Newark evening star and Newark advertiser. [volume] (Newark, N.J.) 1909-1916, 1910-11-12
j. M. GREEN or
THE STATE NORMAL MAKES
MANY RECOMMENDATION
Report of Committee on Pedagogics Is Made Publc-Educationa
Methods and Purposes Are Dscussed-Need for Uni
6cati0n of Systems Is Pointed Out.

The report Of the committee on peds-
gogics prepared for the Council of
Education of New Jersey By Principal
J. NJ. Green, of the New Jersey State
Normal School at Trenton. was made
| public today.
The following are extracts from the
report:
There are two ways of securing an
education; one. individual, by the en-
ployment Of a tutor: the other, social,
through cooperation with Others In the
| employment of d teacher The first OF
these ways is the older. It goes back
to the chiefs of clans n baronets
and monarchs. 1t is very expensive and
unsatisfactory and incompetent, as 1t
fails to recognize man in his natural
relationships as a social being. The
second is the outgrowth of the forma-
ton of society coming as a natural
consequent of people drawing together
to cooperate.
Tutorship and individual independ-
ence Is a negligible quantity In our
educational scheme. 1t is to u social
and cooperative activities that we
/ give concern. There is, however. no
intelligent consideration Of our edu-
cation as a whole that does not COM
prehend the development of the sys-
tenn from its beginning with the in
dividual.
Stages of Development shown.
Our New Jersey system has passed
through all the stages, from the tutor
TO several individuals joining together
TO nav a teacher, to first the ~independ-
ent district under the law, and finally
the township, borough and municipal
types Of boundary lines and organiza-
tons. All through this development
two distinct desires have been ap-
| narent one, the natural American
desire TO preserve local initiative, so
far as possible. in determining what
shall be he education Of the child,
the other. in cooperating to raise money
and facilitate methods OF securing
teachers and sta~ndardizing the schools.
The first of these desires in its ex-
frame form has often taken shape in
nor,tics in a protest against what Is
termed paternallsm. The second in
/ ~nolitlcs has manifested itself in a de-
Sire to establish absolutely uniform
courses of study and to appoint ana
| control teachers independent OF the
| voice Of the locality
II must be noted, however, that these
n%oliticsl tendencies spend their force
as tendencies or modif1eIs. Ire appaT-
emit fact in that our education has be-
come a State activity Our people in
common with the people of the rest Of
the country have reached The colclu
sion that they can get better results
with the state as the unit than with the
separate localities acting as ~independ-
emf units. We have appointed a state
| BOARD of Education, a state superinten-
dent of public instruct n ana prcViae1
for state regulation of teachers quail
acations and for the raising Inc ap-
n-ortionment of moneys thrugh State
machinery, and hav incorporated in
orr state constitution q provision Tor a
State system. All of this has been done
not with a view TO taking from an m
diyidual any OF HE power, but with
| the unrpose of giving the Individual
an opportunity to realize far greater
mower through cooperation with others
than he could possibly realize without
this cooperation.
n ID not TO be expected or desired
that state cooperation will do away
with Individual criticism or with dis
cussion. Criticism. however, is or vary
ing values, depending on whether it IS
mere dogmatism or provincialisnl, or
the result OF careful study OF the BE
xents OF the problem. The nrzt w