Chapter 5 first part

Chapter 5 Censorship and Control of the College Press

Decisions on whether to go to print go up the chain of command: reporter, editors, the publisher, the owner.

Question: Since the college is technically the publisher, are you and I acting as the “publishers”? I ask because we don’t really ask the college before printing anything. It goes through me then you and that’s about it….

Student editors have said that in recent years there are at least 7 ways that freedom of the press has been abridged:

1. Confiscation of papers: The Triton saw that a little bit with the Emmanuel story, in fact they were confiscated and literally throw at our faces.
2. Suspension, threats, expulsion against editors because of material: ECOS threatened to pull our funding… does that count? J
3. Control by faculty or administrative censorship- well I didn’t like the process that went down after the Eastman story, but it isn’t censorship, so we are as you said, very lucky.
4. Censorship by student government-they can try but it won’t workJ
5. Censorship of articles and editorials on controversial matters.
6. Censorship by civil ecclesiastical bodies.
7. Social pressure to prevent publication of articles etc. The London Story has gotten some pressure from a few students.
Page 150

The limitations regarding freedom of expression and press in the college newspapers is in part due to the uncertainty of the aims and purposes of the publication. Page 151 I think this is a really good point. The other readings have been touching on what is the purpose of our paper. We are a lab, a PR arm, an official college publication. I think our Mission statement should be re-examined this next year so we can make sure that we understand it and make it available to students. Some view us as a tabloid. What do you think?

The author stresses that the need for diversity. Society needs to encourage diversity and freedom of expression, no matter if they are unpopular. Basically, if society encouraged and was open to all forms of thought, there would be no reason to censor the press because of a certain view or representation. It is when the college or society is not open to all forms of thought and expression that people will be resentful and attack. Page 153

The author also mentions prior rights. Liberty of the press is not an absolute. Page 154 it does not protect libel, misbranding, sedition etc.

The author also mentions that the needs of the students must be recognized. Students should be able to be free from repression and be free to express feelings. The student journalist should be able to report the facts and express opinion with out restraint. Page 155

This is a good quote: page 155 “Failure of the student to pursue a balanced course in action in expressing his views must be, when viewed in this light, a reflection on the institution itself- on the character of the teaching staff and the educational authority, on the weakness of instruction, or lack of it.” I agree with this. I don’t Eckerd does a lot of censoring; we get a lot of pressure, but no real direct “you can’t print that” mentality. Very lucky

On page 157 the author makes a good point in saying that if student editors, faculty moderators and administrators would think properly about freedom and authority in publications, we would all act more properly causing less conflict between the two.

I like the distinction that the author makes on page 157 about the difference between the action to of the censor who kills a story because it is poorly written, and the action of the censor who kills the story for reasons external to the writing.

The author mentions that the faculty moderator would be concerned about the nature of the writing, the quality, and the censor would be concerned about the effects after it is printed. You cannot have one without the other. I think that if you don’t think about the effects, you are not being a good writer.

The author also mentions that authority is established for the common good of the people. Constraint is for the sake of freedom. Page 158 Since we are students, there is a definite authority and it’s not us.

The Faculty Moderator can insure the relationship between student editors and administrators helping each understand the interests of the other. Page 160

The author also mentions that the paper is in most cases owned by the school. So the school is the publisher and the students are subordinate to the school. The obligations are horizontally to the students and vertically to their superiors. (which is not the student government!)


Freedom and Fullness

Student editors should have an obligation to their superiors and their superiors should be held accountable in terms of freedom for the students.

It is tough to have a partnership between the paper and the administration, but the relationship needs to be viewed as both on the same side. They are not enemies.
There will be tension, but that is ok because both groups will be insuring the others responsibilities. Tension can get out of control when either part is not doing their part. I think that I need to work on the whole “we are both on the same side” part. I just get really protective of the paper because I am working my bum off, you know and I am so proud of it that it is hard to take criticism or allow others to try and change it.

The author sums it up on page 162 “Students and administrators must see that dynamic, fruitful tension of freedom and authority that large-hearted love of one’s school which is not quick to set limits on the freedom of an editor to write, but which does not hesitate to correct or censor an editor when what he writes violates justice.” I am planning to work on this as much as I can in the next year.
more to come after dinner:)