Exhibit JC42 - The Leveson Inquiry

For Distribution to CPsThe influence of the Diploma for Journalism on the National Union of Journalists and futurejournalism training and educationHaving started in 1919 the subsequent history of the University ofLondon Diploma for Journalism amply illustrates how all these topicssurfaced throughout the twenty years of the course. It started without anystaff, no journalism teaching, little ’hands-on’ practical experience and noapparent centre. In its last four years it was centred in one college, had aspecially-designed academic syllabus, integral practical journalism teachingand experience in a newsroom, as well as vacation attachments toprovincial newspapers for students as part of the course. In many ways thecourse met Asa Briggs’ requirement for ’A New Approach to UniversityDegrees’ that it ’combined the benefits of specialised education, that is tosay education in depth, with thoughtful examination of the boundaries andimplications of their specialism.’ As he goes onto say: ’History withoutliterature or social studies does not provide a full enough education; if itstops short before the contemporary world, it lacks relevance. ’184Endnotesa The Journalist, May, 1925, p. 95: ’After attending to hours and labour conditions.., the subject ofeducation, into which we were instructed by the last Annual Delegate Meeting to make inquiry, is a newdeparture in our activities. The decision to establish an Exhibition in Journalism at the University ofLondon... at a cost of at least £200...’ ttarry Christian belittlcs this emphasis upon education in hisdoctoral dissertation (Christian, 1976). However, one commentator at the time regarded it as so unusualas to devote an article to it: ’... reports of educational activities in The Journalist mark a significantchange from the time when it was full of grievances.’ W. Linton Andrews in Leeds Mercury, February23 ’d 1927. (Quoted in April 1927, The Journalist.)b Appendix XXVI lists articles in The Journalist on education from 1923 to 1937.c The subject of education was regarded as requiring a defence from the editor of The Journalist(November, 1925): ’Members have said to me, "Why put in The Journalist articles about education; itsmacks of the Institute (of Journalists)"; well, not exactly.., anything that will help to make a betterjournalist.., and raise the standard of journalism and the working journalist...(is part of union work)’2 MRC MSS 86/1/NEC/7 July 5 th 1919.3 The idea of an Education Committee was mooted by the President of the National Union ofJournalists, J. Haslam, of the Manchester Guardian, in The Journalist, April 1923. It.T. Hamson ’anoutstanding pioneer of our educational movement. Obituary ibid, November 1951. See note 19.4 MRC MSS 86/1/NEC/7 National Executive Council (NEC) January 31 ~t 1920.s From the letter to Universities printed in The Journalist, October 1925, ’Journalists’ EducationProblem. An Appeal to British Universities.’6 ibid.7 The letter was not sent to other universities, as shown below: ’Manchester and Birmingham - recentinquiries produced nothing. Bristol - scheme already established. Cardiff- fruitless negotiations justended. Liverpool- negotiations started.’ Education Sub-committee Report, March 12 th 1926, MRC MSS86/3.8 From J.R. Peddle, Official Advisor of Studies, University of Glasgow dated September 30 th 1925.MSS 86/3.9 D.A. Ewing, Principal, Edinburgh University, 22 "d October 1925.L0 ibid.u December 4 th 1925.~2 October 25 th 1925, from Armstrong College, Newcastle.~3 December 5 th 1925, J.A. Little to J.S. Dean.14 ibid.is ibid.178MOD100051349