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School History
ERNST PRUSSING SCHOOL
The chronicle of Ernst Prussing School begins in the heyday of the post World War I world. The mood of the country was isolationism, and concern was more with the enjoyment of the highest standard of living our city had ever known, than of the spread of democracy. The population of Chicago was pushing outward during these prosperous years. To handle the sudden student population, stove heated portables were erected at three different locations: Central near Lawrence, three portables; Gunnison and Melvina, two portables; Montrose and Melvina, six portables.
A petition was filed on July 21, 1925, for a tract of land bounded by Giddings and Slocum, Mansfield and Menard, and for extending Giddings and Slocum. On February 10, 1926, Ernst Prussing School was dedicated on this $32,000.00 landsite.
The school was named for Ernst Prussing, who came to this country with Carl Schurz. He was a leading figure in civic affairs prior to and after the 1871 Chicago fire. Among his contributions as a member of the Chicago Board of Education was the introduction of teaching German in the Chicago schools.
The school opened its doors to 800 children in March, 1927, just two months before Lindberg made his solo flight across the Atlantic. The community was surrounded by unpaved streets and open prairies. In two year's time, the enrollment was 1800 with the three branches and the prevalent ethnic groups were German, Scandinavian, Polish and Russian.
Despite the changing economic picture; the crash of 1929, and the subsequent depression, the high enrollment load at Prussing was eased by the erection of a new public school and two parochial schools in the neighborhood.
During the term of the first principal, Harold W. Kent ('27 '29 the prosperity of the country reversed itself. The optimism of the twenties gave way to the despair of the thirties. As Prohibition and its evils were eliminated, the New Deal was legislated creating the NRA, the WPA, the CCC, and Social Security. The schools reflected the changing social structure caused by unemployment and increased leisure time. Art, music and varied craft work were added to the three it's. Happily for Chicago, the 1933 34 Century of Progress gave our town a temporary prosperity which other large cities did not enjoy. There was much pride in our city, in the great past that lay behind us, and in the hope for a bright future.
During the term of our next principal, Louis F. Brook, ('38 '42 unemployment and hard times continued until Hitler marched into Iceland in September '39 and plunged us all into a new world war. The war effort was reflected in our school activities of paper and scrap metal drives, and at home by conservation of vital materials and rationing. The Civil Defense was introduced and brothers and sisters were off to war in areas all over the globe. A large plaque in the school lists the names of Prussing graduates who served their country in the Armed Forces.
Meanwhile, the philosophy of John Dewey began to take hold in our schools. Emphasis was placed on teaching the whole child, considering his interest and abilities, and allowing for individual differences.
The next principal of Prussing was Helen Quinn, ('42 '50). While she served, the Great War ended, and the Atom Bomb ushered in the nuclear age. America began the task of rebuilding the world, while achieving a higher standard of living for her own people. Relaxed immigration laws permitted displaced persons to enter the United States and many found their way to Jefferson Park. The Social Sciences became geared to teach understanding for other cultures, and the United Nations became the new forum for international debate and, hopefully, peace.
Margaret Edwards served as principal from '50 to '68. Innovative programs established during her term included Science Fairs, Modern Math. There were community after school and summer social centers. Russia's Sputnik I, launched in '57, sent educators scurrying to catch up in the fields of science and math. This resulted in greater emphasis of these subjects at all school levels.
New cultural styles for youth emerged in the fifties; Elvis Presley and rock music made their introduction into the cultural pattern of our society. The Civil Rights Act of 1957 set the stage for much social unrest in the years to follow.
Lorraine McFee, joined the staff in '68. During her term the Good Citizenship Awards and the Humanities Program were begun. The Humanities Program provides the pupils with many cultural opportunities they would otherwise not enjoy. Changes have been introduced in teaching methods and supplementary techniques, i.e. the Continuous Progress Program in reading and mathematics, teaching machines and audio visual equipment. The unrest in society during the Vietnam War and afterward has been reflected in the school. New patterns are emerging, providing for greater freedoms and the school must reflect society today. However, new freedoms mean new responsibilities; and the school together with the cooperation of the community is seeking solutions to the current problems facing our children of today.
Prussing has enjoyed the services of many faithful and devoted teachers and staff members. Caroline Utter served as interim principal in '33 while Harold Kent was reassigned in a depression economy move. Irma Strickland and Esther Berry taught Prussing students for thirty years; and Helen Smith has been at Prussing since '48. In '72 Arlene McCauley, our Humanities originator, was chosen Dedicated Teacher of the Year by the Chicago Citizens School Committee. In November '75, the new library was dedicated to Margaret Edwards in appreciation of her work; and the P.T.O. presented book carts in memory of Betty Ciavarella, who served as a volunteer in the library for many years.
Prussing School has awarded diplomas to some 4200 young people in 82 graduation classes.
No school could be successful without the cooperation of the parents. Prussing has been fortunate in having excellent parent cooperation. In '32 the Prussing Parent Teacher Association was chartered and Gladys Cooke served as the first president. Thirty other women followed in her footsteps. Reorganization in '72, brought about an independent Parent Teacher Organization. Rose Van Gemert served as the first president, followed by Connie Dymek, and presently Ann Fox.
The community today is generally more economically secure than other middle class communities in Chicago. Although there has been considerable movement to the suburbs, Prussing can presently boast of educating third generation students of two families and second generation students of many more families. The median family income is $12,478.00, yet 741 families fall below the poverty level. The two thirds of the homes that were owner occupied in 1970 were mainly brick bungalows built in the twenties. Primary construction during the sixties and seventies has been of apartment buildings and condominiums containing from two to thirty family units. The ethnic composition has broadened with substantial numbers of Italians, Irish, Greeks and, more recently, Orientals, Asian Indians and Latin Americans.
The story of Prussing School has greatly reflected the fortune and lifestyle of our community. It has been successful in educating our children to live in a democratic society and to face up to the responsibilities that go with our freedom. We hope that Prussing School will continue to serve the community as a leader in the development of many more of the finest citizens which can be found anywhere in our country.
Researched and written by Rosella Ernst
This presentation was excerpted, with permission, from Rosella Ernst s original work for the Gold Anniversary of Prussing, January 10, 1976.
WHAT WAS PRUSSING?
At its beginning in 1927 Prussing was like the description of France in Julius Caesar's Commentaries: "Gallia est omnis divisa in parses tree." Prussing was also divided into three parts: one branch under a dear old Irish lady was at Lawrence and Central; a second at Montrose and Melvina; and a third a mile away at Melvina just north of Lawrence.
I remember Mr. Smyser, principal of Portage Park, and Miss Ella Sullivan, district superintendent. The streets were unpaved swamps in those days, and often I had to pull Miss Sullivan from the front while William P. pushed her from the rear to get her across a muddy street. We sometimes abandoned our rubbers and even our shoes in the process.
I remember the fire department coming down on various alarms because the school engineer, Arch Brown, the best school engineer I ever knew, and I were holding armed truce over rules and I wouldn't give in. And neither would he.
I remember the community center with its plays, its art class its gymnasium classes and its movies. Do any of you remember the singing we had to the song slides?...I remember the early P.T.A., a grand family organization. We went around to the members' homes for meetings and the fellowship, fun and food and sometimes the feudin' were worth my while driving clear from Evanston to enjoy.
I remember the Arbor days when we planted so energetically. You can see the results today in the sturdy Chinese Elms and low coniferous bushes in the landscaping around the school building.
I remember a faculty as gallant and devoted and as hardworking as a principal could ever want. I remember a student body growing right up under our very eyes. And gratefully, I remember a community of parents, many of whom stayed on in our neighborhood beyond their economic need just to have their children complete their elementary education at Prussing. Why? I'll tell you. We had ideals. So did the parents.
When I was at Prussing we always had our Christmas tree in the corridor outside the kindergarten doors and everybody came from all the rooms to sing around it. Out of the assembly door and down the corridor marched the children by rooms as they left the assembly, each room singing so lustily: "From the east, from the west, We are all marching to the best, To the Prussing, We are marching today...'
I repeat, we had ideals! We also had ideas. From Prussing came the best of the departmental systems for the upper grades, now widely used in Chicago schools. On our playgrounds we perfected the recess time leadership at play activities, now copied everywhere. Our room marching and singing were unmatched. Sure, we regimented the children! But they loved it, and they thrived educationally and socially under it.
We set up guidance practices in the 8th grade, readying our graduates for high school; but we approached the problem from the secondary school angle, using high school teachers for the instruction and orientation. We developed choral speaking to a high degree. We had a course of study in classic poetry. Every child in every grade had to learn some poem every month and recite it. More regimentation!
Our Prussing News...and what a record Miss Nordstrom has made there!...Twenty five years of publication! Whether printed on the letter press paper or put out by the Clemmensen's Print Shop or the offset press of recent years, we always had a paper!
And a double school! I remember when some children went to school in the morning and some in the afternoon. That didn't faze us. In fact, we never taught better, and it finally took three schools to relieve us. Imagine! We were doing the work of four schools!
We had Saturday excursions. The children of those days will recall how we went through Wrigley's chewing gum factory. At that time most people worked on Saturday. And down the Drainage Canal as guests of the Sanitary District, to the Field Museum, the Chicago Historical Society, etc.
But I said we had ideals. I am not going to tell you that we had religious training, for we did not. However, there was a spiritual quality to our atmosphere that everyone acknowledged, understood, and loved. We didn't compromise on anything. And it was probably that one quality, as Lincoln said,"...with firmness to do the right as God gives us to see the right..." which held our parents and teachers in a vise like bond which was matchless as an educational climate for the youngsters of Prussing.
Educators should return to this old time education of insistence upon mastery of reading and arithmetic. And return to individual perfection and mastery, if you please. We have been deluding ourselves with our socializing. We have been neglecting the training of the individual. We should be training the boy or girl to think for himself, to create his own pattern of rationalization without worrying about the sometimes cruel conformity requirements of his fellows. I believe we did that at Prussing. I hope you that are there now are doing it now. Society is desperately in need of people trained as individuals, who are self reliant and competent and who can lead this nation out of its philosophy of governmental control, welfare, and such. And that kind of training can begin right at Prussing. Where else?
Harold W. Kent First Principal of Prussing
This presentation was excerpted, with permission, from Colonel Kent's original message for the Silver Anniversary of Prussing on October 2, 1952.
PRUSSING: Recent Past, Today, Tomorrow
Prussing has changed in many obvious physical and organizational ways since 1968. It has also changed in less visible ways.
Modern lighting was finally a reality. Our new expanded, carpeted library resource center was dedicated earlier this school yea One by one the old desks disappear from the classrooms for the new movable type. Room 108 is our Speech Center where we serve children from age three.
We said good-bye to old faculty friends: Mrs. Minarsini, Miss Barry, Miss Schlunz, Miss Dabelstein, Mr. Lundahl, Mr. Scott, Mrs. Kloempken, Mrs. Stewart, Mrs. Angell. We welcomed new young teacher and some luckily became permanent: Mrs. Apple, Mrs. Swirsky, Mrs. Soballe, Mrs. McClendon, Miss Wallace, Mr. Marcangelo, and our current temps we hope will be permanent: Miss Hagstrom and Mrs. Bender.
A school reflects its pupils, the aspirations of the parents and the educational philosophy of the administrator and teachers. We believe children grow up faster and that the first requirement of education is that they learn to think and develop independence. We departmentalized our classes to utilize the special talents of our fine teachers. It began with seventh and eighth grade but this year it includes the lower intermediate years and even seven year olds travel for their reading classes. We accepted women's liberation; girls on patrol, girls at Lane, and this year co ed gym. We accepted the break in the dress code and acting calmly it created no special problems.
Most exciting is our successful Humanities program. The school has benefited with almost $10,000.00 in funds for instructional material. More important to us is our ability to fulfill the theme of Humanities: man is most human when he uses his mind to understand and expand his culture. The program began in the upper grades but careful planning and a great deal of work has expanded it down to include the seven year olds and widened to include Story Workshop and this year enriched mathematics. Cultural enrichment became financially possible and educationally desirable. Prussing pupils attended concerts and operas and produced Greek dramas. They searched, researched, understood and expounded the facts and concepts of the curriculum. Ability grouping made possible concentration on the problems of those having difficulty. Tutoring was given in first grade if needed by our adjustment teacher and this year an itinerant diagnostic teacher was added. Problems? of course! Kids are kids but we think we see more thinking!
Our parent organization, always strong, has been mandated by the Board of Education to share in decision making on budget and purchases and this year are vitally involved in our Prussing Bicentennial Celebration and rededication to American ideals.
THOSE WERE THE YEARS 1977-1987
Problems, you bet! And did we have them! Our problems began mainly in 1979 when the Chicago Board of Education was running out of money. We felt their money crunch hardest at Prussing.
We were looking forward to much needed repairs. However, there was no money to be had for any type of repairs much less the complete rehabilitation we were promised in 1976.
This was just the beginning. We had weathered a declaration of involuntary transfer of teachers across the city. The youngest and newest teachers were affected the most. Many teachers fought the transfers, others went along with it and traveled extensive distances to teach, but those who were able just left the system.
1980 Desegregation Problems Lower enrollment at Prussing changed everything. We began sharing our principal with another school. Prussing was scheduled to close. Our students attending in 1980 81 were going to be split up between Portage Park and Logan Square. Bussed out to other schools. Fortunately, this did not come to pass.
1981 82 Desegregation Plans struck again. This created fear of no neighborhood school. Also a further neglected building left to rot, boarded up, wasted. Our enrollment sank further. We had only 12 children in half day kindergarten. Consequently we were on the list to be closed again. In order to prove our worth, the Parent Teacher Organization' parents, teachers, students, and neighbors banded together to keep our building, in dire need of repairs, open. Letters, petitions signed on street corners, yellow ribbons strung on trees, phone calls, telegraphs, and unending personal appearances at meetings were all used to convince the powers that be to keep Prussing open. Finally as a last resort, we provided proof of the birth rate of the community as the prime reason to retain our neighborhood school, apparently provided someone with enough reason to keep Prussing open.
Due to the usual union money problems, we experienced teacher strikes during these years. However, the staff and students attended a makeshift school set up in the Jefferson Park Congregational Church from 9 to 12, five days a week. Education for us never stopped.
1982 Although our roof still needed repairs, windows were nailed shut and covered with plywood rather then fixed, we still educated our children. Enrollment hit its lowest point. With only a part time principal, our children still pursued a high level of instruction from our dedicated staff, which on occasion, had to go without pay.
With the official retirement of our principal, Mrs. McFee, our Council had to meet and interview all applicants for the position which would still be only a half time position. We would share not with Thorpe, but with Oriole Park. The result was Mr. Robert Burres being appointed principal for both schools. He is still our part time principal, something that should change in the near future.
1983 Days are becoming more stable for us in District 1. The State Board of Education and the Chicago Board of Education have become more actively involved in researching the real needs of Chicago's Public Schools. We began feeling an upgrade in educational services. This continued upswing slowly proceeded for the next few years.
1986 December The best news yet! Rehabilitation for Prussing is approved! From new roof to new windows, plumbing, electrical, dropped ceilings, intercoms, lowering of the landmark chimney, tuck pointing, outside structure repair, new heating system, creation of new work space and small offices, and a whole lot more good things that we never dreamed possible are coming!
Marlene Curylo, P.T.O. President, has been presented copies of the contracts for all the work to be done between Feb. 1987 and Feb. 1988. Persistence has its rewards. With renewed interest in Prussing from city, state, and local community concerns, we are experiencing an upswing in enrollment TWO full day kindergarten classes, about 40 children; roughly 40 1st graders, and better then 30 children already enrolled for 1987 88 kindergarten, our predictions of community birth rate is unfolding right on schedule. We also have, new for 1987 88 a gifted program for the primary grades. Prussing now offers gifted classes for all grades 1 thru 8. We also have Learning Disabled (LD) and Severe Learning Disabled (SLD) services as well as a primary grade Behavioral Disorder (BD) class.
Things are looking good to say the least and we sincerely believe our future is secured.
P.T.O. Report & Update Marlene (Holm) Curylo P.T.O. President 1987
PRUSSING SCHOOL: 1983-1987 and the Future
Windows, plaster, paint, washrooms, fixtures, library, all in disrepair! No lunchroom, a leaking roof, the playground deteriorating and the front steps falling apart! Just a few of the physical ailments.
But strong teachers and staff, a great parent organization, supportive parents, a willing group of community leaders, a dedicated district superintendent, terrific students, new communities to draw students from all positive elements that overcame the negative. In addition a new bilingual program, a beautiful lunchroom, TWO all day kindergarten classes, more teacher aides, and new special and gifted education services! –AND a complete rehabilitation of the building.
Change cannot take place without the long term assistance of many people. The P.T.O. especially Connie Dymek, Marlene Curylo, Helen Zaporowski, and Donna Fujise. Many "newcomers" have added their support and expertise. The staff especially the indispensable Assistant Principal, Arlene Macauley. We cannot forget the dedication and helpful direction of all the previous principals as well.
More than a million dollars is being spent to make our school physically beautiful again. However, never lost was its intellectual beauty in the favor of our staff and students! Students now come from many parts of the city nine buses, as well as the largest number of students in recent years from our neighborhood. This diversity of students makes for a strong school. Their special needs are serviced by our staff including a full time counselor, PE. Teacher librarian, five learning disability teachers, a behavioral disability teacher, three gifted classes covering all grades, two resource teachers, two bilingual teachers, and a long list of very competent staff members, the largest and strongest in years.
To the future a completely rehabilitated building with close to 400 students and 40 staff members. We will expand our programs in a creative learning environment. We accept the challenge to develop every child to the fullest.
Robert F. Burres, Principal '83
The chronicle of Ernst Prussing School begins in the heyday of the post World War I world. The mood of the country was isolationism, and concern was more with the enjoyment of the highest standard of living our city had ever known, than of the spread of democracy. The population of Chicago was pushing outward during these prosperous years. To handle the sudden student population, stove heated portables were erected at three different locations: Central near Lawrence, three portables; Gunnison and Melvina, two portables; Montrose and Melvina, six portables.
A petition was filed on July 21, 1925, for a tract of land bounded by Giddings and Slocum, Mansfield and Menard, and for extending Giddings and Slocum. On February 10, 1926, Ernst Prussing School was dedicated on this $32,000.00 landsite.
The school was named for Ernst Prussing, who came to this country with Carl Schurz. He was a leading figure in civic affairs prior to and after the 1871 Chicago fire. Among his contributions as a member of the Chicago Board of Education was the introduction of teaching German in the Chicago schools.
The school opened its doors to 800 children in March, 1927, just two months before Lindberg made his solo flight across the Atlantic. The community was surrounded by unpaved streets and open prairies. In two year's time, the enrollment was 1800 with the three branches and the prevalent ethnic groups were German, Scandinavian, Polish and Russian.
Despite the changing economic picture; the crash of 1929, and the subsequent depression, the high enrollment load at Prussing was eased by the erection of a new public school and two parochial schools in the neighborhood.
During the term of the first principal, Harold W. Kent ('27 '29 the prosperity of the country reversed itself. The optimism of the twenties gave way to the despair of the thirties. As Prohibition and its evils were eliminated, the New Deal was legislated creating the NRA, the WPA, the CCC, and Social Security. The schools reflected the changing social structure caused by unemployment and increased leisure time. Art, music and varied craft work were added to the three it's. Happily for Chicago, the 1933 34 Century of Progress gave our town a temporary prosperity which other large cities did not enjoy. There was much pride in our city, in the great past that lay behind us, and in the hope for a bright future.
During the term of our next principal, Louis F. Brook, ('38 '42 unemployment and hard times continued until Hitler marched into Iceland in September '39 and plunged us all into a new world war. The war effort was reflected in our school activities of paper and scrap metal drives, and at home by conservation of vital materials and rationing. The Civil Defense was introduced and brothers and sisters were off to war in areas all over the globe. A large plaque in the school lists the names of Prussing graduates who served their country in the Armed Forces.
Meanwhile, the philosophy of John Dewey began to take hold in our schools. Emphasis was placed on teaching the whole child, considering his interest and abilities, and allowing for individual differences.
The next principal of Prussing was Helen Quinn, ('42 '50). While she served, the Great War ended, and the Atom Bomb ushered in the nuclear age. America began the task of rebuilding the world, while achieving a higher standard of living for her own people. Relaxed immigration laws permitted displaced persons to enter the United States and many found their way to Jefferson Park. The Social Sciences became geared to teach understanding for other cultures, and the United Nations became the new forum for international debate and, hopefully, peace.
Margaret Edwards served as principal from '50 to '68. Innovative programs established during her term included Science Fairs, Modern Math. There were community after school and summer social centers. Russia's Sputnik I, launched in '57, sent educators scurrying to catch up in the fields of science and math. This resulted in greater emphasis of these subjects at all school levels.
New cultural styles for youth emerged in the fifties; Elvis Presley and rock music made their introduction into the cultural pattern of our society. The Civil Rights Act of 1957 set the stage for much social unrest in the years to follow.
Lorraine McFee, joined the staff in '68. During her term the Good Citizenship Awards and the Humanities Program were begun. The Humanities Program provides the pupils with many cultural opportunities they would otherwise not enjoy. Changes have been introduced in teaching methods and supplementary techniques, i.e. the Continuous Progress Program in reading and mathematics, teaching machines and audio visual equipment. The unrest in society during the Vietnam War and afterward has been reflected in the school. New patterns are emerging, providing for greater freedoms and the school must reflect society today. However, new freedoms mean new responsibilities; and the school together with the cooperation of the community is seeking solutions to the current problems facing our children of today.
Prussing has enjoyed the services of many faithful and devoted teachers and staff members. Caroline Utter served as interim principal in '33 while Harold Kent was reassigned in a depression economy move. Irma Strickland and Esther Berry taught Prussing students for thirty years; and Helen Smith has been at Prussing since '48. In '72 Arlene McCauley, our Humanities originator, was chosen Dedicated Teacher of the Year by the Chicago Citizens School Committee. In November '75, the new library was dedicated to Margaret Edwards in appreciation of her work; and the P.T.O. presented book carts in memory of Betty Ciavarella, who served as a volunteer in the library for many years.
Prussing School has awarded diplomas to some 4200 young people in 82 graduation classes.
No school could be successful without the cooperation of the parents. Prussing has been fortunate in having excellent parent cooperation. In '32 the Prussing Parent Teacher Association was chartered and Gladys Cooke served as the first president. Thirty other women followed in her footsteps. Reorganization in '72, brought about an independent Parent Teacher Organization. Rose Van Gemert served as the first president, followed by Connie Dymek, and presently Ann Fox.
The community today is generally more economically secure than other middle class communities in Chicago. Although there has been considerable movement to the suburbs, Prussing can presently boast of educating third generation students of two families and second generation students of many more families. The median family income is $12,478.00, yet 741 families fall below the poverty level. The two thirds of the homes that were owner occupied in 1970 were mainly brick bungalows built in the twenties. Primary construction during the sixties and seventies has been of apartment buildings and condominiums containing from two to thirty family units. The ethnic composition has broadened with substantial numbers of Italians, Irish, Greeks and, more recently, Orientals, Asian Indians and Latin Americans.
The story of Prussing School has greatly reflected the fortune and lifestyle of our community. It has been successful in educating our children to live in a democratic society and to face up to the responsibilities that go with our freedom. We hope that Prussing School will continue to serve the community as a leader in the development of many more of the finest citizens which can be found anywhere in our country.
Researched and written by Rosella Ernst
This presentation was excerpted, with permission, from Rosella Ernst s original work for the Gold Anniversary of Prussing, January 10, 1976.
WHAT WAS PRUSSING?
At its beginning in 1927 Prussing was like the description of France in Julius Caesar's Commentaries: "Gallia est omnis divisa in parses tree." Prussing was also divided into three parts: one branch under a dear old Irish lady was at Lawrence and Central; a second at Montrose and Melvina; and a third a mile away at Melvina just north of Lawrence.
I remember Mr. Smyser, principal of Portage Park, and Miss Ella Sullivan, district superintendent. The streets were unpaved swamps in those days, and often I had to pull Miss Sullivan from the front while William P. pushed her from the rear to get her across a muddy street. We sometimes abandoned our rubbers and even our shoes in the process.
I remember the fire department coming down on various alarms because the school engineer, Arch Brown, the best school engineer I ever knew, and I were holding armed truce over rules and I wouldn't give in. And neither would he.
I remember the community center with its plays, its art class its gymnasium classes and its movies. Do any of you remember the singing we had to the song slides?...I remember the early P.T.A., a grand family organization. We went around to the members' homes for meetings and the fellowship, fun and food and sometimes the feudin' were worth my while driving clear from Evanston to enjoy.
I remember the Arbor days when we planted so energetically. You can see the results today in the sturdy Chinese Elms and low coniferous bushes in the landscaping around the school building.
I remember a faculty as gallant and devoted and as hardworking as a principal could ever want. I remember a student body growing right up under our very eyes. And gratefully, I remember a community of parents, many of whom stayed on in our neighborhood beyond their economic need just to have their children complete their elementary education at Prussing. Why? I'll tell you. We had ideals. So did the parents.
When I was at Prussing we always had our Christmas tree in the corridor outside the kindergarten doors and everybody came from all the rooms to sing around it. Out of the assembly door and down the corridor marched the children by rooms as they left the assembly, each room singing so lustily: "From the east, from the west, We are all marching to the best, To the Prussing, We are marching today...'
I repeat, we had ideals! We also had ideas. From Prussing came the best of the departmental systems for the upper grades, now widely used in Chicago schools. On our playgrounds we perfected the recess time leadership at play activities, now copied everywhere. Our room marching and singing were unmatched. Sure, we regimented the children! But they loved it, and they thrived educationally and socially under it.
We set up guidance practices in the 8th grade, readying our graduates for high school; but we approached the problem from the secondary school angle, using high school teachers for the instruction and orientation. We developed choral speaking to a high degree. We had a course of study in classic poetry. Every child in every grade had to learn some poem every month and recite it. More regimentation!
Our Prussing News...and what a record Miss Nordstrom has made there!...Twenty five years of publication! Whether printed on the letter press paper or put out by the Clemmensen's Print Shop or the offset press of recent years, we always had a paper!
And a double school! I remember when some children went to school in the morning and some in the afternoon. That didn't faze us. In fact, we never taught better, and it finally took three schools to relieve us. Imagine! We were doing the work of four schools!
We had Saturday excursions. The children of those days will recall how we went through Wrigley's chewing gum factory. At that time most people worked on Saturday. And down the Drainage Canal as guests of the Sanitary District, to the Field Museum, the Chicago Historical Society, etc.
But I said we had ideals. I am not going to tell you that we had religious training, for we did not. However, there was a spiritual quality to our atmosphere that everyone acknowledged, understood, and loved. We didn't compromise on anything. And it was probably that one quality, as Lincoln said,"...with firmness to do the right as God gives us to see the right..." which held our parents and teachers in a vise like bond which was matchless as an educational climate for the youngsters of Prussing.
Educators should return to this old time education of insistence upon mastery of reading and arithmetic. And return to individual perfection and mastery, if you please. We have been deluding ourselves with our socializing. We have been neglecting the training of the individual. We should be training the boy or girl to think for himself, to create his own pattern of rationalization without worrying about the sometimes cruel conformity requirements of his fellows. I believe we did that at Prussing. I hope you that are there now are doing it now. Society is desperately in need of people trained as individuals, who are self reliant and competent and who can lead this nation out of its philosophy of governmental control, welfare, and such. And that kind of training can begin right at Prussing. Where else?
Harold W. Kent First Principal of Prussing
This presentation was excerpted, with permission, from Colonel Kent's original message for the Silver Anniversary of Prussing on October 2, 1952.
PRUSSING: Recent Past, Today, Tomorrow
Prussing has changed in many obvious physical and organizational ways since 1968. It has also changed in less visible ways.
Modern lighting was finally a reality. Our new expanded, carpeted library resource center was dedicated earlier this school yea One by one the old desks disappear from the classrooms for the new movable type. Room 108 is our Speech Center where we serve children from age three.
We said good-bye to old faculty friends: Mrs. Minarsini, Miss Barry, Miss Schlunz, Miss Dabelstein, Mr. Lundahl, Mr. Scott, Mrs. Kloempken, Mrs. Stewart, Mrs. Angell. We welcomed new young teacher and some luckily became permanent: Mrs. Apple, Mrs. Swirsky, Mrs. Soballe, Mrs. McClendon, Miss Wallace, Mr. Marcangelo, and our current temps we hope will be permanent: Miss Hagstrom and Mrs. Bender.
A school reflects its pupils, the aspirations of the parents and the educational philosophy of the administrator and teachers. We believe children grow up faster and that the first requirement of education is that they learn to think and develop independence. We departmentalized our classes to utilize the special talents of our fine teachers. It began with seventh and eighth grade but this year it includes the lower intermediate years and even seven year olds travel for their reading classes. We accepted women's liberation; girls on patrol, girls at Lane, and this year co ed gym. We accepted the break in the dress code and acting calmly it created no special problems.
Most exciting is our successful Humanities program. The school has benefited with almost $10,000.00 in funds for instructional material. More important to us is our ability to fulfill the theme of Humanities: man is most human when he uses his mind to understand and expand his culture. The program began in the upper grades but careful planning and a great deal of work has expanded it down to include the seven year olds and widened to include Story Workshop and this year enriched mathematics. Cultural enrichment became financially possible and educationally desirable. Prussing pupils attended concerts and operas and produced Greek dramas. They searched, researched, understood and expounded the facts and concepts of the curriculum. Ability grouping made possible concentration on the problems of those having difficulty. Tutoring was given in first grade if needed by our adjustment teacher and this year an itinerant diagnostic teacher was added. Problems? of course! Kids are kids but we think we see more thinking!
Our parent organization, always strong, has been mandated by the Board of Education to share in decision making on budget and purchases and this year are vitally involved in our Prussing Bicentennial Celebration and rededication to American ideals.
THOSE WERE THE YEARS 1977-1987
Problems, you bet! And did we have them! Our problems began mainly in 1979 when the Chicago Board of Education was running out of money. We felt their money crunch hardest at Prussing.
We were looking forward to much needed repairs. However, there was no money to be had for any type of repairs much less the complete rehabilitation we were promised in 1976.
This was just the beginning. We had weathered a declaration of involuntary transfer of teachers across the city. The youngest and newest teachers were affected the most. Many teachers fought the transfers, others went along with it and traveled extensive distances to teach, but those who were able just left the system.
1980 Desegregation Problems Lower enrollment at Prussing changed everything. We began sharing our principal with another school. Prussing was scheduled to close. Our students attending in 1980 81 were going to be split up between Portage Park and Logan Square. Bussed out to other schools. Fortunately, this did not come to pass.
1981 82 Desegregation Plans struck again. This created fear of no neighborhood school. Also a further neglected building left to rot, boarded up, wasted. Our enrollment sank further. We had only 12 children in half day kindergarten. Consequently we were on the list to be closed again. In order to prove our worth, the Parent Teacher Organization' parents, teachers, students, and neighbors banded together to keep our building, in dire need of repairs, open. Letters, petitions signed on street corners, yellow ribbons strung on trees, phone calls, telegraphs, and unending personal appearances at meetings were all used to convince the powers that be to keep Prussing open. Finally as a last resort, we provided proof of the birth rate of the community as the prime reason to retain our neighborhood school, apparently provided someone with enough reason to keep Prussing open.
Due to the usual union money problems, we experienced teacher strikes during these years. However, the staff and students attended a makeshift school set up in the Jefferson Park Congregational Church from 9 to 12, five days a week. Education for us never stopped.
1982 Although our roof still needed repairs, windows were nailed shut and covered with plywood rather then fixed, we still educated our children. Enrollment hit its lowest point. With only a part time principal, our children still pursued a high level of instruction from our dedicated staff, which on occasion, had to go without pay.
With the official retirement of our principal, Mrs. McFee, our Council had to meet and interview all applicants for the position which would still be only a half time position. We would share not with Thorpe, but with Oriole Park. The result was Mr. Robert Burres being appointed principal for both schools. He is still our part time principal, something that should change in the near future.
1983 Days are becoming more stable for us in District 1. The State Board of Education and the Chicago Board of Education have become more actively involved in researching the real needs of Chicago's Public Schools. We began feeling an upgrade in educational services. This continued upswing slowly proceeded for the next few years.
1986 December The best news yet! Rehabilitation for Prussing is approved! From new roof to new windows, plumbing, electrical, dropped ceilings, intercoms, lowering of the landmark chimney, tuck pointing, outside structure repair, new heating system, creation of new work space and small offices, and a whole lot more good things that we never dreamed possible are coming!
Marlene Curylo, P.T.O. President, has been presented copies of the contracts for all the work to be done between Feb. 1987 and Feb. 1988. Persistence has its rewards. With renewed interest in Prussing from city, state, and local community concerns, we are experiencing an upswing in enrollment TWO full day kindergarten classes, about 40 children; roughly 40 1st graders, and better then 30 children already enrolled for 1987 88 kindergarten, our predictions of community birth rate is unfolding right on schedule. We also have, new for 1987 88 a gifted program for the primary grades. Prussing now offers gifted classes for all grades 1 thru 8. We also have Learning Disabled (LD) and Severe Learning Disabled (SLD) services as well as a primary grade Behavioral Disorder (BD) class.
Things are looking good to say the least and we sincerely believe our future is secured.
P.T.O. Report & Update Marlene (Holm) Curylo P.T.O. President 1987
PRUSSING SCHOOL: 1983-1987 and the Future
Windows, plaster, paint, washrooms, fixtures, library, all in disrepair! No lunchroom, a leaking roof, the playground deteriorating and the front steps falling apart! Just a few of the physical ailments.
But strong teachers and staff, a great parent organization, supportive parents, a willing group of community leaders, a dedicated district superintendent, terrific students, new communities to draw students from all positive elements that overcame the negative. In addition a new bilingual program, a beautiful lunchroom, TWO all day kindergarten classes, more teacher aides, and new special and gifted education services! –AND a complete rehabilitation of the building.
Change cannot take place without the long term assistance of many people. The P.T.O. especially Connie Dymek, Marlene Curylo, Helen Zaporowski, and Donna Fujise. Many "newcomers" have added their support and expertise. The staff especially the indispensable Assistant Principal, Arlene Macauley. We cannot forget the dedication and helpful direction of all the previous principals as well.
More than a million dollars is being spent to make our school physically beautiful again. However, never lost was its intellectual beauty in the favor of our staff and students! Students now come from many parts of the city nine buses, as well as the largest number of students in recent years from our neighborhood. This diversity of students makes for a strong school. Their special needs are serviced by our staff including a full time counselor, PE. Teacher librarian, five learning disability teachers, a behavioral disability teacher, three gifted classes covering all grades, two resource teachers, two bilingual teachers, and a long list of very competent staff members, the largest and strongest in years.
To the future a completely rehabilitated building with close to 400 students and 40 staff members. We will expand our programs in a creative learning environment. We accept the challenge to develop every child to the fullest.
Robert F. Burres, Principal '83
