CAMPUS

JOURNALISM
LESSON 1
Course description
This course promotes the development and growth
of campus journalism as a means to strengthen
ethical values, encourage creative writing, and
develop moral character and personal discipline
among the students. It encourages and trains
students on how to produce and manage a school
paper. This is also a practical course to students
who are beginners in the journalism field and who
want to improve their journalistic skills.
Course OUTCOMES
• Understand the theoretical issues and terminology related
to the field of journalism
• Discuss the ethical standards of campus journalism and
the extent of freedom of the press
• Describe the different sections of a school paper
• Compare the different news writing techniques and
formats
• Act in recognition of professional, social, and ethical
responsibility
• Effectively communicate orally and in writing using both
English and Filipino
GRADING SYSTEM
• Performance - 40%
(Activity output, Assignment, Quizzes)
• Project - 30%
• Major Exam - 30%
100%
 LESSON OBJECTIVES
• Familiarize the history of
HIGH high school papers in the
City Schools of Manila
SCHOOL • Acquire knowledge of the
formal introduction of
PUBLICATIO journalism

N: A BRIEF
HISTORY
The birth of high school papers in the
country
• High school student publications are almost as old as the
Philippine public school system itself.

• The first Manila High School, now the Araullo High School,
then under the editorship of Carlos P. Romulo, started
putting out a mimeographed student paper named The
Coconut in the SY 1911-1912.
The birth of high school papers in the
country
• As an extra-curricular activity in the early Philippine public
high schools, student publication was introduced in the
country shortly after its wide adoption in the American high
schools and colleges.

• In the Philippines, the first regularly issued printed high

school paper was the La Union Tab of La Union High
School, published in 1923.
• The Pampangan, Pampanga High School, 1925
• The Leytean, Leyte High School, 1925
• The Rizalian, Rizal High School, 1926
• The Coconut, Tayabas High School, 1927
• The Volcano, Batangas High School, 1927
• The Toil, La Union Trade School, 1928
• The Melting Pot, Tarlac High School, 1929
• The Torres Torch, Torres High School (Manila), 1930
• The Cagayan Student Chronicle, Cagayan High School,
1930
Circulation Letter No. 34, S. 1929
• The first significant regulation governing the putting out of
high school papers, which set down certain requirements
based on the Service Manual.

• It was issued by the Bureau of Education (now the DepEd)

signed by Director Luther B. Bewley.
Circulation Letter No. 34, S. 1929
• On October 22, 1945, Acting Executive Officer John H.
Mcbride Jr. of Dep’t of Instruction and Information sent a
letter to all division superintendents quoting provisions
from the Service Manual that school papers should consist
chiefly of articles treating of school activities, free from
advertisements, from questionable jokes and cartoons,
and from worthless poetry and prose.
• It stated further that articles purporting to be written by
pupils should be solely the products of their efforts, the
assistance of the teacher being solely limited only to
criticisms.
THE BIRTH OF
MANILA CITY
SCHOOLS
NEWSPAPERS
• THE COCONUT (Araullo High School)
The first school paper in Manila public high schools and
incidentally in the country was born in the SY 1911-1912.

• TORRES TORCH (Torres High School, 1930)

• THE MAPAZETTE (Mapa High School, 1940)

• THE CHRONICLER (Arellano High School, 1940)

FORMAL
INTRODUCTION OF
JOURNALISM
• Although the first school paper in the City Schools of
Manila was published in SY 1911-1912, formal
classroom instruction in high school journalism began
only in 1952.
• That was the time that Mrs. Sarah England, an
American teacher of Mapa High School, experimented
with the teaching of journalism. Since it proved
successful, the other 4 existing high schools in the city
followed suit (Araullo, Torres, Arellano, and Abad
Santos HS). They formally offered journalism as a
vocational subject holding classes on a daily double
period through the school year.
• In 1964, Mrs. Clehenia San Juan, then department
head of English in Araullo High School, was appointed
journalism supervisor.
• In the journalism classes, the budding writers are
trained to write various types of news, feature stories,
interviews, speech reports, editorials and editorial
columns, sports stories, and other forms of journalistic
writing.
• These are all preparatory to actual staff work when
students learn to organize, manage, and improve the
school paper. These include newspaper makeup and
school publicity.
Journalism in
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 S
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