Breaking News. Alan Rusbridger

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      1

      Not Bowling Alone

      In 2017, 40 years after joining my first newspaper, I find myself trying to describe the technology of those beginner times to a class of bright young students at Oxford.

      I intended the class to be about ‘digital’ life. Within minutes it becomes obvious these 18-year-olds have little idea what I mean. All their lives have been ‘digital’. What on earth is there to discuss?

      They know of newspapers, of course. But they rarely read one in printed form or understand what, for 200 years or more, had been involved in the act of communicating news. Does it matter? I think perhaps it does. Otherwise how would you know that this present age is experimental, that there are other possibilities they may not have dreamed of?

      I take a deep breath and start drawing little L.S. Lowry¹ stick figures on the whiteboard to show them what – even in recent history – was required for one person to communicate to more than a small group.

      I describe the Cambridge Evening News of 1976. It was the paper I joined a week after graduating. It was where my own journey in journalism began.

      First I draw a reporter – stick figure (SF) 1 – typing words on a manual typewriter (brief explanation necessary) onto a sandwich of paper and carbon paper (ditto) copies. Then I draw SF 1 handing the top sheet of paper to SF 2, the copy taster, and giving the carbon copy (‘the black’) to SF 3, the news editor. I show a copy taster assessing the stories, then bundling them up with pictures before passing each page plan to SF 4, the lay-out sub, who would then design the page and draw up a plan for the printers to follow, indicating the typographical instructions – type size, across what measure, the length required for each story to fit the allocated space, the size and typeface of the headline needed, and so on.

      SF 5, the sub-editor, would then take over and edit accordingly – cutting to length, correcting spelling or grammar and querying any facts. The copy would travel down the line to a revise sub, SF 6. The pages would then pass through a metaphorical curtain to another part of the building, to the composing room where a Linotype operator would key in the copy all over again.

      By this stage of my drawing, my students are looking lost . . . and maybe a bit bored.

      Deep breath, plough on: they need to know. Linotype machines, I explain, were squat dinosaurs of machinery, not much changed since Victorian times, used to compose metal lines of type. Thomas Edison, inventor of the light bulb, is said to have called these typesetting machines the Eighth Wonder of the World. An operator (SF 7) would sit in front of the clanking contraption – all cogs, chains, rods, wheels, plungers, pumps, moulds, matrices, crucibles, asbestos, pulleys, pistons and grease – and key in the text in front of him. The machinery included a tub of molten metal – a mix of lead, antimony and tin – heated to about 400 degrees Centigrade, which would produce a slug of type.

      The students look mildly interested at the thought of foundries of boiling metal being in some way associated with communication.

      Elsewhere in the composing room SF 8 would be sitting at a Ludlow machine – a heavy-duty version of the Linotype machine – casting a headline. Enter SF 9, who took all the type and arranged it into columns on a flat iron surface (‘the stone’) – adjusting it from time to time as readers elsewhere compared the original with the typeset print and sent through corrections. Then came SF 10, who, in a high-pressure press, would stamp a papier mâché mould of the metal-set page. SF 11 would place the mould, now curved, over a semi-circular casting box and pour more molten metal into it to create a semi-circular printing plate.

      One of the students is surreptitiously consulting his mobile phone under the desk.

      SF 12 placed the curved plate onto the vast rotary presses, capable of printing 50,000 copies an hour. In the belly of the cathedral-like printing hall, SF 13 would negotiate enormous rolls of newsprint onto the printing presses and gradually thread the paper through the presses’ rollers. The presses would thunder into life and, in time, a printed newspaper emerged from the other end of the units and would be cut, folded and counted into bundles of 26 copies by SF 14. Then SF 15 stacked and sorted the bundles with the names and address of the wholesale and retail newsagents.

      Not done yet.

      It was the job of SF 16 to drive the papers in a van (or, once upon a time, a train for national newspapers) to the wholesale distribution points. SF 17 made sure they got into the hands of newsagents (SF 18) who would employ young children (SF 19) to cycle around the local streets delivering newspapers though people’s front doors.

      Nineteen stages (in reality, dozens – if not hundreds – of stick figures) needed for me to enable my act of communication with someone else.

      ‘And, of course, now,’ I say superfluously, because they already know this, ‘if I want to communicate with any of you I just use this.’ I wave my mobile phone in the air. ‘And then I can communicate not only with you but, potentially, the whole world.’

      ‘And so,’ I add even more pointlessly, ‘can you.’

      The group look as if I have been relating how cave dwellers created fire by rubbing dry twigs together.

      ‘But what if something happened just after deadline?’ one of them asks.

      ‘Well, we’d come back and update you the next day.’

      The questioner doesn’t look impressed.

      *

      In 1976 journalism was, by and large, something you did rather than studied.

      There were very few postgraduate journalism schools. The common route into the business was being thrown into the newsroom of a local paper to learn on the job – with a few months at a local technological college to pick up shorthand along with the basics of law and administration.

      A crash course in journalism included a single class on ethics and an awful lot of Pitman’s or Teeline textbooks for shorthand. You were required to read two other books, one on libel and another explaining the mechanics and processes of local government written by a former member of Bolton County Borough Council. I was, in due course, to fail my shorthand exam. But I still ‘qualified’ to become a journalist. Sort of.

      A week after finishing my finals paper on the dense modernist poetry of Ezra Pound, I swapped my university college – founded in 1428, all medieval courts, honeyed stone, velvet green lawns, punts and weeping willows – for the prosaic 1960s offices of the Cambridge Evening News, a mile to the east on the unlovely Newmarket Road. It was another education: three years spent in a different Cambridge, reporting on a world of factories, housing estates, petty crime and bustling community life.

      There were not many graduates in the 20-strong reporting room of the CEN, a paper then selling just fewer than 50,000 copies a day. University types were – rightly – viewed with suspicion as arrogant interlopers who would trade the experience we gained in the provinces to secure a better-paid job in Fleet Street just as soon as we had even uncertificated СКАЧАТЬ