The question of the training and qualifica tions of the journalist has assumed new inter est and importance both through the general growth of the profession and through special movements for its advancement. Schools or chairs of journalism have been established in a few instances and in a limited way, and the munificent endowment by Mr. Pulitzer of a college of journalism in Columbia University — the first large and distinct project of the kind — has presented the proposition in a prac tical and definite form. There are two systems of thought on the subject. The first holds that the best and most efficient school of journalism is the newspaper office. It believes that the true journalist is born, not made; that knack, aptitude, native talent, the sense of news and proportion lie at the foundation of success; and that the most useful training is that of actual experience. It does not dispute that broad education and culture are essential to the journalist, and recognizes that particular studies, like history, political economy, the fundamentals of law, social science and kindred matters, may be followed with special advan tage. But it urges that these may be gathered from the general college course, and that the college or university has no distinctive profes sional knowledge to teach journalists in the special sense that it has to teach lawyers or physicians. The technicalities of the newspaper art — a suitable style, phonography, proof read ing, the treatment of news and the like — are best acquired in practice, and the rest is the quickest and surest application of knowledge which is power, and of instinct or intuition which in dealing with public intelligence and currents is no less power, to the activities of the world.
The other system of opinion is represented in the scheme and scope of Mr. Pulitzer's Col lege of journalism. It is based on the theory that the journalist can be prepared for his voca tion, like the lawyer, by a special course of study adapted to its requirements. Its aim and its tendency are to elevate and dignify the pro fession, and to establish a higher standard both of obligation and of performance. It seeks to
teach not merely the technical necessities in newspaper-making but the true ideals of public service to which the newspaper should be dedi cated, and the wide range of knowledge with which the journalist should be equipped. This includes style, ethics, law, literature, history, sociology, statistics and particularly the prin ciples and methods of journalism. It embraces an examination and comparison of existing newspapers by experts, an exposition of the functions of editor, correspondent and reporter, and the production of an experimental journal under the necessary limitations with its prac tical application of the instruction. In its main features this plan is an enlargement of the ordi nary academic course directed to a particular end, and it is claimed that the establishment of such a college with liberal endowment would not only provide a large body of trained jour nalists but would set a standard for the pro fession.
On the whole, notwithstanding the faults of the j i ournalism?' the position of the press in the public estimate is increasing. One evi dence of this truth is the more liberal character of libel legislation. In some States the greater license has prompted efforts at more restrictive measures, but the general trend of legislation has been toward reasonable liberality with just accountability. The prevailing movement has been to provide reparation for any wrong or injury that may be done, to assure just restitu tion for actual damages, but not to permit puni tive damages to trammel the free expression of opinion. Journalism is advancing and is ac quiring a higher position and recognition as a distinct profession. With the enlightened spirit of the age and with the marvelous agencies of instant and united expression the power of pub lic opinion steadily grows, and the journalist is its medium and prophet. See AMERICAN NEWS PAPERS ; PERIODICAL LITERATURE.