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,debate, even though an essential ingredient was missing in the Britishscene - the enshrining of a concept of the freedom of the press in a writtenconstitution.Review and SummaryThis brief survey of English and American attitudes towards theeducation and training of journalists provides the background against whichlater comparisons can be made between the English and Americanversions of journalism, as we know them today. For a time it appeared as ifthe two countries would pursue the same path of journalism education,especially after the introduction of the Diploma for Journalism at LondonUniversity in 1919. The inability of universities and journalists, to follow thatpath in England has had results which are discernible every time we readan English newspaper, but the reasons for that underlying difference arerarely traced to the educational differences in the two countries’ systems ofprovision of education for journalism. In America ’professionalism camewith academic authentication ’sg whereas, in England: ’there was a sort ofsuspicion from the academics that we (i.e. the London University Diplomafor Journalism department) were too ’popular’ and from the professionaljournalists that we were too highbrow and impractical, ’9° as Dr. G.B.Harrison, one-time tutor to journalism students at King’s College, London,put it in a letter to the author.We have seen how Goldwin Smith, an ardent campaigner within OxfordUniversity for reform of the system, gravitated to an American University,and this migratory aspect of the products of Oxford into other, newer,English universities might account for the difficulties English journalistsfaced when trying to secure their co-operation with educational schemesfor journalists in the 1920s. 91 It is doubtful if most of those migrating into thenewer universities in England were as radical as Smith was in his career.As one who experienced the life of a university lecturer in the earlydecades of the 20 th century Dr. Harrison’s version of how the newerprovincial universities were staffed provides an insight into a systemwhereby: ’... most appointments were the result of private deals betweenprofessors and heads of colleges at private talks in the Athenaeum or - in, ,92Oxford - at All Soul s Col ege.Although Dr Harrison (Appendix XVIIc,d.) admits he was ’biased,vindictive...’ he was also one of the few ’survivors’ of the team thatmanaged the nucleus of England’s first school of journalism. Back in the1940s there was not much scope for academic progression and he had toemigrate to Canada to achieve a professorship; writing as a Cambridgeman Dr Harrison’s experience was that the plums went to Oxford men, inEnglish universities, hence his departure from these shores.The distinct difference between the American and English experience ofuniversities is the proliferation, within the American model, of professionalschools which combine education and training, based on the liberal arts,allowing a specific concentration on technical instruction (in the case ofjournalism, in all aspects of news-gathering, selection, and writing.) Inmany cases it would appear that one outcome of the American system of35MOD100051206