March 7, 2017

A Journalism of Humanity: A Candid History of the World's by Steve Weinberg

By Steve Weinberg

Now celebrating its centennial, the world's first journalism college used to be based by means of a newsman who lacked a faculty schooling. Weinberg attracts on inner files and correspondence to discover the politics of the college from its founding to the present--the struggles over assets in addition to the consistent conflict to stability scholarly goals with expert undertaking. This account embraces school and employees participants, scholars and alumni, supporters and detractors, because it covers all specialist sequences taught on the university. It captures the freewheeling debate that has been an indicator of the varsity and features a wealth of insider element, from a standard day on the institution in the course of the Williams period to stories of the Missouri Mafia.

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Louis Post-Dispatch. A childhood friend of Harry Truman, Ross qualified as a prodigy. He reportedly read thousands of books by age fifteen, graduated from high school early, and entered the University of Missouri in 1901. Ross had worked for Williams at the Columbia Herald while also a University of Missouri student. When he joined the Journalism School faculty, Ross was only twenty-three years old. In addition to the small faculty recruited for the first year, Williams found money to hire a small staff—Warren H.

To be accepted, student applicants needed to have a high school diploma or to pass a specially designed examination. During his or her first two years at the university, the student’s credit hours would include at least six of mathematics, logic, or psychology. Soon after, the Journalism School began requiring five credits of economics, five credits of philosophy, and five credits of either political science or sociology. Later specifications included ten credits in speaking a foreign language bolstered by an additional course in reading the language, a semester of either physical science or biological science with a laboratory course included, a semester of American government, six credits of English literature, and six of English composition.

Intellectually, Williams could justify including all parts of the enterprise within the same curriculum, rather than placing advertising and public relations in the business college—the other dominant model across the nation. Ideally, reporters and editors should understand how advertising salespeople help keep a newspaper afloat; salespeople should understand how news is gathered and disseminated without fear or favor. That mutual understanding remained in place for many decades, at least on the surface.

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