![]() ![]() It is seen in the broader study of history and in the tracing of the unbroken threads that, when duly seen, bind us hand and heart to the most ancient of peoples, to the earliest philosophies, religions, and myths. The tendency is seen also in the increased interest in science, especially those sciences that are practical and that touch the quick and pulsing life of the hour. Latin and Greek have been dropped from the courses in many an institution long proud of its classical reputation, and where these ancient languages have been retained in the curriculum there has been a fight to justify their retention-as mental gymnastics. We may observe this in the revolt from the classical studies, and in the modernizing of the schools and universities. The most marked and significant tendency in education today is the deeper appreciation of the modern spirit. If the knowledge of what the world did and thought a hundred sleepy years ago is of value in education, then it must be of equal if not greater value to know what the world today, the people about us in our own and in neighboring lands, are doing and thinking. Those who value history as a study cannot consistently, however, deny to the study of news an equal value, for it is plainly apparent that the happenings of today are but the progress of history. ![]() No one would be bold enough to deny that history is one of the most essential branches of modern education, yet the proposition that the study of the news of the day is of equal value, is, indeed, but a part of the study of history, would probably be challenged by many. ![]() The Educational Value of “News.” What is “news” today will be history tomorrow. This article was printed by The State in Columbia, South Carolina on December 5, 1905: One of these is a newspaper article from 1905 that contains the sentence “The newspapers are making morning after morning the rough draft of history.” This interesting article makes a persuasive case why the study of newspapers is important for daily readers, historians-and students in “modern” classrooms. In his zeal for word and phrase origins, Popik uncovered other early examples of the phrase Graham popularized to describe newspapers. Graham, until alerted by etymologist Barry Popik that the journalist Alan Barth used the phrase before Graham, in a 1943 book review. He thought it was the Washington Post’s former president and publisher, Philip L. In a recent article entitled “Who Said It First?” on the Web site Slate, Jack Shafer investigates who first coined the phrase “the first rough draft of history” to describe journalism. 5, 1905 Issue 5302 Columbia, South Carolina ![]()
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