Exhibit JC42 - The Leveson Inquiry

For Distribution to CPsHacks and Dons - Teaching at the London University Journalism School 1919-1939: Its origin,development and influence.Without any attempt being made to co-ordinate the different subjects the’Course leaves much to be desired on the academic side.’ Harrison alsosuggested they should: ’devise an academic course which should meet theneeds of journalists, and at the same time avoid the very real danger of theCourse becoming solely a Technical School for Reporters.’While stating that it was undesirable to reduce the syllabus to mere’popular knowledge’ Harrison felt it must provide students: ’with anintellectual equipment especially designed for their needs, and different indegree, kind and quality from that considered suitable for students for aB.A. degree.’As the Diploma was the only course for journalism available at anyBritish University, and it was partly financed by newspapers, the expressedrequirements of the newspapermen should be met so that the academicside would:’a : Stimulate intellectual curiosityb: give such knowledge of the modern world as will equip students tounderstand, to report and to comment intelligently on current events of allkindsc: indicate the methods of approach in certain branches of modernknowledge.’To meet these requirements Harrison proposed the following syllabus:(See also Appendix XV)’Section I Practical Journalism and English Composition papersSection II The Modern WorldA: Current events and their origins (1 paper)B: Social and Economic Structure Today (1 paper)C: Discoveries, Ideas and Thinker who have influenced modern thought-(e.g. Darwin, Marx, Freud, Frazer, Lenin; Hitler (1 paper)D: Literature and Drama (mainly English) 1850-1938, but particularly since1900.Section III An optional subject (as at present limited). This would be studiedas part of the Intermediate Arts Course.’The changes were not as great as might appear at first sight, suggestedHarrison, with ’Principles of Criticism’ being absorbed into Discoveries,Ideas and Thinkers’ and the emphasis in ’History of the Modern World’ tobe laid on ’Current events, their causes and origins’ instead of a coursewhich began with the French Revolution and ended in 1914. Under the newsyllabus, ’the present situation in Europe is traced backwards’. Above all: ’Itis essential to the success of the Syllabus that there should be close cooperationin the teaching of all the Subjects in Section III/83This was underlined in the memorandum. Overall, the effect was toreduce the number of examination papers to six.Attached to the papers for consideration at the 1 ’t November CollegeJournalism Committee meeting was a note provided by Clarke on Dr.Harrison’s memorandum in which he stated he was generally in agreementwith the proposed alterations for they fitted with his case: ’for bringing theacademic side of the Journalism course still more in line with therequirements of the journalist today. ’8495MOD100051266