The history of Chicago’s first schools dates back to the 19th century, when they served a variety of functions—from teaching literacy to controlling children’s physical development and addressing issues of social and economic inequality, writes chicago1.one.
Features of the City’s First Schools
In the early 19th century, education meant not only reading, writing, and arithmetic but also vocational training, including lessons in morality and proper behavior. Various groups struggled for control over education. Private and city schools offered alternatives to public education, which ultimately led to the creation of an institutional structure reflecting the region’s diverse population.
The first public schools in Chicago emerged in the early 1830s, but several private ones opened earlier. Importantly, they were primitive and improvised. Funds allocated for public education reached only a fraction of the school-age population. A single teacher managed several classes containing over 100 children aged 4 to 17.
In 1837, Chicago received its charter, and voluntary inspectors were appointed to oversee the schools, but funding still left much to be desired. In 1845, one inspector reported that schools, housed in temporary facilities, were overcrowded, smelled foul, and lacked all necessary equipment for lessons.
By 1850, public schools had only modest popularity; at that time, less than a fifth of the children attended them. Slightly more attended private and parochial schools, but thousands of children, especially older ones, did not attend school at all. Public school classrooms were large with poor ventilation and insufficient teaching materials. Despite the poor conditions, teachers still managed to maintain order. Education left much to be desired, with a typical lesson consisting of reading a chapter from the Bible, followed by Kirkham’s grammar. Only the most gifted and persistent students had a chance to progress beyond elementary literacy. Families who could afford a better quality education for their children usually hired private tutors.
School Reform Efforts
In 1854, John Dore, Chicago’s first Superintendent of Schools, faced a difficult situation in the school system. Appointed by the city council, Dore and his successor, William Wells, fought to reform the schools. They diligently sought to raise teacher qualifications, increase the length of the school year, improve learning conditions, and divide classes by age. Consequently, classes shrank to around 70 people, and regular exams were introduced. Individual seating and desks gradually replaced benches and tables. To make learning more appealing, Wells urged less emphasis on rote memorization and the introduction of intellectual and physical recreation, especially for elementary students. Wells also reached out to the city’s immigrant communities, particularly Roman Catholics, to expand the schools’ clientele. He established the city’s first public high school and later added a normal school course to train teachers.
Development of the Public Education System
Gradually, a public education system developed in Chicago, similar to those in the country’s largest cities. Between 1860 and 1870, the enrollment in public schools quadrupled to 27,000 students. In 1872, the state legislature established the Board of Education, whose members were appointed by the mayor. It oversaw all aspects of public education in the city. Within this administrative structure, leaders attempted to create a complex system encompassing elementary schools, specialized high school courses, and higher educational institutions for high school graduates. At the same time, conflicts persisted between the city’s various school systems. Private schools were mostly run by Catholic parishes, German immigrants demanded instruction in their native language, and the Irish and other Catholics objected to the reading of Protestant Bibles in public schools. These issues led to an increase in enrollment in private schools. By 1900, over 50,000 people attended Catholic schools.
Nevertheless, public schools expanded rapidly, and attendance improved. From 1870 to 1900, Chicago’s population increased sixfold, while public school enrollment grew eightfold. This situation led to a severe lack of space in classrooms. In the 1880s, for example, children often shared desks due to crowding. Classes had to be held in basements, school supplies were limited, and many children continued to use old slate pencils for writing lessons.
The system struggled mightily to improve instruction, collecting monthly reports on attendance and performance. The Board of Education published curriculum guides and sponsored teachers’ institutes to improve instruction. In 1879, a special manual was issued urging teachers to incorporate oral work when teaching arithmetic. Methods for teaching various subjects were also proposed.
As of 1900, over 5,000 teachers worked in Chicago. Thousands more taught in private and parochial schools. More than 80% of these teachers were women. In 1897, the Chicago Teachers Federation (CTF) was founded, advocating for a uniform pay scale, teacher pensions, and better working conditions in public schools. It boasted over 5,000 members and became one of the most influential teacher organizations in the U.S. For over 30 years, the CTF championed improved school funding and teacher rights.
Chicago Schools in the 20th Century
In the early 20th century, Chicago became a major center for educational reform. Francis Parker and John Dewey were prominent national figures in progressive education. Along with other reformers, they created new experimental curricula. After World War I, Chicago Public Schools entered a period of stability, with approximately 400,000 children enrolled. State support for education was minimal, and by the late 1920s, the Board began taking out loans to fund essential programs.
From 1920 to 1950, private and parochial schools in the region expanded. Catholic school enrollment increased by 30% in the city and nearly tripled in the suburbs. During this period, suburban school systems began to receive high praise. No longer isolated, rural districts strived for high-quality education, on par with the city’s best. Unique school systems in the western and northern suburbs provided new, innovative programs for students.
Important developments influenced the student experience. Audiovisual technologies allowed teachers to introduce a new component into daily learning. By the late 1950s, thousands of educational films on various topics were screened in Chicago schools, and projectors were standard in every classroom.
In the 1980s, public education in Chicago faced a number of problems. A sharp decline in student numbers and increasing costs led to a financial crisis and the creation of the School Finance Authority to oversee the system’s budget. Persistent financial problems and poor results on standardized tests worsened the situation. In the fall of 1987, U.S. Secretary of Education William Bennett declared Chicago’s public schools the worst in the nation. However, the situation soon improved.
Despite undergoing radical changes throughout their history, Chicago schools continue to evolve and provide children with a quality foundational education.