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Originally published in 1939
Some of this information may no longer be current and in that case is presented for historical interest only.
Edited by GET NJ, COPYRIGHT 2003
The city's racial and economic diversity has been synthesized by a uniformly excellent school system. Newark has pioneered in education since 1794 when a local shoe manufacturer, Moses Combs, initiated classes for his apprentices. The city was one of the first in the United States to establish summer schools (1885), the second to set up all-year schools (1912), and the third (1838) to erect a high school building-forerunner of the present Barringer High School.
Newark was one of the first large cities to test many modern educational techniques, previously demonstrated only in small communities. Especially valuable experiments have been conducted with the platoon system or work-study-play plan. Under this system all activities-classrooms, auditoriums, gymnasiums, shops, and laboratories are in use every hour of the day. The school is divided into two parts. While one of the schools is in classrooms, the other is in special activities, auditorium, playgrounds, and gymnasiums. This means that only 15 classrooms are needed for a 3o-class school, it is possible to supply a school seat for every child when he needs it, and the special facilities are available at no greater cost than it takes to supply classrooms only under the traditional plan. Local educators were among the earliest exponents of visual education as an aid to classroom teaching, and important work has been done in vocational instruction and in the use of motion pictures for English, history and science courses. More recently Newark has set a brilliant example for large cities in providing special training for physically and mentally handicapped children. Despite this imposing record, Newark, like its huge neighbor across the Hudson, suffers from overcrowded schools.
In the field of higher education are included the University of Newark ; the State Normal School; the New Jersey College of Pharmacy, a division of Rutgers University; the
Newark College of Engineering, and the Newark Technical School.
Newark has come a long way from the Anglo-Saxon stock of its founders. Close to Ellis Island, the growing industrial community has absorbed a large percentage of immigrants. In 1938 the foreign-born and children of foreign-born numbered approximately 295,000, slightly more than three-fifths of the total population. The Irish and Germans, totaling respectively 23,400 and 36,900, have since 185o established themselves as integral elements in the community. The Irish helped to build the city and then assumed political control, while Germans founded the brewing industry and introduced singing societies and sports programs.
Since 1880 Italians have been numerically the dominant European nationality group. Although most of the 85,300 have been absorbed into manufacturing and construction, many have been successful in business and politics. Two decades after the arrival of Italians, Poles came in large numbers to work in heavy industry and construction; the Polish population is 35,600.
Jews were the only group drawn to Newark primarily by its trade possibilities. After a gradual influx of German Jews, there was a sharp rise between 188o and 1900 in Jewish immigration from Russia and Poland. Most of the city's 65,000 Jews are now engaged in business or the professions. More recent arrivals are the 38,800 Negroes. The Negro population was small until they came by thousands to work in World War industries. Although many of the race live in poverty, others have succeeded in rising to at least middle income living standards and have been conspicuous in the State for leadership in Negro welfare.
In the inescapable process of Americanization, the city's races and nationalities are slowly losing their individuality. A strong reciprocal influence between them and the older American population shows itself in many spheres. Since the World War the native-born increasingly have frequented the foreign quarters. In turn, the foreign districts have been steadily diminishing, as the residents have moved into less nationalized sections.
The Urban League and the Interracial Committee promote direct cooperation between the white and black races. The European groups have united with each other and with the American population through the activities of such civic bodies as the Ironbound Community House, the Silver Lake House, the Welfare League and educational and church organizations. These tendencies foreshadow the cosmopolitan community in which the taste and experience of the Old World blend with the energy
and optimism of the New.
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