Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1994 History of York: 1918-1974 Gary J. Vician Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Education Commons Recommended Citation Vician, Gary J., "History of York: 1918-1974" (1994). Master's Theses. 4138. https://ecommons.luc.edu/luc_theses/4138 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses 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 © 1994 Gary J. Vician HISTORY OF YORK 1918-1974 by Gary J. Vician A Dissertation Submitted to the Faculty of the School of Education of Education of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Education January 1994 "' ': ,., ~ ) "~ Copyright by Gary Jay Vician, 1993 All Rights Reserved ACKNOWLEDGMENTS I am thoroughly grateful and thankful for all of the people who gave me support and guidance as I completed this dissertation. In particular, I will begin with the members of my committee: Dr. Joan Smith, Dr. Janice Fine, and Dr. Ed Rancic. Their efforts and patience is greatly appreciated as they guided me to the completion of this history. In addition, I want to thank all of the individuals who assisted the collection of the data for this project. There are countless persons who provided input and encouragement. Special thanks to Dr. Nelson and District 205 staff; Andrew Peters and Computerland staff; Supt. Robert Lopatka and District 88 staff; Elmhurst Historical Museum staff; Earl Ellingson and all of the interviewees. I want to thank my friends and colleagues who provided support and cooperation over the years of my studies. A special memory for my dearly departed friend, Ken "McGinnis" Vincolese, for this is one of the many dreams we shared together. And finally, I must thank my family, for they are the ones who were with me all the way to make this vision a reality. Thanks and love to all of my family: to my wife, Kathy, and children, Dennis, Suzy, and Abby, for all of your love, support, and necessary distractions; to my parents, for the love, patience, encouragement, and every needed support over many years; to my sister, Gale, always ready to do what was needed to be done; and to my brothers, Glenn, Greg, and Gordon, for their help and encouragement. iii FORWARD The purpose of this dissertation is to provide a historical review of how York Community High School, located in Elmhurst, Illinois, grew and developed between 1918 and 1974. Chapter I is a historical review of the developments in American education, both on the national and local scene, that had an impact on the public high school. It begins with the colonial foundations of public education. Next is the development of the secondary institution called the academy. That is followed by the common school movement and the first public high schools. Then there are some of the key developments as the high school matured as an institution. Finally, the local picture traces laws and schools that preceded York. Chapter II examines the creation of York through the first six years. It includes the first board of education, principal, staff, students, buildings, curriculum, activities, and athletics. Principal James H. Crann's selection of staff and program is examined, along with the steps he and the board took to develop a good school. Chapter III continues a study of York's development in the 1920s. George L. Letts is the new principal with a different style of management. In these years a superior school emerges with a comprehensive curriculum and program. As the enrollments, staff, curriculum and facilities grow, so do a number of traditions for excellence in education. iv Chapter IV documents how the years of the depression were survived under Letts with a majority of the programs intact. The causes of the financial difficulties are listed and the means for overcoming those problems are reviewed. This chapter also continues through the post depression years of recovery to the end of Letts' tenure in 1942. Chapter Vis a study of the World War II and post-war years under a new principal Roy Tozier and his assistant principal Roy DeShane. The war caused the temporary loss of some teachers, curtailed some activities, and was a distraction for some students. After the war, the curriculum began to grow again as the scope of course offerings was expanded. Relations between teachers and administration experienced great change as a teacher's union was recognized to represent the faculty. Chapter VI reviews a time with tremendous growth in enrollment, faculty, and facilities in the 1950s. York was led by principals Paul Young and Bruce Allingham through those years. There was a continual process of planning and construction as the facilities were expanded and a second district high school was built. The larger facilities provided room for a greater variety of courses. James Conant visited York as part of his national study of superior public high schools. Chapter VII examines how the challenges of continual ballooning growth and limited resources were met in the 1960s. Society was also dramatically changing and confronting the old traditions, including many that were treasured at York. They survive this era under principals Allingham, Michelson, and Jones. v York continued to win a variety of high school honors in academics, activities, and athletics. This decade was the last one for a number of the old traditions as many of the earliest staff members began to retire. Chapter VIII continues the study of how society impacted the school. The financial strain and overcrowding of the facilities resulted in creative plans to serve the students. Many of these changes were the final act in breaking the traditions for student and staff behavior. Through all of the changes, York continued to be an institution that successfully served students who scored above average on national tests. vi VITA The author, Gary J. Vician, is the son of Dr. Edward S. and Dolores M. (Palata) Vician. He was born in DeKalb, Illinois, on 30 July 1954. His elementary education was obtained at Central School in Glencoe, Illinois; Bethel School in Bethel, Alaska; and Roosevelt Elementary and Sandburg Junior High Schools in Elmhurst, Illinois. He received his secondary education at York Community High School in Elmhurst. In May 1976, he was granted a Bachelor of Science in Teaching Elementary Education from Northern Illinois University, DeKalb. In May 1978, he received his Masters of Arts in Elementary Education from Northern Illinois University, DeKalb. The author began his teaching career, August 1976, in the Elgin Unit 46 School District at Ridge Circle Elementary School, Streamwood, filinois. He taught there for over nine years in grades three through six. Next, he was appointed the First Assistant Regional Superintendent of DuPage County in January 1986 and served until the beginning of the 1988-1989 school year. He returned to the classroom, teaching at Ridge Circle and both the Eastview and Bartlett schools in Bartlett. His current position is teaching chemistry and physics at Larkin High School, Elgin, Illinois. vii TABLE OF CONTENTS page DEDICATION ii ACKNOWLEDGJ\1ENTS iii FORWARD iv VITA vii TABLE OF CONTENTS viii Chapter 1. SECONDARY EDUCATION IN THE UNITED STATES 1 A Historical Perspective State and Local Schools Endnotes 2. THE BEGINNING YEARS, YORK IS CREATED 22 Local Community The Spark That Resulted In The Creation Of York The New High School District No. 88 Faculty and Administration Building York Curriculum Activities Athletics The End of Crann and His Era Endnotes viii page 3. THE LETTS ERA BEGINS WITH EXPANSION 67 Construction Begins Again The First Addition 1925-1926 The Second Addition 1928-1930 Faculty and Administration Curriculum Activities Athletics The End of the Decade Endnotes 4. LETTS LEADS YORK THROUGH THE DEPRESSION . 97 Great Depression 1930-1936 Post Depression Faculty Curriculum Activities Athletics The Letts Era Ends Endnotes ix page 5. YORK FINISHES THE FORTIES UNDER TOZIER AND DESHANE 131 Faculty and Administration York Expands Curriculum Activities Athletics End of the Forties Endnotes 6. YORK EXPANDS AND SPLITS IN THE FIFTIES 154 Expansion and Construction in the 1950s Faculty and Administration Curriculum Activities Athletics End of the 1950s Endnotes 7. THE END OF AND ERA FOR YORK 192 Financing and Referendums Expansion and Construction Faculty and Administration Curriculum Activities Athletics End of an Era Endnotes x page 8. YORK AND THE ELMHURST ELEMENTARY SCHOOLS UNITE 234 Referendums Faculty and Administration Curriculum Activities Athletics End of an Era Endnotes SUMMARY. 255 APPENDIXES 265 SOURCES CONSULTED . 286 xi CHAPTER ONE SECONDARY EDUCATION IN THE UNITED STATES A Historical Perspective Secondary education in the United States has been dominated by the high school during the Twentieth Century. The present American high school institution was not created in a vacuum, nor born due to some chance occurrence; it evolved to its present form over a long period of time. This high school evolution is the result of changes in American culture, society, government and institutions related to education. These circumstances behoove a researcher to take a step back from the period of history being studied to view the earlier environment surrounding and influencing the development of the high school. This chapter will begin with the European roots of American education, early colonial developments, and the basis for the public's financial support for education. Next are the educational ideas and developments which came about during the revolutionary era which founded our new nation.