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.of directing the Great Sources of Power in Nature for the use andconvenience of mankind as marking the rise of a new kind of professionalman. ’2 He described ’these intellectual (middle class) families [becoming]the new professional civil servants (vide Matthew Arnold) [who] joined theIndian and Colonial service; or became school inspectors; or they edited orwrote for the periodicals [and] as journalists ceased to be hacks scribblingin Grub Street [and] joined the staff of The Times. ’3It was Cardinal Newman (1801-1890) who provided the rationale for theidea of liberal education with his 1859 essay ’On the Scope and Nature ofUniversity Education’ which stated:’When the intellect has been properly trained in all it will be a faculty ofentering with comparative ease into any subject of thought, and of takingup with aptitude any science or profession (and it offered more than merereception of knowledge).., seeing the world, entering into active life, goinginto society, travelling.., coming into contact with the principles and modesof thought of various parties, interests, races.., is called enlargement.., themind’s energetic and simultaneous action upon and towards and amongthose new ideas rushing in on it. ’4It was this kind of education that Benjamin Jowett (1817-93) favoured atBalliol College, Oxford, especially for those aspiring to enter the journalismof the period. These were those whom Sir Ernest Barker described as’flowing from Oxford’ into the newspapers of the day. 5 The foundededitor ofthe Pall Mall Gazette, Frederick Greenwood (1830-1910) writing at theclose of the nineteenth century, but writing about the 1860s, describedjournalism then as being at a turning point with ’a better order of thingssignalized...by the attraction of many fresh, bright, strong and scholarlyminds to journalism as a power. ’6 Of the journalism of the mid-nineteenthcentury Newman himself thought it would replace the authority of theuniversity and he regarded this as:’unsatisfactory... for its teaching is so offhand, so ambitious, sounchangeable.., it increases the mischief of its anonymous writers (whose)random theories and imposing sophistries.., carry away half-formed andsuperficial intellects.., in the lucid views, leading ideas, and nutshell truthsfor the breakfast table. ’7This genuflection towards the ’popularity of the moment’ was seen bysome as inconsistent with the demands of a liberal education, the’perception of truth and beauty’, which enabled its practitioner to distinguishbetween the truth he knows from that he does not know. Provincial andmetropolitan newspapers were themselves the witnesses for theprosecution in a book of essays edited by the founder of the SaturdayReview, A.J. Beresford Hope which deplored the predominance of theClassics in English education. 8One of the ’signals’ highlighted by Greenwood was the emergence of theSaturday Review and a journalism that ’had advanced to a far higher stageof authority and consideration ’9 in the 1860s. These ’Higher’ journalistswere in abundant supply, as other scholars have amply demonstrated 1°and one who contributed to this literature (as well as formulating the firstuniversity journalism syllabus in England at Birmingham University in 1908)had this to say about the flavour of education at Balliol under Jowett:21MOD100051192