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The student journalist: Roles of the scholastic press in the 21st Century
Unformatted Document Text:  Scholastic press roles 10 newspaper reading must be an objective of every unit” (English & Hach, 1957, p. v). In late 1950s and early 1960s, in light of the back-to-basics movement within education, English and Hatch used the mechanistic function to further legitimize journalism courses, saying that journalism should be focused on teaching good writing, especially in a “day when a return to so-called fundamentals seems to be the educational pattern” (English & Hach, 1962, p. vi). Starting with the fifth edition in 1972, watchdog functions started to emerge that at the very least legitimized, if not encouraged, coverage of controversial topics in school papers (English & Hach, 1972). The authors said that papers have changed to the point where they are covering topics relevant and useful to student readers: School papers have changed in recent years, for the better, we think. No longer can school papers interest readers with stories that are only reports of curricular and extracurricular activities. We doubt that very many papers ever had that interest of their readers if that is all they were, especially those papers that because of printing deadlines could not really be newspapers in a timely sense. Most of the better papers today are more than reports of what has happened or is to happen in their own schools. They reflect today’s students’ concerns about their own education and the community and world about them. (English & Hatch, 1972, p. v) This edition of the book included two new sections, one that focused on covering these in-depth stories, and another that focused on communications law and student press freedom issues. In fact, while not specifically advocating for the coverage of controversial in-depth stories, some examples mentioned by the authors would certainly fall under a controversial heading — such topics as drugs, integration, the environment, the draft, war, school finances, teacher strikes, and adolescent crime in the community (English & Hatch, 1972, p. 145). This edition, published just three years after the Tinker Supreme Court decision, included a section that said, “The student press has essentially

Authors: Maksl, Adam.
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Scholastic press roles 
10
newspaper reading must be an objective of every unit” (English & Hach, 1957, p. v). In 
late 1950s and early 1960s, in light of the back-to-basics movement within education, 
English and Hatch used the mechanistic function to further legitimize journalism courses, 
saying that journalism should be focused on teaching good writing, especially in a “day 
when a return to so-called fundamentals seems to be the educational pattern” (English & 
Hach, 1962, p. vi). 
Starting with the fifth edition in 1972, watchdog functions started to emerge that 
at the very least legitimized, if not encouraged, coverage of controversial topics in school 
papers (English & Hach, 1972). The authors said that papers have changed to the point 
where they are covering topics relevant and useful to student readers:
School papers have changed in recent years, for the better, we think. No longer 
can school papers interest readers with stories that are only reports of curricular 
and extracurricular activities. We doubt that very many papers ever had that 
interest of their readers if that is all they were, especially those papers that 
because of printing deadlines could not really be newspapers in a timely sense. 
Most of the better papers today are more than reports of what has happened or is 
to happen in their own schools. They reflect today’s students’ concerns about 
their own education and the community and world about them. (English & Hatch, 
1972, p. v)
This edition of the book included two new sections, one that focused on covering these 
in-depth stories, and another that focused on communications law and student press 
freedom issues. In fact, while not specifically advocating for the coverage of 
controversial in-depth stories, some examples mentioned by the authors would certainly 
fall under a controversial heading — such topics as drugs, integration, the environment, 
the draft, war, school finances, teacher strikes, and adolescent crime in the community 
(English & Hatch, 1972, p. 145). This edition, published just three years after the Tinker 
Supreme Court decision, included a section that said, “The student press has essentially 


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