Media culture mass communication in a digital age richard campbell - Own the ebook now and start rea
Media
Culture Mass Communication in a Digital Age Richard Campbell
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Converging media a new introduction to mass communication Fifth Edition Mcintosh
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000)
ISBN 978-1-3190-5851-7 (Paperback)
ISBN 978-1-3190-6829-5 (Loose-leaf Edition)
Acknowledgments
Text acknowledgments and copyrights appear at the back of the book on page C-1, which constitutes an extension of the copyright page. Art acknowledgments and copyrights appear on the same page as the art selections they cover.
About the Authors
RICHARD CAMPBELL, chair of the Department of Media, Journalism, and Film at Miami University, is the author of “60 Minutes” and the News: A Mythology for Middle America (1991) and coauthor of Cracked Coverage: Television News, the Anti-Cocaine Crusade, and the Reagan Legacy (1994). Campbell has written for numerous publications, including Columbia Journalism Review, Critical Studies in Mass Communication, Journal of Communication, and TV Quarterly. He also serves on the board of directors for Cincinnati Public Radio. He holds a Ph.D. from Northwestern University and has also taught at the University of Wisconsin–Milwaukee, Mount Mary College, the University of Michigan, and Middle Tennessee State University.
CHRISTOPHER R. MARTIN, professor of communication studies and digital journalism at the University of Northern Iowa, is the author of Framed! Labor and the Corporate Media (2003). He has written articles and reviews on journalism, televised sports, the Internet, and labor for several publications, including Communication Research; Journal of Communication; Journal of Communication Inquiry; Labor Studies Journal; Culture, Sport, and Society; and Perspectives on Politics. He is also on the editorial board of the Journal of Communication Inquiry. Martin holds a Ph.D. from the University of Michigan and has also taught at Miami University.
BETTINA FABOS, an award-winning video maker and former print reporter, is an associate professor of visual communication and interactive digital studies at the University of Northern Iowa. She is the author of Wrong Turn on the Information Superhighway: Education and the Commercialized Internet (2004). Her areas of expertise include critical media literacy and Internet commercialization, and her current work
revolves around digital culture, digital visualization, and digital photo archiving. A recipient of both Fulbright and Spencer Fellowships, Fabos holds a Ph.D. from the University of Iowa and has also taught at Miami University.
Preface
The digital future of mass media is here we’re living it right now. E-books are outselling print books on Amazon, digital album sales and streaming songs dominate the music industry, and social networking sites like Snapchat, Instagram, Facebook, and Twitter reach hundreds of millions of users worldwide. As mass media converge, the newest devices multitask as e-readers, music players, Web browsers, TV and movie screens, gaming systems, and phones.
But while many of today’s students have integrated digital media into their daily lives, they may not understand how the media evolved to this point; how technology converges text, audio, and visual media; and what all these developments mean. This is why we believe the critical and cultural perspectives at the core of Media & Culture’s approach are more important than ever. Media & Culture pulls back the curtain to show students how the media really work from the roots and economics of each media industry to the implications of today’s consolidated media ownership to how these industries have changed in our digital world. By looking at the full history of media through a critical lens, students will leave this course with a better understanding of the complex relationship between the mass media and our shared culture.
The eleventh edition of Media & Culture confronts the digital realities of how we consume media and how students learn in today’s classroom. The book’s stunning new design, paired with updates to every chapter, keeps Media & Culture current and relevant, while new photos keep students interested and engaged. New chapter openers and chapter features bring the most current issues and developments right into your mass communication classroom. We are excited about the new interactive time line and
media literacy exercises within LaunchPad for Media & Culture that will help bring the course to life for students in one of their favorite environments: the Internet. Throughout the book, “Elsewhere” pages cross-reference media stories and statistics, showing the Web-like connections between media industries and key issues. Part-opening infographics convey complex media relationships with eye-catching statistics and factoids about shifts in media consumption, ownership, and the most important and vital digital companies. “Digital Job Outlook” boxes offer perspectives from industry insiders on how media jobs actually work. And a thoroughly revised and updated Chapter 13, “Media Economics and the Global Marketplace,” addresses the new economic realities of the media world with more visuals and even greater digital savvy.
Media & Culture shares stories about the history of media, the digital revolution, and ongoing convergence and the book itself practices convergence, too. The eleventh edition is available packaged with LaunchPad, combining print and digital media in an interactive e-book featuring video clips of media texts, links to streaming media, an insider’s look at the various media industries, the brand-new interactive time line, and media literacy exercises along with quizzes, activities, and instructor resources.
Of course, Media & Culture retains its well-loved and teachable organization, which supports instructors in their quest to provide students with a clear understanding of the historical and cultural contexts for each media industry. Our signature five-step approach to studying the media has struck a chord with hundreds of instructors and thousands of students across the United States and North America. We continue to be enthusiastic about and humbled by the chance to work with the amazing community of teachers that has developed around Media & Culture. We hope the text enables students to become more knowledgeable media consumers and engaged, media-literate citizens who are ready to take a critical role in shaping our dynamic world.
The
Eleventh Edition Keeps Media & Culture
Current
Media & Culture has taken the digital turn, and the eleventh edition continues to keep pace with the technological, economic, and social effects of today’s rapidly changing media landscape. Since the publication of the tenth edition, we’ve seen more changes than ever: revisions in net neutrality laws, shifts in viewing habits, Hollywood’s race struggles, and the mediasaturated presidential race. The eleventh edition of Media & Culture covers all of this and more. It features the following:
New coverage of important developments in mass media. All of the chapters have been updated, with new information and analysis of the 2016 #OscarsSoWhite social media campaign, streaming music and its effects on the music industry, Spotlight’s portrayal of team investigative journalism, the 2016 presidential race, net neutrality laws, and more, along with fully updated charts, graphs, and statistics.
An all-new Extended Case Study that examines corporate responsibility during a crisis. This case study takes students through recent stories of crises and scandals in the car industry, and how the car companies have (or have not) taken responsibility for their actions. Through the book’s trademark five-step critical process description, analysis, interpretation, evaluation, and engagement this section has students examine their own relationships with both digital and traditional media while asking critical-thinking questions about the media world in which we live.
New “Elsewhere” pages that cross-reference and converge related topics. As the mass media continue to converge, overlap, and influence one another, Media & Culture highlights those connections with new “Elsewhere” pages. Each of the book’s five parts includes a page telling students where to find related information in other sections of the book, connecting the inner workings of media industries like video games, music, and movies with concepts like media effects studies, monopolies, and government regulation.
A sleek modern design that keeps students engaged with the
great content provided in the text.
Print and media that converge with LaunchPad. LaunchPad for Media & Culture merges and converges the book with the Web. A brand-new interactive time line helps students explore and understand the development of mass communication through the years. A variety of video clips for each chapter gets students to think critically about media texts. Clips of movies and TV shows, streaming links, and videos provide an insider’s look at the various media industries through the eyes of leading professionals, including Noam Chomsky, Amy Goodman, and Junot Díaz. These clips are showcased throughout the book and are easily accessible through LaunchPad, where accompanying questions make them perfect for media response papers and class discussions. For more ideas on how using LaunchPad can enhance your course, see the Instructor’s Resource Manual. For a complete list of available clips and access information, see the inside back cover of the book or visit macmillanlearning.com/mediaculture11e.
The Best and Broadest Introduction to the Mass Media
A critical approach to media literacy. Media & Culture introduces students to five stages of the critical-thinking and writing process— description, analysis, interpretation, evaluation, and engagement. The text uses these stages as a lens for examining the historical context and current processes that shape mass media as part of our culture. This framework informs the writing throughout, including the “Media Literacy and the Critical Process” features in every chapter. New online interactive media literacy exercises will give students even more practice to develop their media literacy and critical-thinking skills.
A cultural perspective. The text focuses on the vital relationship between mass media and our shared culture how cultural trends influence the mass media and how specific historical developments, technical innovations, and key decision makers in the history of the media have affected the ways our democracy and society have
evolved.
Comprehensive coverage. The text supports the instructor in providing students with the nuts-and-bolts content they need to understand each media industry’s history, organizational structure, economic models, and market statistics.
An exploration of media economics and democracy. Media & Culture spotlights the significance and impact of multinational media systems throughout the text. It also invites students to explore the implications of the Telecommunications Act of 1996 and other deregulation resolutions. Additionally, each chapter ends with a discussion of the effects of particular mass media on the nature of democratic life.
Compelling storytelling. Most mass media make use of storytelling to tap into our shared beliefs and values, and so does Media & Culture. Each chapter presents the events and issues surrounding media culture as intriguing and informative narratives rather than a series of unconnected facts and feats, mapping the accompanying and often uneasy changes in consumer culture and democratic society.
The most accessible book available. Learning tools in every chapter help students find and remember the information they need to know. Bulleted lists at the beginning of every chapter give students a road map to key concepts, “Media Literacy and the Critical Process” boxes model the five-step process, and the Chapter Reviews help students study and review for quizzes and exams and set them up for success.
Student Resources
For more information on student resources or to learn about package options, please visit the online catalog at macmillanlearning.com.
Your E-Book. Your Way.
A variety of e-book formats are available for use on computers, tablets, and e-readers, featuring portability, customization options,
and affordable prices. For more information, see macmillanlearning.com/ebooks.
Discover What LaunchPad Can Do for Your Course
At Bedford/St. Martin’s, we are committed to providing online resources that meet the needs of instructors and students in powerful yet simple ways. We’ve taken what we’ve learned from both instructors and students to create a new generation of technology featuring LaunchPad. With its student-friendly approach, LaunchPad offers our trusted content organized for easy assignability in a simple user interface. Access to LaunchPad can be packaged with Media & Culture at a significant discount or purchased separately.
Easy to Start Combining a curated collection of online resources including Video Activities, LearningCurve, quizzes, and assignments with e-book content, LaunchPad’s interactive units can be assigned as is or used as building blocks for your own learning units.
Video Tools LaunchPad’s Video Tools provide an easy way for instructors and students to upload, embed, and collaborate on video assignments. This flexible functionality lets you use video however you want in a secure setting.
Intuitive and Useful Analytics The gradebook quickly and easily allows you to gauge performance for your whole class, for individual students, and for individual assignments, making class prep time as well as time spent with students more productive.
Fully Interactive E-Book The LaunchPad e-book for Media & Culture comes with powerful study tools, multimedia content, and easy customization tools for instructors. Students can search, highlight, and bookmark, making studying easier and more efficient.
To learn more about LaunchPad for Media & Culture or to purchase access, go to launchpadworks.com. If your book came packaged with an access card to LaunchPad, follow the card’s login instructions.
Media Career Guide: Preparing for Jobs in the 21st Century, Eleventh Edition
Practical, student-friendly, and revised to address recent trends in the job market, this guide includes a comprehensive directory of media jobs, practical tips, and career guidance for students who are considering a major in the media industries. Media Career Guide can also be packaged at a significant discount with the print book.
Instructor Resources
For more information or to order or download the instructor resources, please visit the online catalog at macmillanlearning.com.
Instructor’s Resource Manual
Prepared by Bettina Fabos, University of Northern Iowa; Christopher R. Martin, University of Northern Iowa; Marilda Oviedo, University of Iowa; and Lewis Freeman, Fordham University
This downloadable manual improves on what has always been the best and most comprehensive instructor teaching tool available for introduction to mass communication courses. This extensive resource provides a range of teaching approaches, tips for facilitating in-class discussions, writing assignments, outlines, lecture topics, lecture spin-offs, critical-process exercises, classroom media resources, and an annotated list of more than two hundred video resources. The Instructor’s Resource Manual has been streamlined to make it even easier to use. And with this edition, your resource manual has gone interactive, with an assignable online media literacy activity. These activities, adapted from activities in the Instructor’s Resource Manual and built into each LaunchPad unit, provide students with extra practice as they develop their media literacy skills.
Test
Bank
Prepared by Christopher R. Martin, University of Northern Iowa; Bettina Fabos, University of Northern Iowa; and Marilda Oviedo, University of Iowa
Available formatted for Windows and Macintosh, the Test Bank includes multiple choice, true/false, fill-in-the-blank, and short and long essay questions for every chapter in Media & Culture.
Lecture Slides
Downloadable lecture slide presentations to help guide your lecture are available for each chapter in Media & Culture.
ACKNOWLEDGMENT
We are very grateful to everyone at Bedford/St. Martin’s who supported this project through its many stages. We wish that every textbook author could have the kind of experience we had with these people: Chuck Christensen, Joan Feinberg, Denise Wydra, Erika Gutierrez, Erica Appel, Stacey Propps, Simon Glick, and Noel Hohnstine. Over the years, we have also collaborated with superb and supportive developmental editors: on the eleventh edition, Kate George. We particularly appreciate the tireless work of Harold Chester, senior production editor, who kept the book on schedule while making sure we got the details right, and Jennifer Wetzel, senior production supervisor. Thanks also to Susan McLaughlin, our wonderful development manager; Kayti Corfield and her fearless marketing team; and John Callahan for a fantastic cover design. We are especially grateful to our research assistant, Susan Coffin, who functioned as a one-person clipping service throughout the process. We are also grateful to Jimmie Reeves, our digital gaming expert, who contributed his great knowledge of this medium to the development of Chapter 3.
We also want to thank the many fine and thoughtful reviewers who contributed ideas to the eleventh edition of Media & Culture: Amelia Arsenault, Georgia State University; John Chapin, Pennsylvania State University; Juliet Dee, University of Delaware; Joshua Dickhaus,
Bradley University; Chandler W. Harriss, University of Tennessee–Chattanooga; Ben Lohman, Orange Coast College; Valerie J. Whitney, Bethune-Cookman University.
For the tenth edition: Mariam Alkazemi, University of Florida; Ronald Becker, Miami University; Tanya Biami, Cochise College; Dave Bostwick, Baker University; David Bradford, Eastern Florida State College; Alexis Carreiro, Queens University of Charlotte; David Cassady, Pacific University; John Chalfa, Mercer University; Jon Conlogue, Westfield State University; Don Diefenbach, UNC Asheville; Larry Hartsfield, Fort Lewis College; Phelps Hawkins, Savannah State University; Deborah Lev, Centenary College; Thomas Lindlof, University of Kentucky; Steve Liu, University of Incarnate Word; Maureen Louis, Cazenovia College; Mary Lowney, American International College; Arnold Mackowiak, Eastern Michigan University; Bob Manis, College of Southern Nevada; Michael McCluskey, Ohio State University; Andrea McDonnell, Emmanuel College; Ryan Medders, California Lutheran University; Alicia Morris, Virginia State University; Lanie Steinwart, Valparaiso University; Stephen Swanson, McLennan Community College; Shauntae White, North Carolina Central University.
For the ninth edition: Glenda Alvarado, University of South Carolina; Lisa Burns, Quinnipiac University; Matthew Cecil, South Dakota University; John Dougan, Middle Tennessee State University; Lewis Freeman, Fordham University; K. Megan Hopper, Illinois State University; John Kerezy, Cuyahoga Community College; Marcia Ladendorff, University of North Florida; Julie Lellis, Elon University; Joy McDonald, Hampton University; Heather McIntosh, Boston College; Kenneth Nagelberg, Delaware State University; Eric Pierson, University of San Diego; Jennifer Tiernan, South Dakota State University; Erin Wilgenbusch, Iowa State University; Cindy Hing-Yuk Wong, College of Staten Island.
For the eighth edition: Frank A. Aycock, Appalachian State University; Carrie Buchanan, John Carroll University; Lisa M. Burns, Quinnipiac University; Rich Cameron, Cerritos College; Katherine Foss, Middle Tennessee State University; Myleea D. Hill, Arkansas State University; Sarah Alford Hock, Santa Barbara City College; Sharon R. Hollenback, Syracuse University; Drew Jacobs, Camden
County College; Susan Katz, University of Bridgeport; John Kerezy, Cuyahoga Community College; Les Kozaczek, Franklin Pierce University; Deborah L. Larson, Missouri State University; Susan Charles Lewis, Minnesota State University–Mankato; Rick B. Marks, College of Southern Nevada; Donna R. Munde, Mercer County Community College; Wendy Nelson, Palomar College; Charles B. Scholz, New Mexico State University; Don W. Stacks, University of Miami; Carl Sessions Stepp, University of Maryland; David Strukel, University of Toledo; Lisa Turowski, Towson University; Lisa M. Weidman, Linfield College.
For the seventh edition: Robert Blade, Florida Community College; Lisa Boragine, Cape Cod Community College; Joseph Clark, University of Toledo; Richard Craig, San Jose State University; Samuel Ebersole, Colorado State University–Pueblo; Brenda Edgerton-Webster, Mississippi State University; Tim Edwards, University of Arkansas at Little Rock; Mara Einstein, Queens College; Lillie M. Fears, Arkansas State University; Connie Fletcher, Loyola University; Monica FlippinWynn, University of Oklahoma; Gil Fowler, Arkansas State University; Donald G. Godfrey, Arizona State University; Patricia Homes, University of Southwestern Louisiana; Daniel McDonald, Ohio State University; Connie McMahon, Barry University; Steve Miller, Rutgers University; Siho Nam, University of North Florida; David Nelson, University of Colorado–Colorado Springs; Zengjun Peng, St. Cloud State University; Deidre Pike, University of Nevada–Reno; Neil Ralston, Western Kentucky University; Mike Reed, Saddleback College; David Roberts, Missouri Valley College; Donna Simmons, California State University–Bakersfield; Marc Skinner, University of Idaho; Michael Stamm, University of Minnesota; Bob Trumpbour, Penn State University; Kristin Watson, Metro State University; Jim Weaver, Virginia Polytechnic and State University; David Whitt, Nebraska Wesleyan University.
For the sixth edition: Boyd Dallos, Lake Superior College; Roger George, Bellevue Community College; Osvaldo Hirschmann, Houston Community College; Ed Kanis, Butler University; Dean A. Kruckeberg, University of Northern Iowa; Larry Leslie, University of South Florida; Lori Liggett, Bowling Green State University; Steve Miller, Rutgers University; Robert Pondillo, Middle Tennessee State University; David
Silver, University of San Francisco; Chris White, Sam Houston State University; Marvin Williams, Kingsborough Community College.
For the fifth edition: Russell Barclay, Quinnipiac University; Kathy Battles, University of Michigan; Kenton Bird, University of Idaho; Ed Bonza, Kennesaw State University; Larry L. Burris, Middle Tennessee State University; Ceilidh Charleson-Jennings, Collin County Community College; Raymond Eugene Costain, University of Central Florida; Richard Craig, San Jose State University; Dave Deeley, Truman State University; Janine Gerzanics, West Valley College; Beth Haller, Towson University; Donna Hemmila, Diablo Valley College; Sharon Hollenback, Syracuse University; Marshall D. Katzman, Bergen Community College; Kimberly Lauffer, Towson University; Steve Miller, Rutgers University; Stu Minnis, Virginia Wesleyan College; Frank G. Perez, University of Texas at El Paso; Dave Perlmutter, Louisiana State University–Baton Rouge; Karen Pitcher, University of Iowa; Ronald C. Roat, University of Southern Indiana; Marshel Rossow, Minnesota State University; Roger Saathoff, Texas Tech University; Matthew Smith, Wittenberg University; Marlane C. Steinwart, Valparaiso University.
For the fourth edition: Fay Y. Akindes, University of Wisconsin–Parkside; Robert Arnett, Mississippi State University; Charles Aust, Kennesaw State University; Russell Barclay, Quinnipiac University; Bryan Brown, Southwest Missouri State University; Peter W. Croisant, Geneva College; Mark Goodman, Mississippi State University; Donna Halper, Emerson College; Rebecca Self Hill, University of Colorado; John G. Hodgson, Oklahoma State University; Cynthia P. King, American University; Deborah L. Larson, Southwest Missouri State University; Charles Lewis, Minnesota State University–Mankato; Lila Lieberman, Rutgers University; Abbus Malek, Howard University; Anthony A. Olorunnisola, Pennsylvania State University; Norma Pecora, Ohio University–Athens; Elizabeth M. Perse, University of Delaware; Hoyt Purvis, University of Arkansas; Alison Rostankowski, University of Wisconsin–Milwaukee; Roger A. Soenksen, James Madison University; Hazel Warlaumont, California State University–Fullerton.
For the third edition: Gerald J. Baldasty, University of Washington; Steve M. Barkin, University of Maryland; Ernest L. Bereman, Truman
State University; Daniel Bernadi, University of Arizona; Kimberly L. Bissell, Southern Illinois University; Audrey Boxmann, Merrimack College; Todd Chatman, University of Illinois; Ray Chavez, University of Colorado; Vic Costello, Gardner-Webb University; Paul D’Angelo, Villanova University; James Shanahan, Cornell University; Scott A. Webber, University of Colorado.
For the second edition: Susan B. Barnes, Fordham University; Margaret Bates, City College of New York; Steven Alan Carr, Indiana University/Purdue University–Fort Wayne; William G. Covington Jr., Bridgewater State College; Roger Desmond, University of Hartford; Jules d’Hemecourt, Louisiana State University; Cheryl Evans, Northwestern Oklahoma State University; Douglas Gomery, University of Maryland; Colin Gromatzky, New Mexico State University; John L. Hochheimer, Ithaca College; Sheena Malhotra, University of New Mexico; Sharon R. Mazzarella, Ithaca College; David Marc McCoy, Kent State University; Beverly Merrick, New Mexico State University; John Pantalone, University of Rhode Island; John Durham Peters, University of Iowa; Lisa Pieraccini, Oswego State College; Susana Powell, Borough of Manhattan Community College; Felicia Jones Ross, Ohio State University; Enid Sefcovic, Florida Atlantic University; Keith Semmel, Cumberland College; Augusta Simon, Embry-Riddle Aeronautical University; Clifford E. Wexler, Columbia-Greene Community College.
For the first edition: Paul Ashdown, University of Tennessee; Terry Bales, Rancho Santiago College; Russell Barclay, Quinnipiac University; Thomas Beell, Iowa State University; Fred Blevens, Southwest Texas State University; Stuart Bullion, University of Maine; William G. Covington Jr., Bridgewater State College; Robert Daves, Minneapolis Star Tribune; Charles Davis, Georgia Southern University; Thomas Donahue, Virginia Commonwealth University; Ralph R. Donald, University of Tennessee–Martin; John P. Ferre, University of Louisville; Donald Fishman, Boston College; Elizabeth Atwood Gailey, University of Tennessee; Bob Gassaway, University of New Mexico; Anthony Giffard, University of Washington; Zhou He, San Jose State University; Barry Hollander, University of Georgia; Sharon Hollenbeck, Syracuse University; Anita Howard, Austin Community College; James Hoyt, University of Wisconsin–Madison; Joli Jensen, University of
Tulsa; Frank Kaplan, University of Colorado; William Knowles, University of Montana; Michael Leslie, University of Florida; Janice Long, University of Cincinnati; Kathleen Maticheck, Normandale Community College; Maclyn McClary, Humboldt State University; Robert McGaughey, Murray State University; Joseph McKerns, Ohio State University; Debra Merskin, University of Oregon; David Morrissey, Colorado State University; Michael Murray, University of Missouri at St. Louis; Susan Dawson O’Brien, Rose State College; Patricia Bowie Orman, University of Southern Colorado; Jim Patton, University of Arizona; John Pauly, St. Louis University; Ted Pease, Utah State University; Janice Peck, University of Colorado; Tina Pieraccini, University of New Mexico; Peter Pringle, University of Tennessee; Sondra Rubenstein, Hofstra University; Jim St. Clair, Indiana University Southeast; Jim Seguin, Robert Morris College; Donald Shaw, University of North Carolina; Martin D. Sommernes, Northern Arizona State University; Linda Steiner, Rutgers University; Jill Diane Swensen, Ithaca College; Sharon Taylor, Delaware State University; Hazel Warlaumont, California State University–Fullerton; Richard Whitaker, Buffalo State College; Lynn Zoch, University of South Carolina. Special thanks from Richard Campbell: I would also like to acknowledge the number of fine teachers at both the University of Wisconsin–Milwaukee and Northwestern University who helped shape the way I think about many of the issues raised in this book, and I am especially grateful to my former students at the University of Wisconsin–Milwaukee, Mount Mary College, the University of Michigan, and Middle Tennessee State University, and my current students at Miami University. Some of my students have contributed directly to this text, and thousands have endured my courses over the years and made them better. My all-time favorite former students, Chris Martin and Bettina Fabos, are now essential coauthors, as well as the creators of our book’s Instructor’s Resource Manual and Test Bank. I am grateful for Chris and Bettina’s fine writing, research savvy, good stories, and tireless work amid their own teaching schedules and writing careers, all while raising two spirited daughters. I remain most grateful, though, to the people I most love: my grandson, Reese; my son, Chris; my daughter, Caitlin; and, most of all, my wife, Dianna, whose line editing, content ideas, daily conversations, shared interests, and ongoing support are the
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LA SOURICIÈRE
— Ton maître est-il là ?
Nous étions devant la villa Crawford, l’inspecteur Bailey, Mac Pherson et moi.
La nuit était obscure et le tonnerre grondait dans le lointain du côté de Merry-Town. Par instants, de rapides arabesques de feu glissaient entre les arbres et les chauves-souris surprises plongeaient dans les taillis.
A la fenêtre du premier étage filtrait la petite lueur pâle qui signalait la chambre paisible du millionnaire.
Slang, averti par son instinct de cheval de retour, flageolait sur ses jambes à la vue de ces trois hommes qui le regardaient à travers la grille.
Bailey lui tendit sa carte.
— Introduis-nous, ordonna-t-il… ordre du chief-inspector de Melbourne…
Le chauffeur ouvrit la grille et s’effaça respectueusement.
— Slang, fis-je à mon tour, en foudroyant du regard le malheureux garçon, allez voir si votre maître peut nous recevoir.
— Mais…
— Allez, vous dis-je.
Il disparut et nous nous concertâmes rapidement pendant son absence qui fut courte.
— Messieurs, balbutia-t-il quand il fut de retour, excusez-moi… mon maître est là… mais il dort… et je n’ai pas osé le réveiller.
— Montons, fis-je.
Je pris la tête du cortège et guidai mes aides, une petite lampe électrique à la main.
Dès que nous eûmes atteint le corridor du premier étage, la lumière de la veilleuse, projetée à travers la glace, nous éclaira suffisamment.
Je menai mes inspecteurs jusqu’à « l’observatoire » et là, étendant le bras :
— Voyez, messieurs, leur dis-je, M. Crawford est dans son lit ainsi que toutes les nuits, au témoignage de ses gens…
Bailey et Mac Pherson s’approchèrent de la glace et, retenant leur souffle, contemplèrent un instant le masque impassible du dormeur.
— Il ne nous a pas entendus venir, murmura Mac Pherson.
Je fis jouer la poignée de la porte et pénétrai dans la chambre.
— Entrez, dis-je à mes compagnons abasourdis de ce sansgêne, puis me plantant au milieu de la pièce.
— Monsieur Crawford !… monsieur Crawford !… monsieur Crawford !… appelai-je par trois fois.
Les policiers se regardèrent.
Alors je m’approchai du lit, écartai violemment les draps et saisissant par les cheveux l’effigie de cire faite à l’image du millionnaire :
— L’alibi, prononçai-je.
Un « Oh ! » de surprise, d’admiration, de stupéfaction plutôt, accueillit ce coup de théâtre effarant.
Je poursuivis très calme :
— Messieurs, veuillez maintenant vérifier dans le secrétaire la présence des valeurs, titres et pièces de monnaie qui ont été la propriété de M. Chancer.
— C’est une violation de domicile… hasarda timidement Bailey.
— Laissez donc… je prends tout à ma charge… D’ailleurs ne suis-je pas couvert par le chief-inspector de Melbourne ?
Le secrétaire une fois ouvert, les certificats d’actions et d’obligations furent vérifiés un à un avec la liste des numéros dont j’avais un double dans ma poche.
Ce fut ensuite au tour des souverains si bizarrement poinçonnés par le vieil original de Green-Park de passer de main en main.
Les inspecteurs se saisirent de toutes ces pièces sous ma responsabilité.
Ensuite, nous replaçâmes la figure de cire dans le lit, rétablîmes un ordre apparent et sortîmes de la chambre.
Slang, qui venait de monter, nous regarda sortir et jeta un coup d’œil sur le lit de son maître où la figure de M. Crawford ne manifestait aucune émotion.
Lui, en revanche, paraissait ahuri et roulait des yeux hagards.
Je le pris par le bras.
— Slang, lui dis-je, vous allez conduire ces messieurs au petit salon du rez-de-chaussée où vous les prierez de s’asseoir… puis, vous viendrez ensuite me retrouver ici…
Le chauffeur se précipita pour exécuter mes ordres.
Les policiers descendirent : je les entendis remuer les chaises, s’installer, verrouiller les fenêtres.
Slang reparut.
— Ceci n’est point une comédie, dis-je d’un air sévère… D’où vient la paire de bottines à boutons récemment ressemelée que vous portiez avant-hier ?
Le chauffeur me considéra, absolument hébété.
— Allons, répondez… d’où vous venait cette paire de bottines ?
— C’est mon patron qui me l’a donnée… articula-t-il faiblement.
— Vous ne l’avez pas dérobée ?
— Sur l’honneur, gémit le malheureux.
— Bien… Quand votre maître vous a-t-il fait ce cadeau ?
— Je ne sais plus… je ne me rappelle plus… il y a peu de temps en tout cas…
— Rassemblez vos souvenirs, Slang… Vous avez reçu ici dernièrement un domestique sans place que vous avez fait passer pour un de vos parents ?…
— Je ne connaissais pas cet homme… j’ai voulu lui rendre service… Je ne croyais pas mal faire…
— C’est bon… Y avait-il longtemps à cette date que vous aviez reçu la paire de bottines ?
— C’est ce jour même, monsieur Dickson… oui… je me souviens à présent… M. Crawford m’a donné ces chaussures qui le gênaient, m’a-t-il dit, depuis qu’il les avait fait ressemeler… oui… il me les a données le matin, à son lever…
— Parfait… Maintenant, écoutez-moi bien Slang… vous êtes un voleur !…
— Moi ?… je vous jure…
— Ne jurez pas… vous avez fait de 1922 à 1925 deux ans de prison à Adélaïde pour indélicatesses commises au préjudice de la Cyclon Company.
Ma victime s’effondra sur un banc du couloir.
Je poursuivis :
— Vous avez en outre tenté de vendre il y a deux jours aux guichets de l’Australian Bank Exchange de Melbourne un titre qui ne vous appartenait pas…
Le chauffeur tomba sur les genoux :
— Grâce, monsieur Dickson !… grâce !… balbutiait-il.
— Vous l’aviez dérobé, ne niez pas… C’est votre tête que vous jouez en ce moment, Slang, car cette obligation faisait partie de la fortune de M. Chancer qui a été assassiné à Green-Park…
— Je ne suis pas un assassin ! s’écria le chauffeur en se relevant… Je ne suis pas un assassin ! J’ai pris le titre, c’est vrai… mais dans la chambre de mon patron…
— C’est bien, dis-je… il vous sera tenu compte de votre aveu…
Vous ne serez pas inquiété, j’en fais mon affaire, mais à une condition : c’est que vous m’obéissiez aveuglément, Slang.
— A vos ordres, monsieur Dickson, murmura le pauvre diable.
— Voici : vous allez veiller à la porte extérieure du cottage, en vous dissimulant, bien entendu, et vous viendrez nous avertir dès que vous entendrez venir M. Crawford…
Le chauffeur jeta un regard étonné vers la chambre qu’éclairait faiblement la veilleuse.
— Votre maître n’est pas là, dis-je.
— ??
— Non, il n’est pas là… Il ne rentrera sans doute qu’au petit jour… Faites, ce que je vous dis Slang et je réponds de vous… sans quoi, je vous livre incontinent à la justice.
— Ah ! monsieur Dickson, quelle reconnaissance !
Je fis un geste de congé.
— Allez, Slang !…
Le chauffeur descendit l’escalier quatre à quatre et j’allai rejoindre Mac Pherson et Bailey dans le petit salon.
A la première heure du jour, ainsi que je l’avais prévu, le chauffeur vint nous avertir que M. Crawford ouvrait la grille du jardin. Je ne fis qu’un saut jusqu’à la chambre du misérable en recommandant à mes compagnons de se tenir à proximité. J’entrai
seul et me dissimulai derrière les rideaux du lit, puis j’attendis.
Je perçus le grincement d’une porte que l’on ouvre, puis les pas étouffés du maître montant légèrement l’escalier. C’est à peine si l’on entendait les marches gémir.
Par la grande glace donnant sur le couloir, je vis M. Crawford qui s’arrêtait un instant pour vérifier le tableau des rondes.
Il était en habit, avec un manteau de soirée sur les épaules.
Alors je sortis doucement de ma cachette.
Il ouvrit la porte, m’aperçut et s’arrêta, médusé. Mais je ne bronchai pas et, de mon air le plus naturel, désignant du doigt la figure de cire couchée sur l’oreiller :
— Pardon gentlemen, demandai-je… lequel de vous deux est M. Gilbert Crawford ?
Le bandit devint aussi pâle que son effigie et je le vis faire un mouvement dont je devinai le but, mais je le prévins en braquant sur lui le canon de mon browning.
— A moi ! criai-je en même temps.
Les policiers cachés dans la galerie bondirent aussitôt dans la chambre.
Slang les suivait, les yeux hors de la tête.
— Arrêtez cet homme, fis-je en désignant M. Crawford… c’est l’assassin de Green-Park !…
Et je remis tranquillement mon revolver dans ma poche en disant au pseudo-millionnaire :
— Eh bien ! monsieur, vous qui teniez tant à me voir à l’œuvre, êtes-vous satisfait maintenant ?
A deux mois de là, mon infortuné voisin de campagne se balançait au bout d’une corde dans la prison de Wellington-Gaol. Quant au vieillard à lunettes bleues qui avait tenté, comme on sait, d’écouler les obligations de la Newcastle Mining, et dont la parfaite
innocence avait été démontrée en ce qui concernait le meurtre de M. Chancer, il fut simplement condamné à dix ans de « hard labour ». Ce vieillard était d’ailleurs un jeune homme du nom de Tommy qui était passé maître dans l’art de se grimer. M. Crawford avait fait sa connaissance dans une prison de Sydney et se l’était spécialement attaché pour la négociation des titres volés.
En souvenir de cette affaire qui me valut, comme bien on pense, les félicitations du Lord chief of justice, j’ai conservé la figure de cire, l’ingénieux alibi, et je l’ai placée sur la cheminée de mon salon.
Peut-être un jour, si je vais à Londres, en ferai-je don au Musée
Tussaud où elle a sa place tout indiquée à côté des têtes de Burke, d’Harry Benson, de Charles Peace et de William Palmer…
VII.
TABLE DES MATIÈRES
XV.
IMPRIMERIE RAMLOT & Cie
52, Avenue du Maine, 52 PARIS
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