancholy, pleasant sadness, joy of self-destruction, and self
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admiration; ultranormal – exaltation, ecstasy, worship; and supernatural – fear, or sense
velocity. This velocity differs for each different type of music in existence. The
continuity, according to Schillinger, that produces what people recognize as “beauty” (J.
Schillinger 299).
melody. For this section Schillinger explains what is known as the Fibonacci Series.
This phenomenon deals with the concept of balance and a center “golden” point in any
art form. The principle refers to doubling each previous entity to produce a series of
Schillinger uses his methods of graphing to illustrate the Fibonacci principle as it relates
to music. When using the series to create melodies, the result is a tonal melody.
According to Schillinger, the first few steps of the series produce the most beauty in the
creating new graphs; these graphs will create a harmonic series, which then can be used
as the basis for melodies. The different harmonic series resulting from this task can be
combined then to create additional pitch material. It is then possible to readjust ranges of
the series and use differing types of symmetry to create almost any melody imaginable.
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Harmony
Schillinger’s defines harmony as “a system which borrows all pitch units for both
structures and progressions from any one of the thirty-six scales” (J. Schillinger 359).
Further, harmony is described as a natural phenomenon for which human beings have an
Schillinger’s harmonic principles are among the most complicated of all his
theories. He begins his study of harmony by introducing two main forms of harmony,
positive and negative. Positive harmony is a view which maintains that chords are
components of an entire large structure. Negative harmony, conversely, states that chords
are derived from segments of scalar patterns, rather than being a part of a greater whole.
intervallic motion, such as in thirds, fifths, or sevenths. Not only do the cycles produce
harmonies to orchestrate, but they also yield starting and ending cadences for a particular
harmonization type. Schillinger uses musical examples from Wagner and Bach to
doing this, different structures can be used for different types of chords. In addition,
Formulas are also discussed for derivation of pedal points, as well as embellishing tones
such as suspensions, passing tones, anticipations, and others. Schillinger follows this
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harmonic discussion with an entire section of his course covering correlation of harmony
and melody.
The Schillinger System of Composition is unlike any other method for studying
that each and every note of music ever written or that will ever be written can be reached
After putting the entire System of Composition into writing, Schillinger found he
had twelve extraneous notebooks of formula resultants. At the urge of his wife, he sent
produced as a supplement to the System itself. The response from Witmark was positive,
citing Glenn Miller as the reason for the quick acceptance. Miller had told the publisher
that it “couldn’t go wrong” with any work of Schillinger’s (F. Schillinger 42). It was
through the publishing contract with Witmark that Schillinger was urged to send his
entire system to Walter Fischer for consideration; this was not carried out, however, until
The book is essentially a collection of rhythms which Schillinger arrives at through the
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use of his system. The practical purpose of this work is little in the opinion of many
critics, but it serves to illustrate how the system works in detail with regard to rhythm. It
is also intended to be a reference for the composer, in order to save time by eliminating
the need to work through many sets of long equations. The purpose of the book is to list
every possible rhythmic pattern and collection, thus preventing the composer from
Another work, entitled “Kaleidophone”, was also published. This was similar to
the rhythmic encyclopedia, except that this work outlines different melodic patterns
which could be derived from various Schillinger formulas. This book, like the previous
Perhaps Schillinger’s most useful work is “The Mathematical Basis of the Arts.”
He describes this work as a “scientific theory of art production” (F. Schillinger 28). The
book divides each art form into a classification based upon the sensory organ it is
perceived with. Schillinger explains that this work is his attempt to reconcile the arts,
The idea for the book began with an article Schillinger wrote entitled
“Engineering of Art.” After this he wrote several similar articles, compiling them into
the first section of the book, which he subtitled “Science and Esthetics” (F. Schillinger
29). From this point, his additional work was compiled into the making of the entire
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Schillinger’s Teaching
Joseph Schillinger was a master teacher. Most of his life was devoted to teaching
his System, and through this devotion he bred many advocates of his theories.
Schillinger taught students in long segments with no interruptions, partially due to his
obsession with spreading his theories to the musical community. Students would come
for one hour lessons, and he would teach up to five lessons in a row (F. Schillinger 38).
Schillinger literally had waiting lists of students who wished to study with him.
Since this was the case, Schillinger eventually provided the option of taking his course
via correspondence. Since he had completed putting his system in written form, it
became even easier to provide instruction via mail. Schillinger would tailor assignments
to students, have the completed assignments returned to him, and then correct them and
forward them to the student with the next lesson in the series.
It was quite expensive to complete the entire course, but many students did so
nevertheless. Lessons with Schillinger were fifteen dollars, as were the correspondence
lessons. Since the course consisted of three hundred lessons in all, it cost forty-five
Schillinger was not only a teacher, but also a mentor and friend to his various
students. Many of his students were said to have come to him to ask for personal advice,
students would correspond with him, explaining that he was their most trusted source of
assistance. Schillinger would always lend his best advice to anyone who sought it. He
treated all of his students equally, and was said to have been a very fair teacher.
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Some Prominent Students of Schillinger
Students from all genres of music and all occupations sought to study with Joseph
music, in part due to the ease with which the system allowed these musicians to compose
such works. The system was particularly effective for improvisational techniques, as is
evidenced by the number of great jazz artists who studied it. Briefly mentioned below
Perhaps one of the foremost jazz musicians to study with Schillinger was the great
Glenn Miller. Since Miller was a bandleader and songwriter, as was the case with many
of his peers, it was his goal to study with Schillinger. It is not a known fact to many, but
Miller’s theme song “Moonlight Serenade” was initially composed as a melody and
harmony exercise for Schillinger (Lavelle 30). Other popular jazz figures to study with
remarked that his study of Schillinger was “the most rewarding study (I) ever engaged in”
(Lavalle 30). Before his study with Schillinger, Gershwin’s orchestration was noted by
critics as being “on the whole top-heavy and with too much doubling and padding” (Duke
107). Some critics even attacked Gershwin’s compositional style as being at fault,
remarking that his themes sounded like “32-bar choruses bridged together” (Duke 107).
Gershwin’s study with Schillinger caused a great change in his orchestration and
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“amateurish” (Duke 108). This trend seemed to reverse itself after the production of
Gershwin’s opera Porgy and Bess; Porgy… was influenced greatly by the concepts of the
Besides touching the musical lives of many important figures in music history,
whom may never have even heard the name Schillinger. One of Schillinger’s students
was a graduate of MIT, an engineer named Lawrence Berk. Since the Depression caused
jobs to be scarce, Dr. Berk accepted a position working at NBC Radio. Resulting from
this twist in careers, Dr. Berk had the chance to begin study with Joseph Schillinger
Berk studied with Schillinger until Schillinger died. In 1945, Dr. Berk decided he
wanted to take the teaching of the Schillinger System to a new level. As sort of a
memorial tribute to his former teacher, Berk opened what he called the “Schillinger
House of Music,” located in Boston (Down Beat 20). The school flourished, and the
popularity of its courses skyrocketed. In 1950 the name of the school was changed, and it
is still known by the new name today, the Berklee College of Music.
much of the design of Berklee around it. Berk resolved to take inspiration from
Schillinger, and in this manner establish a formal and totally integrated discipline for the
study of music (Music Journal 29). Not only did the Schillinger System give beginning
to Berklee in its earliest form, but Schillinger’s ideas also provided the framework under
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Schillinger Compositions
compositional system, he did not compose many works on his own. Schillinger did not
want his compositions to receive attention, rather he wanted to be remembered for his
work with the Schillinger System. He also felt strongly that the compositions of his
students would best exemplify his scholarly principles. It is noted that Schillinger’s
He wrote three prominent published pieces in each of four mediums: orchestral, solo
instrumental works, vocal works, and piano works. Although Schillinger wrote
additional works, these twelve are the most commonly cited works. (Perhaps this was
intentional on Schillinger’s part? It was rumored that Schillinger was fascinated by the
number twelve.)
Schillinger’s orchestral works were perhaps his best known. He composed the
March Orient for orchestra in March of 1926. His Symphonic Rhapsody: “October” was
honored with a prize from the Soviet government as being the top composition from the
first ten years of the Soviet Union. Perhaps Schillinger’s most important work was his
Airphonic Suite for Theremin and orchestra. This was one of the first pieces written
specifically for the Theremin. It was premiered in November of 1929 with the Cleveland
Schillinger composed three works for solo strings and piano: the Sonata for
Violincello and Piano, the Suite for Contrabass and Piano, and the Sonata for Violin and
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Piano (MGG). Schillinger had learned the violin, which perhaps inspired his interest in
Schillinger’s piano works include the Sonata op. 5, composed in 1919; the
Excentriade, op. 14, composed in 1924; and the Five Songs, written while in Moscow in
1922. His vocal works include Oreintalia, for solo voice and piano; Japanese Suite, for
two vocalists and piano; and Two Poems for solo voice and piano (MGG).
At the time of his death, Schillinger had several planned projects he intended to
carry out. He conveyed these ideas to his wife Frances, who shared them in her work
“Memoirs.” The scope of Joseph Schillinger’s plans indicates exactly how diverse his
abstract art forms. Schillinger planned to undertake the task of designing and making
machinery to display the abstract art forms. For this purpose Schillinger would also have
to design special theaters. Not only would this work be required, but Schillinger would
Along the same vein as his ideas for the theater, Schillinger wanted to create
television programs. He wanted to combine the various aspects of his different theories
to create programs. For example, Schillinger wanted to use his design theory to create
graphics for a program that would utilize his compositions, as well as dancers and puppet
plays. Again, Schillinger would write and produce all of the shows.
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In the field of dance, in which Schillinger invested much interest, he wanted to
create choreography for dancers that could be combined with other arts. He wanted to
use music and light in the productions, and produce other abstract shows such as shadow
plays, and dancers that would have puppets as partners (F. Schillinger 102).
write a scientific instructional course for visual artists, actors, and directors of television
and cinema programming. One could only imagine the resulting impact upon creativity if
a Schillinger System had been devised for each of the fine arts!
Finally, Schillinger wanted to open his own schools. He wanted a school to teach
visual production; this school would deal with graphic design and visual arts, and cater to
artists, animators, and design engineers. Schillinger wanted to create an Institute for
Musical Production as well; this would be similar to the aforementioned concept, only it
would serve composers, arrangers, conductors, and performers (F. Schillinger 102). A
part of this institute would be to make available correspondence courses for those in
remote locations who wished to study; ultimately, this part of Schillinger’s vision was
realized.
Joseph Schillinger was called the “father of electronic music” (Shaw 58).
developing instruments that would contribute to the creation of electronic music, and
even some instruments that would create the music without human interface.
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Schillinger was known for experimenting with sound in several forms. In
with pre-recorded sound as well. He was known for his methods of manipulating
recordings, such as speeding them up and slowing them down, to seek ways to improve
and advance the recording technologies available to musicians. (His abilities to carry out
this task also were said to be a great source of entertainment at social gatherings!)
One of Schillinger’s first interests in new electronic instruments was involving the
Henry Cowell, who built the machine to Schillinger’s specifications. It had keys, and
when pressed, they caused drum and percussion sounds to be produced. This machine
represented the drum machine of today in one of its earliest, simplest forms.
harmonic. He felt that electronics provided the means to produce such instruments, and
that these instruments would even enable a piece to be performed at the same time it was
being composed! Schillinger correctly predicted that one day electronic musicians would
be able to replace live human performers in certain situations. Schillinger once received
a death threat from a man who felt that the invention of such instruments would take
While some of Schillinger’s electronic mechanisms were never a success with the
public, one instrument he helped to popularize was the Theremin. Leon Theremin, the
inventor, was a fellow Russian born in St. Petersburg. Ironically it was in New York that
Schillinger met and began to collaborate with Theremin. Theremin had come to the
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United States between 1927 and 1931 to advance some of his projects. Schillinger was
obtain a patent. At this time Schillinger became extremely interested in the instrument,
locations to produce sound waves from movement of the performer’s hands (Orton 762).
For this reason, it was not necessary for the performer to even make physical contact with
the instrument. This made the Theremin not only a fascinating concept, but a fascinating
Schillinger composed one of the first pieces for the Theremin, entitled First
Airphonic Suite. It was premiered by the Cleveland Orchestra in Cleveland, Ohio with
Leon Theremin as the soloist on his own instrument. The work later was performed in
New York City as well, and was received as a success in both locations.
plan for an instrument called a Musamaton. Unfortunately Schillinger died before he was
able to carry out the production of this instrument. The Musamaton would literally
general would be needed; this was a device meant to provide entertainment at parties and
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Schillinger and other arts
was an advocate of all of the arts. Schillinger had a great interest in dance especially,
although not a dancer himself. He wrote a short treatise on choreography, and devised a
system for the design of choreographed dance. This was called the “Graph Method of
Dance Notation.”
scenic areas across the United States; he found it a way to pay tribute to a country he
loved greatly as an immigrant from Russia. Schillinger developed many of his own
photographs, and put together albums of his works. One of his favorite photos was
submitted to U.S. Camera magazine, and was thereafter featured in an article. Somewhat
ironically, the caption in the magazine read: “Joseph Schillinger is more than a
Schillinger had so many talents he was almost considered an expert in every field he
Schillinger’s theory of graphic design was perhaps his second largest intellectual
focus. Upon coming to the United States he was employed as lecturer at several New
York schools to speak on his design theory. This design theory was called the “Theory of
The Theory of Rhythmic Design had many of the same properties as his System
of Composition. Schillinger devised equations to generate line lengths, mass, and colors
to be used in artwork (F. Schillinger 80). He utilized two main concepts called pure and
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applied design, which again parallel some of his theories in the System, particularly those
involving harmony.
Schillinger’s artwork became a new breed. It was unlike any other artwork of the
current schools, and did not resemble even remotely that of any other artist. For this
reason, Schillinger was often approached about displaying and selling his artwork. He
was asked by a design firm if he would sell some of his art to its campaign. Schillinger
agreed, until he learned the company wanted to take his name off of the art and label it as
its own personal design. To that Schillinger quickly put an end, and thus refused to sell
his art for even the greatest price (F. Schillinger 80).
One of Schillinger’s lesser known talents was clothing design. While window
shopping in New York City, his wife encountered a dress at a department store that used
material based on a pattern from one of Schillinger’s paintings! Soon the dress was
featured in an article published by the store, and was being sold for two hundred seventy-
five dollars (F. Schillinger 81). After this event, a friend of Schillinger’s approached him
about designing a complete line of clothing to develop and sell! Schillinger chose to pass
on the project to devote more of his time to other more academic endeavors.
Finally, Schillinger took a great interest in music and art for film. He worked
with a filmmaker named Mary Ellen Bute, who was to produce the visuals for showing
how his system could synchronize music and graphics (Moritz 1). The results of the film
were somewhat disappointing. The film was never finished, because the animations
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Schillinger Today
After reviewing the academic teachings, philosophies, and studies of the great
Joseph Schillinger, one may wonder what has happened to this genius. Once heralded as
one of the great musical minds of his time, today it is difficult to even find mention of
Schillinger’s works are no longer published, and it is very difficult to obtain any
of them. His wife Frances’ book “Memoirs” was published in a limited quantity, only
700 were made available. This work, which is the comprehensive source for biographical
Although Joseph Schillinger’s works were not limited in publication, they are
difficult to locate. While the works can be found in most larger music libraries, for
The Schillinger System of Composition is now listed for a price of two-hundred fifty
dollars per volume; the texts are not available for purchase however, as they are cited as
Where has Schillinger vanished to? Perhaps some of his fall to obscurity can be
contributed to the many criticisms of his system. The overwhelming argument of critics
was that music is an art form, and should not, and cannot, be explained merely as a
scientific method. Some scholars readily adopted this stance, and thus viewed the
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It is rare to find a periodical discussing Schillinger as of late. Some attention was
given to his theories in 1995, which marked the 100th anniversary of his birth. In
email-based discussion list, and some sporadic websites paying tribute to the works of
Joseph Schillinger.
Schillinger, very few graduate theses and dissertations have been written on the subject of
his work. Two scholars, Charles Smith and Louis Pine, have contributed a thesis and a
dissertation, respectively. Any other results of searching the Abstracts are comparative
works, comparing Schillinger’s works to those of other composers, or are works which
briefly mention his influence on another composer who is the main subject of the
research.
Will Schillinger resurface? After being almost forgotten by many for so long, it
seems doubtful. One cannot help but ponder with the rise in music technology and
grounded in technology and scientific means, perhaps there is a place for Schillinger’s
Conclusion
Despite his unfortunate fate of obscurity, Joseph Schillinger was truly what may
field of the arts, and in many of the sciences as well. By influencing many great
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musicians such as George Gershwin, Glenn Miller, and others, and by inspiring the
creation of Berklee College of Music, Schillinger has left a lasting impression on music
history. Through much hard work and dedication, Schillinger made many significant
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