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Link to Larry Lujack's Feature
Glenbard West 1973 Time Capsule:
WCFL Clunk Letter of the Day
Glenbard West and Unrest
During the 1970’s, Glenbard West felt the impact of unrest related to many of the national problems, most prominent of which was the war in Vietnam. 1967-70 started with a degree of uneasiness on the part of the school administration. Things were happening outside the control of the school that would have great influence on all aspects of life within the "Halls of Ivy."
It all came to a head on May 8, 1970 when about 100 students refused to go to their assign classes and assembled on the lawn in front of the school to protest the actions of the National Guard at Kent State University.
It all came to a head on May 8, 1970 when about 100 students refused to go to their assign classes and assembled on the lawn in front of the school to protest the actions of the National Guard at Kent State University.
The school administrators (pictured at left) were very concerned that some sort of confrontation might occur between the protesting students and other students - or even with persons not a part of the school. The local police were notified of the situation and were requested to be available, but to not enter the school grounds unless specifically requested to do so by the Principal. Around noon the students returned to their classes and the protest ended peacefully.
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The protest was really only the beginning. In the days that followed some parents questioned the Principal's actions in carrying out his responsibilities to the State of Illinois and the Board of Education for student attendance. A few expressed their view that he should "look the other way" and allow the students to decide if they should attend classes. Others were very disturbed that the US Army had been allowed to have a booth at the Career Fair to present information about military careers. And, of course, there were many rumors and half-truths that had to be explained to the students and the community.
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A Time of Contradictions
It was a time of contradictions. There was pressure to allow students wide choices in how each one would accumulate the total number of credits to graduate. Almost every academic requirement was questioned and some students refused academic honors, and yet the "It's Academic Team" was a popular extra-curricular activity. Relevance became the litmus test for any changes in the curriculum. All rules became suspect and the prevailing attitude was "rules are made to be broken" - or at least constantly revised to justify positions that will be popular. This was a time of serious problems such as drugs being sold inside the building and frivolous questions such as, "How short is too short for the length of a girl’s skirt?" or "Should male teachers be allowed to have a beard?"
Many policies were revised and new ones instituted to allow students to express themselves freely and to hear representatives speak to all sides of an issue. One of the new procedures delineated the steps to be taken to arrange for after school use of school facilities to debate questions of importance to any group of students. The procedure was only used a few times because very few students were interested in staying after classes to participate either as speaker or a part of the audience. When properly handled and coordinated with existing curriculum, many of the changes produced better education. However, change for the sake of change produced little. There was also pressure to have a more ethnically and racially diverse staff. There were some who wanted to put such considerations above experience and academic preparation. The administration tried very hard to find qualified candidates who would bring diversity into the classroom.
The changes that characterized Glenbard West in the 1970’s and 1980’s were far-reaching and greatly accelerated by the events of that time. The instructional program, which had not grown and developed during the unrest of the 1960's, was strengthened and expanded; financial concerns became a constant challenge as the number of students increased and a changing technology demanded newer hardware; the autonomy and self-determination of the building was diluted by a larger and more intrusive Central Office staff; and the role of parents and students became pervasive.
Many policies were revised and new ones instituted to allow students to express themselves freely and to hear representatives speak to all sides of an issue. One of the new procedures delineated the steps to be taken to arrange for after school use of school facilities to debate questions of importance to any group of students. The procedure was only used a few times because very few students were interested in staying after classes to participate either as speaker or a part of the audience. When properly handled and coordinated with existing curriculum, many of the changes produced better education. However, change for the sake of change produced little. There was also pressure to have a more ethnically and racially diverse staff. There were some who wanted to put such considerations above experience and academic preparation. The administration tried very hard to find qualified candidates who would bring diversity into the classroom.
The changes that characterized Glenbard West in the 1970’s and 1980’s were far-reaching and greatly accelerated by the events of that time. The instructional program, which had not grown and developed during the unrest of the 1960's, was strengthened and expanded; financial concerns became a constant challenge as the number of students increased and a changing technology demanded newer hardware; the autonomy and self-determination of the building was diluted by a larger and more intrusive Central Office staff; and the role of parents and students became pervasive.
Radio Glenbard: WGHS
Glenbard South opens, easing enrollment at Glenbard West
Enrollment climbed to nearly 2,400 students until, with the opening of Glenbard South, it began a slow decline to about 1,700 students. Finally, nearly 50 teachers on a veteran faculty that had been hired primarily by Fred L. Biester, and who had added so much to the reputation of the school, were retired. By the spring of 1987 the turn-over from the 1971 faculty was over 85%. They were replaced by newer and younger teachers who had new ideas, attitudes, and approaches to their profession but who were as effective as their predecessors. Both "faculties" made Glenbard West synonymous with excellence.
Glenbard West's 6th principal, Dr. Robert Elliott
When Principal John D. Sheahan announced his retirement in 1971, Dr. Robert D. Elliott, Assistant Superintendent at Oak Park-River Forest High School was appointed his successor. (See photo, right of Dr. Elliott’s portrait that now hands in the Elliott Library.) Because of contractual problems Elliott did not begin his duties until January of 1972 and William Dutch, Assistant Superintendent, served as acting Principal.
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The Financial Crises of the 1970's. Voters approve Glenbard North.
The District faced a $1,000,000 deficit when voters rejected an increase in the Educational Fund and budget cuts of $650,000 were made in several critical areas. Freshmen were limited to four classes, the reading specialist and the social worker were eliminated, class size was increased, supply budgets were slashed, and the number of coaches was reduced.
Another immediate concern for the new administration was the daily schedule. Because of overcrowding the school had been on an overlapping shift. There were no study halls or homerooms and students were free to leave the building or campus if they had no assigned class. The 1972-73 schedule added an eighth (tutorial) period, required study halls for first and second year students, and assigned Freshmen to homerooms.
A third concern was the presence of an active group in Glen Ellyn who sought to remove Glenbard West from School District #87 in order to establish a Glen Ellyn High School District - Receiving a favorable initial ruling from the DuPage County Superintendent, they proceeded to hold several open meetings in the auditorium. When it was finally determined that Glen Ellyn lacked the necessary financial resources to support a larger school district the issue was dropped.
By the end of 1975, the Financial picture was even darker and the District had a deficit of nearly $4,000,000. Additional and more extensive budget cuts were necessary. First and second year students were limited to four classes unless there was as opening in an existing Class after the sixth day of attendance, but tighter controls on class size and the elimination of classes with marginal enrollment made such openings unlikely. Even with the reality of a larger enrollment, the number of teachers was reduced; Supply budgets were cut again; and, for the first time, students had - to pay for summer school. Teachers returned to school without a contract and the word "strike" was heard more frequently.
To make matters worse, the voters had defeated by 54 votes a bond issue to enlarge the facilities at Glenbard North. A second vote in January 1976, approved the proposal so that North could eventually accommodate 3,000 students.
The release in February of a study by the Citizens Facility Committee created more uncertainty when it suggested "that perhaps the time has come to close one of the buildings." West seemed to be the logical choice because of its age and operational costs. After a very heated and emotional response to this idea from the Glen Ellyn Community the study was quietly shelved.
Attempts to strengthen the academic program in the face of budget cuts were not helped by the negative actions of a vocal minority who were continuing to protest movements of the 60’s and our continued involvement in Vietnam.
Another immediate concern for the new administration was the daily schedule. Because of overcrowding the school had been on an overlapping shift. There were no study halls or homerooms and students were free to leave the building or campus if they had no assigned class. The 1972-73 schedule added an eighth (tutorial) period, required study halls for first and second year students, and assigned Freshmen to homerooms.
A third concern was the presence of an active group in Glen Ellyn who sought to remove Glenbard West from School District #87 in order to establish a Glen Ellyn High School District - Receiving a favorable initial ruling from the DuPage County Superintendent, they proceeded to hold several open meetings in the auditorium. When it was finally determined that Glen Ellyn lacked the necessary financial resources to support a larger school district the issue was dropped.
By the end of 1975, the Financial picture was even darker and the District had a deficit of nearly $4,000,000. Additional and more extensive budget cuts were necessary. First and second year students were limited to four classes unless there was as opening in an existing Class after the sixth day of attendance, but tighter controls on class size and the elimination of classes with marginal enrollment made such openings unlikely. Even with the reality of a larger enrollment, the number of teachers was reduced; Supply budgets were cut again; and, for the first time, students had - to pay for summer school. Teachers returned to school without a contract and the word "strike" was heard more frequently.
To make matters worse, the voters had defeated by 54 votes a bond issue to enlarge the facilities at Glenbard North. A second vote in January 1976, approved the proposal so that North could eventually accommodate 3,000 students.
The release in February of a study by the Citizens Facility Committee created more uncertainty when it suggested "that perhaps the time has come to close one of the buildings." West seemed to be the logical choice because of its age and operational costs. After a very heated and emotional response to this idea from the Glen Ellyn Community the study was quietly shelved.
Attempts to strengthen the academic program in the face of budget cuts were not helped by the negative actions of a vocal minority who were continuing to protest movements of the 60’s and our continued involvement in Vietnam.
Tia Rush designs iconic Glenbard West Flag
Freedom of Speech Issues at GWHS
The first issue of the Glen Bard in 1973 complained that Glenbard lacked a free press; demanded a smoking area; and cited "increasing restrictive school policies" on daily attendance, tighter hall restrictions and library conduct, and controls on the distribution of materials in the building.
The refusal of distribution rights for misleading information on the effects of LSD was, somehow, connected with the pardon of Richard Nixon. When an outside underground newspaper, "The Conch", was denied the right to distribute their paper in the building, the matter was heard by the Student Council Court of Appeals (their first and last case) and the decision of the Principal was upheld. The office of the State Superintendent later reversed that decision.
The refusal of distribution rights for misleading information on the effects of LSD was, somehow, connected with the pardon of Richard Nixon. When an outside underground newspaper, "The Conch", was denied the right to distribute their paper in the building, the matter was heard by the Student Council Court of Appeals (their first and last case) and the decision of the Principal was upheld. The office of the State Superintendent later reversed that decision.
Honors Convos Begin
The first Senior Honor Convocation was held, successfully, amid predictions that some students would try to disrupt it. A committee of teachers established Criteria for the Senior Honor Medal which was awarded to Bette Carlson at the 1972 Commencement.
In the next two years, plans for an outdoor graduation were rained out and the idea was dropped until 1983. The first leadership conference was held for West students and became the forerunner of the District Leadership Conference. An early version of the Citizens Advisory Council was begun in 1974 with a group of parents meeting with the Principal to discuss school problems and concerns. To give parents an opportunity to visit classes in session, a series of six parent visitation days were set up in 1973.
An honors convocation for Freshmen was begun in 1975. Bill Kurtis a well-known Chicago television anchorman, pictured at right, was the guest speaker.
In the next two years, plans for an outdoor graduation were rained out and the idea was dropped until 1983. The first leadership conference was held for West students and became the forerunner of the District Leadership Conference. An early version of the Citizens Advisory Council was begun in 1974 with a group of parents meeting with the Principal to discuss school problems and concerns. To give parents an opportunity to visit classes in session, a series of six parent visitation days were set up in 1973.
An honors convocation for Freshmen was begun in 1975. Bill Kurtis a well-known Chicago television anchorman, pictured at right, was the guest speaker.
"Glen Ellyn Nine" bring a "Holy War"
Perhaps it was the approach of the Bicentennial, but with the opening of school in 1975 there was a new and refreshing attitude toward school and toward life. More interest and pride in achievement, a search for positive values, and a nearly visible spirit permeated the halls and classrooms. The only cloud on the horizon was the "Holy War" brought by the discontent of a group called “The Glen Ellyn Nine.”
The controversy began when a minister inquired about the presence on campus of some religious groups, prayers by the football team, and the use of the public-address system for announcements by outside groups. Ten ministers requested that the Board of Education "continue to develop a policy regarding the conduct of religious activities in district schools. " It was the opinion of the Principal that some of their concerns were valid and, with other building administrators, who had not escaped similar charges, some practices were revised and tightened after approval by the school attorneys. The Glen Ellyn Clergy Council indicated its desire to "disengage itself” from any further controversy.
The matter was thought to be closed when a well-known Chicago clergyman wrote an inflammatory article in a national magazine, creating an instant market for local and national media. Reaction on both sides was immediate, strong, and often indiscriminate. A religious controversy tends to provoke nonreligious conduct. The Glen Ellyn Clergy Council was split, members of opposing Churches bickered and Glenbard West was accused by some of furthering the controversy because so many faculty and staff were members of one particular church. The Board of Education had little choice but to formulate six official policies dealing with religious issues. One cannot escape the conclusion that the petty jealousies between churches was played out in the public forum of the school.
The controversy began when a minister inquired about the presence on campus of some religious groups, prayers by the football team, and the use of the public-address system for announcements by outside groups. Ten ministers requested that the Board of Education "continue to develop a policy regarding the conduct of religious activities in district schools. " It was the opinion of the Principal that some of their concerns were valid and, with other building administrators, who had not escaped similar charges, some practices were revised and tightened after approval by the school attorneys. The Glen Ellyn Clergy Council indicated its desire to "disengage itself” from any further controversy.
The matter was thought to be closed when a well-known Chicago clergyman wrote an inflammatory article in a national magazine, creating an instant market for local and national media. Reaction on both sides was immediate, strong, and often indiscriminate. A religious controversy tends to provoke nonreligious conduct. The Glen Ellyn Clergy Council was split, members of opposing Churches bickered and Glenbard West was accused by some of furthering the controversy because so many faculty and staff were members of one particular church. The Board of Education had little choice but to formulate six official policies dealing with religious issues. One cannot escape the conclusion that the petty jealousies between churches was played out in the public forum of the school.
Ray Livingston named Superintendent--eventually
When Superintendent, Dr. Dean Stoakes, announced his retirement in early 1977, the Board of Education named his assistant, Ray Livingston, as interim superintendent. Their announcement in December that Mr. Livingston would not be considered for the permanent position infuriated the faculty and community. At a mass meeting in the West Auditorium, dozens of speakers voiced their strong support of Mr. Livingston and their displeasure with the way the matter had been handled by the Board of Education. In the face of so much genuine support the Board reversed itself and awarded him the position.
Livingston Award still given to students
The Livingston Award is still given to this day in his honor. Faculty members are encouraged to nominate students who exhibit the five qualities. The nomination form reads as follows:
The following items are examples of behavior that would merit a human relations award. They are not intended to be exclusive or complete. A Livingston Human Relations Award could be presented to a student who:
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The Instructional Program
Glenbard West had long been recognized as an academically sound school and its students added greater luster and substance to that reputation in the next twenty years. In spite of more stringent graduation requirements, the disconcerting effects of budget cuts, attendance boundaries and student unrest they continued to achieve and excel in all areas of school life.
The final report of the North Central Evaluation Committee in 1976 noted that: "... . . Glenbard West is a very, very fine high School. It is a school that has an enviable teacher-student relationship and rapport. West has an outstanding educational atmosphere which is business-liked and relaxed without being casual. It has a distinctive personality and character. "
At about the same time, the Principal, Dr. Elliott, was named as one of 60 principals in the country to participate in a Study on "effective schools", an honor that belonged to the entire school. A year later, the Chicago Tribune named Glenbard West as one of the ten outstanding schools in the Chicagoland area. The faculty and students were cited for ". . . the dramatic appearance of the school . . . student loyalty and pride.... . and a standard of excellence developed in more than half a century. " Glenbard West’s heritage, tradition and discipline were also mentioned.
The final report of the North Central Evaluation Committee in 1976 noted that: "... . . Glenbard West is a very, very fine high School. It is a school that has an enviable teacher-student relationship and rapport. West has an outstanding educational atmosphere which is business-liked and relaxed without being casual. It has a distinctive personality and character. "
At about the same time, the Principal, Dr. Elliott, was named as one of 60 principals in the country to participate in a Study on "effective schools", an honor that belonged to the entire school. A year later, the Chicago Tribune named Glenbard West as one of the ten outstanding schools in the Chicagoland area. The faculty and students were cited for ". . . the dramatic appearance of the school . . . student loyalty and pride.... . and a standard of excellence developed in more than half a century. " Glenbard West’s heritage, tradition and discipline were also mentioned.
During this period Glenbard West strove to improve the quality of instruction and to broaden the curriculum. There was a need for more Honors and Advanced Placement Courses to challenge the better students, and more attention needed for lower ability students. In 1972 there were honors sections only in English I and English II, the other 16 courses were one-semester offerings. There were no honors sections in foreign language and only two each in mathematics, social studies, and science. A Humanities course, team taught by English social studies and art teachers was introduced and met on Tuesday and Thursday evenings. A third year of Honors English was added.