Exhibit JC42 - The Leveson Inquiry

For Distribution to CPsHacks and Dons - Teaching at the London University Journalism School 3.919-1939: Its origin,development and influence.courses in 1885, for London’s elementary school teachers, followed, fiveyears later, by King’s College, London, instituting a Day Training College,with Cambridge University having Oscar Browning (1837-1923) as Principalof its first Day Training College. (Here we need to remind ourselves that theforerunner of the National Union of Teachers had started in 1870). By 1893Oxford had introduced a Diploma in Education for secondary teachers.Sadler saw these as providing some measure of experience about whathe felt was the particular problem of instituting specialized education. Then,in 1908, both teaching and journalism stressed open access for recruits ofpromise, regardless of previous training; they also shared a belief in theimportance of recruits learning some essential elements through practicalexperience - like Manchester’s practicing, or demonstration schools.Sadler regarded the acquisition of knowledge, in both spheres, as of lessimportance than the ability to be able to put knowledge to practical use,quickly and so apprenticeship of some form was appropriate for bothteacher and journalist. Similarly, both callings were afflicted with problemsin the middle years of life - such as Alfred Spender had pointed out toProfessor Collins writing in 1907 - and neither had much chance of anadequate retiring allowance after long years of service.Sadler felt that the journalists could support both callings if theyeducated the educationalists’ masters - the ratepayers or local taxpayer -into regarding education of national importance for either occupation.Both education and journalism required some scheme to enablebeginners to avoid making mistakes, while introducing them to their callingwith some preliminary skills and knowledge to help them make a goodstart. But ’liberal education was the best basis for subsequent professionalskill in any calling,’ and the main part of professional training should bepostgraduate study. However, he did believe Universities should develop anew Honours School to amalgamate areas of study usually kept apart, andAppendix VIII tabulates those subjects - most of which he also felt shouldbe in any postgraduate course of study? 7Even someone who disagreed with Professor Sadler’s specializedcourse of instruction stated that the IoJ should approach the Universitiesboldly and ask that proposed courses be wide, and the requirements fordegrees elastic, so that students should be able to choose for themselvesamong subjects useful to them, in the long run, in their perceived68profession. This speaker, Professor D.J. Medley, represented theGlasgow University Appointments Board, of which he was chairman, andhe had welcomed the Institute’s approach to the universities instead ofgoing it alone. He also declared that Glasgow students wanted to knowmore about journalism than about business opportunities indicating thatstudents, even in those days, possessed definite occupational intentionsabout future careers, even if journalism offered no specifically designedmethod of entry for them. Professor C.E. Vaughan of Leeds Universitydeplored anything which would herd students into a professional pen whenthey should be widening their experience. 69The University of London had sent along Mr T. Lloyd Humberstone(1876-1957) and he disagreed with Professor Medley’s answer. Speakingfrom the benefit of experience with Board of Education civil servants he51MOD100051222