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William Harvey Wells: His Superintendency and Contributions to the Chicago Public Schools

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William Harvey Wells: His Superintendency and Contributions to the Chicago Public Schools Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1992 William Harvey Wells: His Superintendency and Contributions to the Chicago Public Schools Cynthia Felton Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Felton, Cynthia, "William Harvey Wells: His Superintendency and Contributions to the Chicago Public Schools" (1992). Dissertations. 3244. https://ecommons.luc.edu/luc_diss/3244 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1992 Cynthia Felton LOYOLA UNIVERSITY OF CHICAGO WILLIAM HARVEY WELLS: HIS SUPERINTENDENCY AND CONTRIBUTIONS TO THE CHICAGO PUBLIC SCHOOLS A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY CYNTHIA FELTON CHICAGO, ILLINOIS MAY 1992 Copyright by Cynthia Felton, 1992 All rights reserved. PREFACE A teacher touches the lives, hearts, and minds of many people and William Harvey Wells (1812-1885) was no exception. He was a teacher, a professional educator and an administrator. His educational career spanned more than thirty years and he favorably impressed those whom he supervised in each capacity in which he served. Wells was a well known educator during the ninteenth century and commanded much respect from many including his colleagues and peers. Besides inspiring his students, as so many teachers did, he was also an inspiration to other teachers, administrators and educators. Wells' value and quality was noted by people from nearly every aspect of the educational spectrum. A Board of Trustees' member said of Wells: '"He has a vigorous and well furnished mind. He is ardent, devoted, enthusiastic even in his work. He has a rare faculty of inspiring his pupils with the like spirit of 11 1 enterprise and love of study. • 1In Memoriam William Harvey Wells. Sketches of His Life and Character. Memorial Addresses and Proceedings and Resolutions of Public Bodies on the Occasion of His Death (Chicago: Fergus Printing Co. [1887]), 11. iii Wells was genuinely committed to education and concerned with nearly every facet of it. As a student he worked diligently to obtain knowledge and understanding. Theodore L. Wright who became principal of the Hartford Grammar School and who was Wells' teacher when he attended an academy in Vernon, Connecticut in 1829-30 remembered that: His lessons were studied in the most careful and thorough manner, and no subject or recitation satisfied him over which there rested a shadow of obscurity. Fresh in my recollection as if it were yesterday is that earnest, honest, persevering expression of countenance, habitual from day to day, and kindled with a glow of enthusiastic delight, as often as a new truth in literature or science was brought to his clear comprehension. 2 As a teacher his priorities were: teaching his students what he thought they needed to know using the best means possible, and continual self-improvement in order to obtain the skills to properly execute the duties of his chosen role. As an administrator he was concerned with the welfare of students, involving parents in their children's education and the professional development of teachers. There were few if any elements in the field of education about which Wells was not concerned or in which he did not eventually become actively involved. He expressed his concerns verbally and through his actions. His care and concern for education were all encompassing. He was truly 2Ibid., 10. iv an educator in every sense of the word. Wells was the second superintendent of schools in Chicago, serving from 1856-1864; he was pivotal and very influential in the history of the Chicago Public Schools. It was this influence which motivated the author coupled with the fact that no major work had been written about the man whose impact spanned more than fifty years. This work will examine the effect which Wells had upon education in Chicago through his accomplishments as superintendent, his writings, educational philosophy, and efforts in teacher training. The primary focus will be on Wells' influence on schools and education in Chicago. In order to provide greater insight, the people and other factors which influenced Wells will also be discussed. This study is not meant to define his administrative style but rather his educational style. Wells made major contributions to education, especially in Chicago, and these will be analyzed. This work provides an analysis of Wells' contribution to and impact upon education in general and the Chicago Public Schools in specific. It is not intended to be solely biographical, but more of an examination of the passions of the man, of those character traits, and endeavors which made him the nationally revered educator which he was. The majority of the study is devoted to exploring his interests, endeavors and accomplishments in the Chicago Public Schools. V ACKNOWLEDGEMENTS The guidance of Dr. Joan Smith contributed greatly to the completion of this work; I am grateful for her encouragement and support. The advice, encouragement and support of Dr. Janis Fine and Dr. John Wozniak were very valuable and appreciated. The faculty of the department of Educational Leadership and Policy studies are dedicated professionals to whom I am also indebted. The staff of the Graduate School Office at Lewis Towers have been very helpful and patient and are to be applauded for their assistance. DEDICATION To my mother who, affectionately known as "Dear" to all who knew and loved her, appreciated the value of education and encouraged her children to attain the highest level possible; And to my family members and close friends who encouraged and supported me through this endeavor. TABLE OF CONTENTS PREFACE . • . • . • . iii ACKNOWLEDGEMENTS . • . • • . • • . • . vi LIST OF FIGURES . • • . • . ix CHAPTER I. BIOGRAPHICAL SKETCH . 1 Genealogy and Early Life . 1 Early Career . 9 School Administration . 19 II. A MAN OF VARIED INTERESTS . 37 Physical Traits . • . 37 Astronomy and Telescopes. • . 39 Grammar of the English Language and Dictionaries. 44 Professionalism . • . • . 49 III. THE LEGACY OF WILLIAM HARVEY WELLS TO THE PUBLIC SCHOOLS OF CHICAGO 66 The Office of Superintendent of Chicago Public Schools . 67 The Superintendency of William Harvey Wells . 75 The High School . 76 The Normal Department. • . 79 Attendance . • . 84 Buildings and Accommodations . 92 Primary Education. 99 The Legacy: Improving Education ....•.. 108 IV. THE MAN AND HIS PHILOSOPHY . 112 Why Educate? . 113 The Roles Defined ..•..•.. 115 The Student .......•.•..... 116 Parents .......•. 117 The Teacher. .. 119 Curriculum: The Graded Course of Instruction 135 Development of the Philosophy 153 vii v. A TEACHER OF TEACHERS: WILLIAM HARVEY WELLS AND THE SATURDAY MORNING CHICAGO TEACHERS' INSTITUTES 156 "Doing Good" . 156 Professionalism and the Improvement of Teachers 158 Evolution and Purpose of Teachers' Institutes 160 The Saturday Morning Chicago Teachers' Institutes 169 The Beginning. 169 The Teaching of Teachers. 173 The Growth of the Chicago Teachers' Institute 176 A Teacher's Perception ............ 185 EPILOGUE THE SUPERINTENDENT RESIGNS .. 190 A Fond Farewell ..... 191 A Befitting Tribute ........ 197 A Final Farewell ........ 199 BIBLIOGRAPHY 205 viii LIST OF FIGURES Figure Page 1. Photograph of William Harvey Wells from daguerreotype by Jeremiah Gurney New York, 1859 . .... 36 2. Table of Oral Instructions For the Regular Course of Instruction ............... 151 3. Photograph of William Harvey Wells by Mosher, no date ....... 189 ix CHAPTER I BIOGRAPHICAL SKETCH Genealogy and Early Life William Harvey Wells was "descended from Anglo-Norman stock111 with rather distinguished lineages on both sides. His mother, Rhoda (nee Chapman) born in Bolton, Connecticut, was a descendant of Phineas and John Chapman both of whom were said to have served in the Revolutionary War. John was a lieutenant and Phineas a carpenter's mate aboard the Oliver Cromwell which was a sixteen gun frigate under the command of Timothy Parker and said to have been the first American warship. 2 The roots of his paternal ancestry have been traced to Northamptonshire, England and to Thomas Welles who emigrated from there in 1636, settled in Hartford, and subsequently became Governor of Connecticut. Samuel Welles was the fifth child of Governor Thomas Welles and was born in Essex County, England in 1630. The line continued as follows: a son of Samuel, Captain Thomas Welles, was born 1"William Harvey Wells, A.M.," Illinois Teacher 10 (May 1864) : 191. 2Paul Martineau, to Miss Mabel B. Adams, 26 May 1956, William Harvey Wells, Newspaper Clippings File, Chicago Historical Society. 2 at Wethersfield, Connecticut in 1662; his son, Ichabod, was born in Wethersfield, in 1712; his son, William Harvey's great grandfather, Benjamin Welles, was born in Wethersfield in 1733; his son was William Harvey's grandfather, Thomas wells, and was born in 1760 in Bolton, Connecticut; and his son, of course was William Harvey's father, Harvey who was born in New York State in 1784. Harvey Wells migrated to a very small rural area in Hancock County, Illinois where he died in 1866. 3 William Harvey Wells was born 27 February 1812 on his father's farm in Tolland, Connecticut. Young William helped his father on the farm which provided a moderate living for the family. As a result his early education was sparse and until the age of seventeen he attended a small district school only a few weeks each winter. An early indication of the persevering nature of his character is found in the following episode which occurred during his boyhood: Young William had endeavored to master the latter half of Daboll's Arithmetic.
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