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The history below is a section of: A History of Mount Prospect Elementary District 57 Its First One Hundred Years 1896 – 1996 By Thomas R. Rich, Ed.D. October 1996
A lesser person might have become exasperated with the latest row over building District 57's first school, but not William Busse. Previously, he had successfully negotiated the new district's boundaries with the school trustees of Elk Grove, Maine and Wheeling Townships, no small task indeed. He had made use of the state law that permitted the forming of school districts across township boundaries. Busse was ably assisted in the negotiations by his circle of friends: John C. Moehling Jr., William Kirchoff, Henry Katz, William Seegers, Henry Mensching, and William Wille. All of these men had relatives or friends who, at one time or another, held local township offices. For example, Moehling had purchased his property in Mt. Prospect from Christian Geils, who in addition to being his relative had been a Wheeling Township Supervisor. Moehling, whose farm was located in Maine Township, was a charter member of the Maine Township Farmers' Mutual Fire Insurance Company founded in 1875; therefore, he had considerable influence in Wheeling and Maine Townships which were vital to the creation of District 57. Moehling's political activities were not limited to the local scene. He founded the Jefferson Democratic Club in the early 1880's.
Busse next met with William Wille who owned land east of Main Street and Central Road. Wille donated one lot, and Busse purchased another for $100.00. Busse believed that four lots were needed for a school site, and he convinced Wille to sell two more lots for $100.00. These would be purchased by the citizens if they voted to build a school. The election carried easily when it was learned that Busse and Wille had been so generous in their efforts. Wille was awarded the contract to build District 57's first school. However, he quickly realized that the building as designed was too small and that there was no space for student cloak rooms. He informed Busse that he would build a slightly larger school and stand the extra cost himself. William Busse has received much of the credit for the creation of District 57 and rightly so. However, William Wille also played a most significant role it its formation. His personal contributions in selling two lots for only $100.00 and his willingness to stand the extra cost for a larger and more suitable school were unmatched in generosity. This was not unusual for Wille who, time and time again, came to the aid of his neighbors and the community of Mt. Prospect.
When those favoring the building as contracted discovered that a larger school was being built, they sought legal advice and were advised by their attorney not to pay for it upon completion. The matter became the subject of the next and hotly contested school board election. Chris Pohlman, whose supporters objected to the enlarged school building, defeated Henry Russell, who favored Wille's plan, by one vote. School board elections at that time were decided at an open meeting. There was no Australian ballot. As William Busse recalled, tempers flared, and fists and canes frequently hit the tables before the vote was taken. Busse was not to be discouraged by the outcome. His experience as a deputy sheriff had taught him how to handle confrontation. He, therefore, met Chris Pohlman "accidentally" on the way to the new board's first meeting. After explaining the whole story, the best part being that the new and larger school building would not cost one penny more than the original one approved by the Board, Pohlman agreed with Busse and voted to pay Wille.
The controversy regarding the building of District 57's first school speaks volumes about the people who inhabited the tiny community called Mt. Prospect. As second generation German, Americans, they were industrious, frugal, religious, clannish, honest, pragmatic and patriotic. The white frame school house, which still stands today, was constructed of solid materials and thorough craftsmanship. Its cupola consisting of eight leaded windows gave it a distinct look that complimented its sturdiness. The first class of students had to sit on nail kegs temporarily because their desks had not arrived. Putting up with some discomfort was considered a good lesson for them and was in keeping with their traditional German, American upbringing. There were only three families living in Mt. Prospect when William Busse moved from his farm: the Willes, Meyns, and Moehlings. The Northwestern Railroad was the all important commerce and communication link to Chicago and other towns up and down the line. Dairy farming had become the number one agricultural pursuit. Milk cans, not commuters, filled the daily trains coming in and returning to the northwest "country" towns as they were called. The transformation from subsistence farming to commercial farming in the late 19th Century brought increased prosperity to the Mt. Prospect area, but much more was needed to make this railroad stop into a real town.
The beginning of the 20th Century was one of great optimism. The United States had emerged as a world power as a result of its victory in the Spanish, American War. New technologies, the electric light, the telephone and the automobile foretold of radical changes in life style as well as potential prosperity for the entrepreneur. The reelection of President William McKinley and his energetic vice president, Theodore Roosevelt, in 1900 represented the largest Republican victory since President Grant's reelection in 1872. The Republican Party was also very successful in Illinois and in Cook County. William Busse was elected to the Cook County Board of Commissioners in 1900 and was to serve for the next fifty two years. The only time he was defeated for election was in 1912 when Teddy Roosevelt's Bull Moose ticket split the Republican Party. Busse also served four years as President of the Cook County Board. It was through his political connections and his exceptional skills that he was able to play such a major role in the early development of Mt. Prospect and District 57. Roads, good roads, well maintained roads, would be the life blood of the community by bringing in new businesses and opening farm land to home builders. At first, all the roads in Mt. Prospect were gravel or dirt. Busse persuaded Fred Bierman, an Elk Grove Teamster, to come to Mt. Prospect and work on the roads and sidewalks. A second hand scraper had been purchased from Cook County by the Mt. Prospect Improvement Association which was founded in 1911. This was in keeping with the members' frugal and practical approach to providing community services. Improvements would be made but on a pay as you go basis. Twenty-five kerosene lamps for street lighting were also purchased second hand from Arlington Heights. The association had no power to tax the residents for revenue to support village improvements. They had to rely on the good will and generosity of the citizens for financial support. Yet, little by little, this nucleus of determined civic minded men forged the foundation of a new community.
Life in rural Mt. Prospect at the turn of the century was challenging and demanding. With no electricity, running water or paved roads, those who made a go of it were hardy, hard working and persistent. The worst times of the year were late fall and early spring. The cold wet weather made the roads virtually impassable at times. During these seasons farmers did not work from dawn to dusk, but rather from darkness to darkness. Yet, life was not all work and no play. People looked forward to church socials and dances. Weddings were especially big events which brought the whole community together.
German Americans overwhelmingly married within their group so that a wedding literally became a family reunion. The wedding celebration was an all day affair with eating and dancing often occurring under a large tent set up at the bride's home. It was not unusual for the husband of the bride to have his father build him a house as a wedding gift.
There was one holiday, Halloween, that brought great fun to some, but anger to others. Halloween at the turn of the century was all tricks and no treats! The tricks that were pulled bordered on vandalism. Outhouses were the favorite target. They were frequently moved and placed at the entrance of businesses. In Wheeling a hay wagon was disassembled, carried to the roof of the school house and reassembled. The COOK COUNTY HERALD provided many glimpses of the social life of Mt. Prospect during this period. Anecdotes and comments appeared from time to time in the paper which clearly indicated some things never change: "Chris Busse painted his mail wagon in bright new colors but he can't take the ladies for a drive while on duty."
World War I was a defining moment for residents of Mt. Prospect. Before that time German Americans had clung tenaciously to their traditions and language, both of which were taught in the Lutheran School. The German Americans had readily embraced their adopted country and had become active in local politics. They joined the Republican Party because of their opposition to slavery. Now, however, with Germany as the enemy of the United States, German Americans came under a great deal of suspicion. The sinking of the British Liner Lusitania by a German submarine off the Irish Coast on May 7, 1915, (which resulted in the death of 1,198 passengers including 128 Americans) shocked the world. The German authorities were labeled barbarians for sinking an unarmed passenger ship. An article appearing in the May 28, 1915, COOK COUNTY HERALD took the German Americans to task over this incident. The article stated that America was first and that strict allegiance must be given to our Flag and to the President, who happened to be Woodrow Wilson, a Democrat. The sinking of the Lusitania occurred two years before the United States entered World War I, but it marked the turning point in public opinion toward Germany.
To remove any doubt of their loyalty to the United States, the leaders of Mt. Prospect took an active role in bond drives. Commissioner Busse, Reverends Gehrs and Mueller all spoke at the April 12, 1918, bond rally held at the school which was also used as the community center. (7) Mt. Prospect's young nen quickly joined the armed services with Edwin Wille, son of one of the original residents among the first to enlist. World War I accelerated the German American efforts to become more Americanized. The United States entrance into World War I coincided with the incorporation of Mt. Prospect in April 1917. William Busse was the driving force and was elected the village's first mayor. He also hand picked the first village trustees: Henry Beigel, Louis Busse (a cousin)t Henry Haberkampt Ernest Gosch, Herman Wuerffel and John Pohlman. These men represented a cross section of the community and had been involved with its early development. Two of them, William Busse, as previously mentioned, and Ernest Gosch, who was the school's custodian, had close ties with District 57.Although the children attending Central School at this time might not have realized its significance to the community, the adults did. The education that the children received was of utmost importance to them. The school building itself had become the community center, serving as a meeting place, a social hall and later a part-time library. What transpired in this building set the tone and direction of Mt. Prospect during its formative years. In 1900 there were five elementary school districts in Elk Grove Township and seven school districts in Wheeling Township. With the exception of the four-room all brick school in Arlington Heights District 25, all of the other schools in both Elk Grove and Wheeling Townships were one-room, wooden structures, staffed by one teacher. District 57 was carved out of three townships: Elk Grove, approximately 60%; Wheeling, 35%; and Maine, 5%. The Feehanville School located on the east side of River Road near Foundry Road (now Kensington Road) was the closest school to Central School.
Governance of the various school districts was strictly a local affair. Originally, school board elections were held annually each October. Later the elections were held in April on the first Saturday following the first Monday. In towns with less than 1,000 residents, the board was composed of three members who served for three years. This board was called School Directors. One seat would become vacant each year. The school board directors were responsible for operating the school district on a day-to-day basis.
The next layer of school governance was the township school trustees. These offices date back to 1819, and throughout most of the 19th Century the men who held them controlled all aspects of school governance including the hiring of teachers and the selection of text books. At the beginning of the 20th Century, their duties were redefined by statute. They were limited to holding school titles and ruling on petitions concerning school boundaries; i.e., the creation of new districts, annexation and disannexation. Finally, they were to appoint a school township treasurer who would handle all school revenue and issue checks for all expenditures. The Office of County Superintendent of Schools created by the General Assembly in 1855 became an increasingly important position rendering valuable service to the rural school districts. During the first four decades of the century, the Cook County Superintendent of Schools was truly an educational leader. His office provided staff and teacher training programs to rural districts that could not afford them. His office also proved to be a safeguard, preventing school boards from exceeding their authority. The most distinguished of those who were Cook County Superintendent was Mr. Edward J. Tobin. His contributions will be noted later in this chapter.
Much has been written and romanticized about the "little one room school house." The truth is that, while there were exceptions, the typical rural schools in America up through World War II offered little in the way of quality education. First, the vast majority were substandard buildings with poor ventilation. They were hot in the summer, cold in the winter. In 1835 William Holmes Mc;Guffey, author of the famous readers that bear his name, declared, after inspecting local school buildings, that the farmers would find them "unfit for their sheep." (8) Ninety years later when the one room Feehanville School, which today is River Trails District 26, was auctioned, the purchaser used it for a hen house. Not much had changed since McGuffey's survey. The second most glaring defect of rural education was the quality of the teachers. Ellwood P. Cubberely, a giant in American public education, painfully described the typical rural school teacher in his 1913 work, RURAL LIFE AND EDUCATION: "The average rural teacher of today, a mere slip of a girl...that she knows little as to the nature of children or the techniques of instruction that her education is very Limited while recognizing the serious deficiencies of the average rural teacher it must still be admitted that in view of the compensation offered the services rendered are remarkable."
There was a great paradox concerning the public's perception of the rural teacher. On the one hand, she was to be a paragon of virtue and was held to strict accountability regarding her social habits. Her contract spelled out the do's and don'ts, including when to go out and when to be at home. Violation of any of these rules meant instant dismissal. On the other hand, she was viewed as no more than hired help. She was to start the fire in the morning and sweep the school floor in the afternoon.
Another factor that limited the education of rural students was farmit'\g itself. Children were a part of the farm labor force and attended school after the harvest and before spring planting. The April 20, 1906, COOK COUNTY HERALD published an article written by Julius Panzer in which he argued for a nine-month school year. Panzer also criticized German-Americans for not keeping their children in school on a regular basis as was done in their mother country. (10) Panzer's criticism was not off the mark, but it applied to all farming families, not just German-Americans.
Commissioner Busse's early school days were split between St. John Lutheran School and the public school, located near what is now Route 58 and Linnemann Road. After he was confirmed, he completed his grammar school education in Arlington Heights District 25 but attended only from December 1 to April 1. An even greater number of children living in cities did not attend school on a regular basis during the first three decades of the 20th Century. Child labor was rampant, especially among immigrant families. In May, 1915, a petition containing over 60,000 signatures of various women's organizations including the PTA was delivered to the Illinois General Assembly. The petitioners sought to prohibit the employment of children under the age of sixteen except in agriculture and domestic service. This modest attempt at curbing child labor did not pass. It was not until the Great Depression that the majority of school age children in the United States attended school regularly.
If the German-American children did not attend school for more than six to seven months, their parents nevertheless expected them to learn how to read, write, spell and do basic arithmetic at a high level of proficiency in both English and German. Their children were also expected to learn how to apply these skills in their adult lives. In 1900 a high school education was only for those who wanted to become a professional: a doctor, lawyer or engineer. It was solely for those who were destined I, to go on to college. Many thought that a high school education should be paid for by the parents of those students and not the whole community. This attitude was so prevalent among the German-American males that they voted to defeat the creation of High School District 214 in 1914. (11) It was the women's vote that carried the day. However, the opponents did not give up, and it took eight years of court battles before the election was finally declared valid by the Illinois Supreme Court. (12) It is somewhat mind-boggling that what is viewed today as an essential part of one's basic education, high school, could have been so vigorously and bitterly opposed. It is also interesting to note that it was the women of the community, not the men, who were the deciding factor in establishing the high school.
In 1917, the year the United States entered World War I and the year Mt. Prospect incorporated, Bessie Friedrichs, the only child of Earl and Dorothy
Friedrichs, entered first grade at Central School. Bessie was a precocious child who vas became an outstanding student and class valedictorian. When she was graduated he from eighth grade, Mr. V. I. Brown, principal of Arlington High School, persuaded tic Bessie's father to allow her to attend high school and take a two year business course. Mr. Friedrichs later relented when Bessie was a sophomore and allowed her to complete all four years. During her senior year Bessie wrote an autobiography which provides a vivid description of what living and going to school in Mt. Prospect was to like eighty years ago. Anyone who has looked at pictures of young school age children recognizes that there is a universal quality among them. Regardless of the year or the clothes they are wearing, the children's faces exhibit excitement, curiosity, eagerness and joyfulness. Occasionally an incident may occur which upsets a child, thereby causing a negative attitude toward school. Bessie relates how she looked forward to her first day of school for several months. Her seat partner was Emma Busse. When Emma became ill that day and had to be taken home before lunch, Bessie decided school was not for her. She had to be persuaded by her patient mother and neighbor that she should go back to school, which she did. (13)
The school contained four rows with eight desks stationed to the floor. The desks and seats where uniform in size. Therefore, practically all the children had to grow into them, and a few outgrew them before they were graduated. Younger students always shared seats. The teacher's desk was in the front of the room along with the blackboard and stove which was in the corner. Bulletin boards and maps were hung on the side walls between the windows. There was enough space on one side of the room to set up chairs for special events. In 1917 the school had electric lights but no running water. Toilets were outside. Students either went home for lunch or brought a bag lunch with them. The school day began about 9:00 a.m. and I was dismissed at 3:30 p.m. Students were lined up and marched into the building. June (Wille) Wittmeyer remembered how she entered the school as a first grader in 1926. Mrs. Isabel Butler would have the students march into the school after she had cranked up the Victrola and played Sousa's "Stars and Stripes Forever." Teaching thirty or more children ages six to fourteen was a challenge. The first order of business was order or discipline. Any teacher who could not manage children lasted no more than one year at best. There was no tenure law at the time. Bessie relates in her autobiography that Miss Richard, one of her favorite teachers, made her and her spelling partner stand facing the wall for an hour. They had been practicing their spelling words instead of paying attention to a guest speaker. (14)
Reading, writing, arithmetic and spelling were the most important subjects in the curriculum. History and geography were introduced at the fourth and fifth grade levels and were taught alternately. Students in grades one through three learned some history and geography through their reading and the celebrations of special holidays such as lincoln's birthday. The quality of instruction was directly tied to the quality of the teacher, her training, background, imagination and her skill in managing students of such wide range of intellectual and physical development. County rural schools could only provide the students with the bare essentials. There was little available for enrichment activities, neither materials nor personnel. It was here that the Office of the Cook County Superintendent of Schools played a major role in elevating the quality of instruction in the rural areas. From 1910 to March, 1933, Edwin J. Tobin served as Cook County Superintendent, and through his leadership his office gained national recognition for educational services it provided the various county school districts. During his tenure there were 175 elementary school districts in Cook County, with 101 of them being and one-room, one teacher, rural school districts. The various townships were divided into divisions: i.e., Division I, Division II. A number of school districts would be placed in a particular division based upon their location in the township. Each division would then be staffed by at least two educators from the Cook County Office. These men were responsible for providing a variety of educational services to the local school districts. Nobel J. Puffer served in Division I for many years and was well known among Wheeling and Elk Grove Township educators. He later became Cook County School Superintendent and afterwards Director of the Museum of Science and Industry. The Assistant County Superintendents visited the schools under their supervision on a regular basis. Many conducted classes or special programs for the students. Their arrival was always an eagerly anticipated event both for the students and the teachers.
Mr. Tobin initiated two programs that were popular with the students and provided much needed recognition for the rural county schools. First and most important was the Home/School Project. The second was the local school news's publications. The Home/School Project program incorporated ideas generated by John Dewey's research which he had conducted at the University of Chicago's Lab School. Dewey's, THE CHILD AND THE CURRICULUM and THE SCHOOL AND SOCIETY, both published around 1900, had 'a profound impact on the educational community. Leaders like Tobin were eager to put Dewey's ideas into practice. The Home/School Project program was designed to allow a child to select a project and see it through to a successful conclusion. The child, the parents and the teacher all worked together in a spirit of cooperation. Tobin was a master salesman. He organized the Home/School Project into Achievement Clubs. All children, when they reached the age of ten, could join. The club at each school would meet every other week for a business and social function. An eight,star pin was given to each member. Whenever a student project was completed, the student would receive a stone which was placed in one of the star's eight points. When all star points were filled, the student was given special recognition. As a seventh grader Bessie Friedrichs was one of the students who completed eight projects. She raised and sold vegetables. Her father taught her how to tie the vegetables for sale. She explained her activities in a written report. As a result of her achievement, Bessie was a guest of honor at the Achievement Club Banquet held at the Chicago Morrison Hotel. She was among several winners from rural schools throughout Cook County. Bessie was caught off guard when County Superintendent Tobin called on her to speak first. However, it was a proud moment for her and for her school, Central School, District 57.
A regular feature of the Paddock Publication was "Our Rural Schools." There were several things that made the column interesting reading. Student reporters or editors were selected to write about the activities in their school. One can imagine their pride and the pride of their parents seeing their names in print. Their stories were both entertaining and informative. Reading them today allows one to get a better understanding of another era. Below are some examples of the activities at Central School: "Mount Prospect Herald" February 13, 1931
Dorothy Martin, Class Reporter Best citizens front seat, Betty Fenton, Jane Nanfield, Louise Bencic, Marvin Kruse retained his seat. Florence Flinn returned from having her tonsils removed and seems to be quite happy without them.
Mr. Schuler Chicago Motor Club spoke to 7th and 8th grades about safety and the number of children killed by autos in Cook County."
Not all news was pleasant. It appears that some students' pencils and papers were taken, and notice was given that students would not be allowed into the school red until 8:45. Also a student named James Helwig had shot himself accidentally in the hand. Many of the news stories told of children who were ill, who had moved away at or who had just arrived. Similar stories were also reported from other rural school districts. The students, the parents and the citizens all felt a common bond toward their school. The good things that happened, as well as the not so good, were shared. The progress of each child mattered to the whole community. This is one of the reasons why the citizens of Mt. Prospect felt strongly about their school. Spelling bees were an important part of the school experience. Competition was keen among the students from the various rural schools. Cook County sponsored county wide competition with the winning school receiving a colorful banner. The spelling bees were also a great social event for both the students and the adults. They were held in the various schools on a rotating basis. The finalist traveled to Chicago for the Championship. Here the winner was decided by means of a written test, not an oral spell down. Picnics were a big favorite among the students, especially those at the end of the school year. Here again, several schools came together which gave the students a chance to meet new friends. Usually the picnics were held in wooded areas like Deer Grove. -"Getting to and from the picnic in an open truck along country roads was great fun and sometimes a thrilling adventure. Eighth grade graduation was truly a cause for celebrating. It signaled the passage of children to young adulthood. During the first two decades of the century, 80 percent of all students who graduated from eighth grade never went to high school. Therefore, eighth grade graduation took on the importance of high school graduation.
In 1925 Bessie Friedrichs was the only one of her graduating class of seven to go on to high school. In her autobiography Bessie describes her graduation ceremony. The girls wore white middies and skirts, white slippers and stockings, a blue tie and a gold band in their hair. The boys wore white trousers and dark coats. The program, which began at 8:00 p.m., was held outside on a clear, cool June 6 evening. It was quite an affair lasting almost two hours. (15) This is what the townspeople expected given the importance and solemnity of the occasion. It does not take a great imagination to visualize the beauty of this graduation exercise. From the time Bessie entered school in 1917 to the time she graduated in 1925, big changes had occurred in Mt. Prospect. It was growing, really growing, and in many ways. Thanks to paved roads such as Rand and Northwest Highway Mt. Prospect had become a choice location for real estate development. The Owen Rooney land was being developed by members of the Busse family, principally George Busse, brother of Commissioner William.
In 1925 two outside developers, the H. Roy Berey Company and the Lonnquist Company, purchased land in the area and were building homes. Axel Lonnquist's subdivision, Northwest Hills, included a golf course and country club, fully improved lots and paved streets. His six,room Red Seal home with electricity and gas won a $7500.00 prize from the CHICAGO TRIBUNE as the best design. A year later the streets in the cooter and original section of Mt. Prospect were paved in order to keep up with Lonnquist development. The paving of Mt. Prospect streets was big business. A total of $628,000 in road contracts were issued by the village during the 1920's. Milburn Brothers, Inc. won so much of the paving business that they moved their operations to Mt. Prospect. By 1926 Mt. Prospect had more paved streets than any other village in the state. Simultaneously, many new businesses were started. All had a common thread, the Busse family. There was a new bank, a new automobile dealership, a new florist and a new business block that included stores, a recreational center with six bowling lanes and a section of modern apartments.
Warren G. Harding was elected President in 1920 on the campaign slogan, "Return to Normalcy." The "Roaring Twenties" were anything but normal by pre-World War I standards. It was a time of economic boom stimulated by new industries and technology, the automobile, the radio talking picture and the electric refrigerator. Unfortunately, some of the roar of the "Roaring Twenties" came from the submachine guns of bootleggers. The good roads often led to isolated farms where liquor could be made and stored. Roger Touhy controlled the sale of alcohol in the northwest area and he visited more than one restaurant along Milwaukee Avenue between the towns of Des Plaines and Wheeling. Prohibition created an environment which bred political corruption from the highest to the lowest level of government. Although Chicago had the most notorious reputation, Peoria, East St. Louis and Rockford were wide open towns. In order to combat political corruption and crime, the public's attention was directed toward the schools. In October, 1927, Superintendent Tobin gave an address to the Northwest
Cook County Teachers' Institute in which he charged that the public schools should train the future political leaders to be honest, capable and efficient; thereby laying the foundation for better government and cleaner politics. (1-6) Clearly, Tobin had stated what was to become more common place regarding the role of public schools.
Leaders, as well as the average citizens, expected the public schools to address the social, economic and political ills of 20th Century America. The great real estate and commercial development in Mt. Prospect during the 1920's led to a threefold increase in its population. It became apparent that a new, modern school was needed. On April 5, 1927, the citizens of Mt. Prospect voted to approve a $25,000 bond issue by a margin of 134 to 9. A new two-story, all brick, four-room building was to be constructed on the site of the current school. The cost for the new school was estimated to be between $30,000 and $35,000. However, the district's bonding power was limited. The school board could issue no more than $25,000 in bonds. Yet, the school directors were not deterred and felt that with a little cooperation from some key individuals they could build a $35,000 school for $25,000. Albert Wille agreed to furnish all materials at cost. Henry Mensching purchased the entire $25,000 bond issue at 4%, not 5%. The Board's attorney, Hugo J. Thol, donated $100 and waived all his fees for the legal services connected with building the new school. Private citizens donated $2,500. Finally, the Board's architectural firm, McCaughey and look, reduced their fee from 6% to 3%. On election day the original school house was used as the polling place. The Board's architectural firm of McCaughey and look had drawn a sketch of the proposed new school on the blackboard. School board director William Kirchoff was quoted in the MT. PROSPECT HERALD that the only reason that there were nine no votes was because those voters were in such hurry to vote "they didn't see the drawing of the new school on the blackboard."
A great feeling of euphoria swept over the community. The residents could hardly contain their civic pride. The new all brick school was the epitome of all the progress that had been made in the community since its incorporation ten years earlier. There was to be a dedication of the new school, and, oh, what a celebration it was to be!
The dedication of the new school was held on October 4, 1927. Although it rained throughout the day, the wet weather didn't dampen the celebration. There was a parade of 180 cars and floats stretching more than one and one half miles. The parade route extended from Des Plaines to Arlington Heights. The Lemont marching band provided the music. However, it was the dignitaries who attended the dedication that made it the most unique school dedication in Illinois history. The Governor Lennington Small arrived by State Police escort after he had an arranged to have a wedding he was to attend in Kankakee postponed for two hours. Former Governor Charles S. Deneen, a United States Senator from Illinois, was also or present, as were: Francis G. Blair, State Superintendent of Public Instruction; Edwin 19 J. Tobin, Cook County School Superintendent; Congressman Henry Rathbone; and Aton Cermak. The presence of these political heavyweights was a reflection of the enormous prestige held by Commissioner Busse. The school children rode in the parade in a special bus. One observer felt that because of the rain they would not be able to shout the school cheer out the windows. Apparently this observer had never ridden on a bus full of students. The parade ended with the formal dedication ceremonies held on the school ground. Axel Lonnquist was given the honor of presenting the new school flag and was most eloquent in his remarks "Let it wave an inspiration to our young inculcating reverence ambition and fidelity to its historic cause and origin." Cook County Superintendent Tobin remarked offhandedly during his address that the original school would soon be abandoned. As a prognosticator, Mr. Tobin, on this occasion, was way off base. It was ironic that within two years to the month this glorious celebration of progress would be completely overshadowed by the collapse of the stock market in October, 1929. Axel Lonnquist, the very symbol of prosperity, the man who had spoken so eloquently and optimistically at the dedication, would be bankrupt. For many years his subdivision of fine paved streets would be void of homes. During the first thirty years of its existence, District 57 grew from a modest one-room school into a solid educational institution, the pride of the community. During the next twenty years District 57 was faced with great economic hardship, school overcrowding and the shortages of resources, both human and material, caused by World War II. Let us turn to this part of the story.