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.countries... (where) the preparatory stage of education can raise theintelligence and knowledge, and, therefore, the ultimate skill of theartisan.’2°The writer implied that the apprentice model, of passing on the traditionfrom the workman to his novice, had a ’narrowing influence upon the mind.’He declared that ’technical education was almost entirely new to thiscountry’ in 1868, but the next year the paper was calling for a commissionto enquire into the moribund City of London Livery companies as an’unexplored means for furthering technical and higher education’ of theartisan and middle classes ’on the principles of their original formation: ’thefurtherance of the art and mystery.., of the several trades represented bythem.’ For this suggestion they had an ally in the Prime Minister, Mr.Gladstone, when he addressed the Workmen’s International Exhibition in1869. 21 It took another nine years before this actually materialised with theformation of the City and Guilds of London Institute, later incorporated in1880, under (Sir) Philip Magnus (1842-1933) its founding secretary and firstdirector until 1888. This Institute still operates today in the country’stechnical and further education colleges.Further evidence of public concern was manifested in the appointment ofa Royal Commission on Technical Instruction which sat under its chairman,(Sir) Bernhard Samuelson (1820-1905) from 1881 until 1884. 22 TheCommission members visited France, Germany, Denmark, Holland, U.S.A.and Canada and were, like their chairman, Samuelson, mostlytechnologists and self-made men. They advocated a unified system ofelementary and secondary education, along the lines of The Economisfspleas for a ’preparatory stage’ of education. 23 However, it was not until1889-1891 that Technical Instruction Acts were introduced and, even then,many local government authorities used them to finance their provincialuniversities, especially in the natural sciences. 24 Instruction financed by theTechnical Instruction Acts was supposed to be confined to ’technicaleducation’ but this was so defined as legally to include every subject ofstudy except ’theology, Greek and Shakespeare’, but even these could betaught if the expense was met from other sources of income such as feesor endowments. 25 The money for this legislation was taken from the’whiskey money’ duties on beer and spirits that local authorities couldimpose under the 1890 Local Taxation Act. This legislation also allowedlocal authorities to spend up to one penny in the pound on local museums,colleges of art and schools of science, some of which, in subsequent years,have been transformed into expensive residential apartments.It is interesting to reflect on the fact that in the same year in which the IoJbegan discussing proposals for some form of entry examination, in 1884,The Times described the ’current fashion in educational ideas as technicaleducation.’ The discussions the IoJ held with London University in thethopening years of the 20 century included proposals for practical journalismto be included in the syllabus, listed as ’Technical Instruction’. 26 When thecourse actually opened, in 1919, this element was dropped from thesyllabus.23MOD100051194