the evolution of kenwood high school

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THEEVOLUTIONOFKENWOODHIGHSCHOOLCHICAGO,ILLINOIS

Dedicated to Kenwood High School Class of 1972

and in memory of deceased classmates

Copyright 2013 by Ron Love

All rights reserved

Digital images and text quotations are in the public domain.Articles are from the Hyde Park Herald Digital Collection unless otherwise noted.

Internet links are current as of August 2013.


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Prologue

The Evolution of Kenwood High School is a chronology describing the development of Kenwood Schoolin Chicago, Illinois, to Kenwood High School. Under several official and unofficial names, KenwoodSchool was a public elementary school from 1889 to its transition to Kenwood High School in 1966.During 77 years of public educational service, the small school known as Kenwood Elementary School,Kenwood Grade School, Kenwood Grammar School, Kenwood Public School, or Kenwood School went

through many stages of rebuilding, remodeling, and finally, rebirth as Kenwood High School. Thisdocument is written for a general audience without the tight specifications preferred by professionalhistorians. Here is a summarized chronology of events that shaped the origin and history of KenwoodHigh School.

Old Chicago

In the early 1830s, Chicago was a small settlement that established and expanded the area's firstpublic schools. New schools were crude improvisations. Public taxes reserved for education did notspread equally to school-age children. Some teachers supervised classes exceeding 100 studentsranging in age from four to seventeen. There were no dedicated public school buildings. Schooladministrators and teachers modified existing temporary structures to accommodate students. Thestructures were overcrowded, unsanitary, and poorly equipped. In contrast, students from wealthyfamilies attended well-equipped private and parochial schools.

The Illinois state legislature granted Chicago a city charter in 1837, which divided the city into wards;authorized an elected mayor to serve a one-year term; and incorporated Chicago as a legalmunicipality controlling local government responsibilities, political offices, and financial and taxationpowers.

Paul Cornell, an attorney from White Creek, New York, moved to Chicago and passed the Illinois barexamination in 1847. By 1853, Mr. Cornell had purchased 300 acres of land between 51st Street and55th Street and named his land "Hyde Park" after upper class neighborhoods of the same name inNew York and London. In 1856, Mr. Cornell gave 60 acres of land to Illinois Central Railroad inexchange for a 53rd Street station and an agreement for daily connections to and from Chicago'scentral train depot. The 53rd Street train station improved the value of his land. Next, he created aresort area to be a magnet for rich Chicagoans and other tourists. He sold subdivided lots forpermanent homes. Mr. Cornell's home was at the corner of 51st and Harper; he built a new hotel,

Hyde Park House, at 53rd and Lake Michigan. Hyde Park House attracted wealthy people for leisureactivities in the new village of Hyde Park.

Around 1856,Jonathan Asa Kennicott, a Chicago dentist originally from Albion, New York, built hishome at 48th and Dorchester. Several old stories exist about the name given to Dr. Kennicott's home.Some unofficial texts claim he named his home "Kenwood" after his mother's family estate in Scotland.Other sources claim Dr. Kennicott named his home after his wife's ancestral home in Scotland. Somesources assert Dr. Kennicott copied his home's name from the early 17th century estate known asKenwood House in Hampstead near London, England. One fact is reasonably clear: Dr. Kennicott gavethe name Kenwood to his home and perhaps the neighborhood surrounding his home, which was aKennicott residence named Kenwood inside a village called Hyde Park.

In 1861, Hyde Park had about 350 residents. The Illinois state constitution authorized communities of300 residents to petition the Illinois legislature for incorporation as discrete municipalities, which

allowed for creating municipal charters, providing services, and levying taxes on local residents. By1870, Hyde Park's population was around 3,600 and grew to around 15,700 ten years later. TheIllinois state legislature created Hyde Park Township within Cook County. Township governments wereresponsible for basic services, such as taxes, roads, and general assistance. The new Hyde ParkTownshipthe largest village in the world at that timehad borders from 39th street to the north;138th Street and the Calumet River to the south; Lake Michigan and the Indiana state border to theeast; and State Street to the west.


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1872 The Illinois legislature established a Board of Education. The mayor of Chicago appointed boardmembers to govern all aspects of public education in the city, including publishing curriculum guidesand sponsoring teacher education to improve instruction.

1882 Hyde Park was located in Board of Education School District No. 1, with open schools and lotsreserved for new schools. Some Hyde Park streets were named after U.S. presidents and otherimportant men. Some street names were identical to downtown Chicago street names.

Hyde Park Streets in 1882 NowFrederick Place Ingleside AvenueJackson Avenue Maryland AvenueJefferson Avenue Harper AvenueLexington Avenue University AvenueMadison Avenue Dorchester AvenueMonroe Avenue Kenwood AvenueVan Buren Avenue Woodlawn AvenueWashington Avenue Blackstone Avenue

Hyde Park School Names in 1882 Location Estimated Value54th Street School 54th & Frederick $33,880Cornell School 75th & Drexel $17,800Greenwood Avenue School 46th & Greenwood $31,625

Kenwood School 50th & Washington $24,000Madison Avenue School 75th & Madison $5,900South Park School 57th & Monroe $8,600Woodlawn School 63rd & Woodlawn [Van Buren] $2,800

Our Schools, Hyde Park Herald, Apr. 29, 1882, pg. 1

Map of School District No. 1, Hyde Park, Hyde Park Herald, Apr. 29, 1882, pg. 1. The "High School" at 50th &Washington was one classroom inside Kenwood School. Map of the Village of Hyde Park, Illinois (1888)

http://www.lib.uchicago.edu/e/spcl/centcat/city/city_img12.html


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1889 Hyde Park's population had increased to around 85,000. The City of Chicago annexed HydePark. A new Kenwood School was built at the present 50th and Blackstone near Lake Park Avenue.

Kenwood, Hyde Park Herald, Feb. 22, 1889, pg. 1

1892 The University of Chicago opened in Hyde Park. Oil tycoon John D. Rockefeller provided initial

funding for the university. Retail king Marshall Field donated ten acres in Hyde Park for the campusand sold additional land as the university spread outward. The university maintained a stronginfluence in city and local affairs, public policy, and public education.

1893 To celebrate the 400th anniversary of Columbus's discovery of the New World, the World'sColumbian Exposition opened in Hyde Park and adjacent areas. Hyde Park's status and land valuesincreased substantially before, during, and after the Exposition.

1909 Kenwood Public School occupied the block bordered by South Blackstone Avenue, East 50thStreet and South Lake Park Avenue.

Kenwood Public School, DN-0053994Chicago Daily News negatives collection at Chicago History Museum

1911 Kenwood Institute, a private school for girls established circa 1883-85, merged with LoringSchool (est. 1876) to become Kenwood-Loring School for Girls, offering kindergarten to collegepreparatory classes.

1926 Kenwood Public School had an 8th grade graduating class of 27 students in January 1926.


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1928 The Kenwood School Parent-Teacher Association (PTA) objected to Kenwood "pupils" having"Riverview Days" at Riverview Amusement Park.

"Gentlemen: The Kenwood School Parent-Teacher association wishes to protest very earnestlyagainst the granting of a holiday in the public schools of Chicago in order to allow the pupils toattend Riverview park.

"We respectfully beg the Board of Education at once to stop these so-called 'Riverview Days' and toallow our children to remain at their studies without interruption for the few weeks which are leftbefore the close of the term . . . No one can think for a moment that there is any educational valueto such a day, and when pupils are sent to this particular place of amusement we are convincedthat their morals are debauched and their tastes depraved.

"We therefore urge the immediate reversal of the order to the schools to close for a 'RiverviewDay.'

"Respectfully yours, Josephine W. Cahill (Mrs. M. L.) President, Parent-Teacher Association ofKenwood School" Voice of Hyde Park, Hyde Park Herald, Jun. 1, 1928, pg. 16

1929 Kenwood School's student enrollment was predicted to increase.

Hyde Park Herald, Sep. 13, 1929, pg. 8

1930 The University of Chicago announced a "new plan of reorganization . . . calling for a shortenedcollege course, a freedom of student activity, and a revision of university departments into five

divisions." The acting principal of Kenwood School offered her opinion about the plannedreorganization:

Praise and Criticism Greet New U. of C. Plan, Hyde Park Herald, Nov. 28, 1930, pg. 1

1934 Kenwood had 841 students enrolled. On a lighter note, parents of Kenwood studentscomplained about "school stores" with a "saloon license" to sell liquor.

"The growing protest of the mothers of Kenwood school children about school stores operating with a saloonlicense was voiced at the opening meeting of the Parent-Teachers Association Tuesday afternoon at thehome of Mrs. Karl D. Vittum, 5121 Kenwood, president of the organization.

"A letter was written to Miss Jessie F. Binford, president of the Juvenile Protective Association, voicing themuch discussed problem and asking her support in wiping out these menaces to small children.


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"Mrs. Vittum, who feels that a store catering to school trade should not have such an atmosphere, has theentire P.-T.A. [sic] backing her, and promises to do all she can in cleaning up the situation." KenwoodSchool Mothers Act to Remove School Stores Operating with Saloon Licenses, Hyde Park Herald,Oct. 5, 1934, pg. 3

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"The problem of school stores selling liquor which has been the topic of interest at the Kenwood School, andwhich promises to arouse indignation similar to the Boston Tea Party, has now swept over the Shakespeare

school. The Parent Teacher's Association is to take up the matter at their next meeting which is Mondayafternoon.

"Mrs. Kenneth Newell, who is President of the Shakespeare P.T.A. promises action on the matter, and feelsthat if nothing can be done to stop these places from selling liquor, the mother's [sic] should take it uponthemselves to have the stores boycotted, or perhaps have another school store opened and swing all thetrade there. So far nothing of this sort has been brought to the eyes of the P.T.A.'s [sic] at the Kozminski orRay schools." Parents Aroused Over School Store Liquor, Hyde Park Herald, Oct. 12, 1934, pg. 1

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"The sale of intoxicating beverages in the Kenwood school supply store is no longer a problem to the fourchildren of Mrs. William A. Pottenger, 5140 Kenwood. For this resourceful woman now has a store in herhome. "Because the youngsters had complained about the indiscriminate selling of booze in the school shop,Mrs. Pottenger decided to buy her own candy and sell it to the children, all of whom have an allowance.

"And she has a stock capable of catching the eye of any sweet-toothed boy or girl. She can buy a box ofbars for $1.00, sell it for $1.20 and make a twenty-cent profit, thus keeping the money in the family." School Store Sells Liquor, So Mother Starts Candy Store for Her Children, Hyde Park Herald, Nov. 2,1934, pg. 1

1949 The Hyde Park-Kenwood Community Conference (HPKCC) was organized to unite Hyde Parkand Kenwood residents in efforts to improve the community. HPKCC had a schools committee thatworked on human relations problems in schools; united PTAs and other agencies to obtain adequateschool facilities; hired more teachers; and started a social counseling program. The schools committeemade annual recommendations on the school board budget.

1952 Kenwood School had a maximum legal capacity of 760 students. There were 1,056 studentsattending Kenwood in December 1952. Overcrowding of students forced construction of a KenwoodSchool addition at 54th and Kenwood.

"A campaign to add new grammar school facilities in the Kenwood-Hyde Park area was outlined to theHerald early this week by South East Chicago Director Julian H. Levi.

"Levi said that the commission, in cooperation with the Hyde Park-Kenwood Community Conference and PTAgroups, would open a full-scale offensive early in January to induce the Board of Education to makeimmediate plans for construction of a Kenwood school addition.

"Currently, $300,000 have [sic] been proposed to build an eight-classroom addition at 54 and Kenwood.Said Levi, 'This basis is too little and too late' . . . The Bret Harte [school] capacity is 425 students, but as oflast month 500 students were registered. The Kenwood School, with a listed capacity of 760, has 1056students. Kozminski school [is] supposed to have only 1000 students, but has 1341, while the Ray school islisted for 1060 students and has 1235." Commission to Demand New School, Hyde Park Herald, Dec.17, 1952, pg. 1

1953 Enrollment at schools in Hyde Park and Kenwood exceeded designed capacities, according to

the South East Chicago Commission (SECC).

"Ten years from now, potential public school enrollment in this community will almost be double today's rate,and even in January of 1953 our schools are filled 20% beyond 'capacity.'"

"Sociology professors Philip M. Hauser from the University of Chicago and Leonard Z. Breen from the Ill inoisInstitute of Technology supported the SECC's concern. Professor Hauser stated, "The situation in the HydePark-Kenwood area is more acute than in most areas because of relatively heavy in-migration into the areasand increasing density. The trend towards higher densities has been accelerating during the past decadeand especially during the past five years; and has, among other things, greatly increased pressure on


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available primary school facilities . . . . Professor Breen "noted the inadequacy of the proposed 8-classroomKenwood school branch planned for 54[th] and Kenwood."

"Mr. Julian Levi, Director of SECC, declared, "The institution of double shifts of school attendance or theovercrowding of schoolrooms or the operation of schools with enrollments beyond capacity will inevitablylead to the flight of residents from the area and the further deterioration and loss of property values . . . Inthe pattern of flight (from city to suburbs) nothing is of more dire consequence than an inadequate andoverburdened school system."

"The Board of Education planned to build a new Kenwood school at 54th and Kenwood to accommodateovercrowded students." Predict '63 Enrollment Twice '53's, Hyde Park Herald, Jan. 7, 1953, pg. 1

Frustrated by overcrowding and planned double shifts of 5th and 6th grade classes, the Kenwood PTAasked the Board of Education for money to rent classrooms at a local Jewish temple.

Move to Acquire Lot for School Branch, Hyde Park Herald, Jun. 18, 1953, pg. 1

"A committee of parents representing fifth and sixth graders at Kenwood school, 4959 Blackstone, this weekappealed to officials of the board of education for funds to rent four classrooms at Isaiah Israel, 1100 HydePark boulevard, for next fall's semester. Behind the plan is the basic idea of eliminating a planned double-shift for those two grades. According to Mrs. Henry L. Gilbert, 1222 East 52nd, PTA president, the meetingresulted in board permission and promise to investigate the facilities to determine if the premises are

suitable for the purpose. Kenwood remained overcrowded with 1,188 students in September 1953." Ken[sic] PTA Asks for Addition, Hyde Park Herald, Jul. 2, 1953, pg. 1.

Kenwood School Still Overcrowded, Hyde Park Herald, Sep. 24, 1953. pg. 3


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1955 First-grade classes at Kenwood were overcrowded. A first grade teacher had 38 "pupils,"perhaps too many to fit in one photograph.

Jet Magazine, Oct. 20, 1955, pg. 20

1956 According to an article in the Hyde Park Herald, the original Kenwood school was built in 1860and rebuilt in 1924, which makes the 1909 Kenwood School a mystery unless it was replaced in 1924.These years either supplement or conflict with the February 1889 article in the Herald (Kenwood, HydePark Herald, Feb. 22, 1889, pg. 1). Confirmation is difficult. The Herald did not exist in 1860, and noHerald articles are available from 1924.

"It [Kenwood School] was built in 1860. It was located at 55th and Harper. In 1924 it was rebuilt at 50thand Blackstone. The enrollment figure had jumped from 300 to 870. It was the first and only school to havean after school activities program in 1920. In 1924, a lunchroom was opened by the PTA; piano and dancinglessons were given; a drama group offered its first presentation in a new school theater.

"Overcrowding became prevalent in 1953 . . . double shifts . . . classes in temporary cottages, erected atKenwood and 54th st., formed the nucleus for the present [1956] Philip Murray School. Kenwood celebrates

its 96th year of educational service in the Hyde Park community." Kenwood School, Hyde Park Herald,Oct. 3, 1956, pg. 42

1957 The Kenwood School PTA president provided a statement of specific problems.

"Kenwood School, 4959 Blackstone, is 'overcrowded and lacks many facilities essential for a well-roundededucational program.' A statement submitted at the Board of Education Hearings by Elizabeth P. Ryon, 1350E. 49th, President of the Kenwood PTA, urged that the Board consider construction of additional schoolfacilities now, 'in view of Kenwood's inadequate facilities and critical situation.'

"Present plans for building a new school, she said, 'are as yet tentative and might require several years offulfillment.' (The Board owns vacant land at 50th and Kenwood which is slated as a site for a school.)

"As a temporary relief, to avoid double divisions, the PTA requested the rental of classrooms from TempleIsaiah [Israel] . . . Mrs. Ryon indicated that the present enrollment of the school is approximately 850 pupils.She estimates that enrollment will rise to around 900 in 1957, and that in the next four years Kenwoodfaces a net increase of 850 to 900 children double the present enrollment.

"Mrs. Ryon pointed out 'Kenwood lacks space for essential educational services . . . 'The school's new libraryis in a hallway and can serve only one-half of a class at a time . . . the ten percent of the students whoqualify for an enriched program are now unable to have such a program because of the lack of space andstaff . . . the principal has no private office . . . we have no home mechanics room . . . the combinedgymnasium and assembly are inadequate for either function . . . we lack space for our excellent adjustmentteach to perform efficiently.'

"Kenwood also lacks 'an Opportunity Room to serve children entering the school whose previous educationaland cultural background is below our Chicago standards and who need from only a few weeks to perhaps


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one semester for acclimation and integration to our school at their proper grade level.'" KenwoodOvercrowded, Hyde Park Herald, Jan. 2, 1957, pg. 9

1958 In November, the Chicago City Council approved the Hyde Park-Kenwood Urban Renewal Plan.The plan called for a clearance of 101 acres of land, which was about 20% of the total area, excludingsome land clearance projects and the University of Chicago campus. Approximately 78% of buildingsproposed for demolition were rated substandard. A substantial rehabilitation program involved about

2,400 remaining structures in this project. The plan provided for expansion of spaces around existingschools for building new facilities, or additions to the old schools, or for playgrounds. Schools wereovercrowded when these proposals were made, but as the population dropped in succeeding years,school expansion was deemed unnecessary in some instances.

The Hyde Park Urban Renewal Plan as of December 1960Hyde Park-Kenwood Community Conferencehttp://www.hydepark.org/historicpres/urbanrenpl60.htm[Amounts and values are rounded and approximate.]

Area in size: 856 acres Project boundaries: 47th street to 59th street; Cottage Grove to Lake Michigan; U. of Chicago south

campus development 60th to 61st streets, including Cottage Grove to Stony Island

Excluded areas: U. of Chicago campus, certain designated Hyde Park projects, Illinois Central right ofway, and Southwest Hyde Park Redevelopment Corporation Acquisition area from 55th-56th streets andCottage Grove to Ellis Ave

Population at start: 65,000 Dwelling units: 25,200 Public schools: Kenwood, Murray, Ray, Kozminski, Bret Harte, Hyde Park High Other public projects: Forty-seven "blighted" areas to be cleared with construction of 540 high-rise

apartment units, 250 town houses, and a shopping center.

Major rights-of-way changes: Relocation, widening, and improvement of Lake Park Avenue from 47th to57th streets. Widening and improvement of 55th street from Lake Park Avenue to Cottage Grove

Acquisition areas: 101 acres Land re-use: Residential 43.8 acres (high density 15.5, low density 19.6, parking 8.7); Commercial 8.1

acres; Institutional 16.1 acres; Public agencies 30.4 acres (Board of Education, Park District, and Cityparking facilities, police and fire stations)

Rehabilitation: Approx. 80% of 3,100 structures in the project area were not to be acquired or cleared.They were eligible for financial assistance, including federal mortgage insurance in some instances,when rehabilitation was determined to be necessary.

Project cost: Total $39.7 million. Federal share $28.3 million. City of Chicago share $11.4 million. Thecity contributed schools, parks, playgrounds, streets and other public improvements.

1959 The federal government authorized the City of Chicago to proceed with urban renewal projectsin January 1959.

"Strong overtures have been made to the Community Conservation Board and to the Hyde Park-KenwoodConservation Community Council by the Kenwood Area Council . . . The accelerated rate of overcrowding,transiency [sic] and building deterioration in areas slated for demolition in Kenwood, has in some areasreached a level where community stability is threatened. Principally affected is the Kenwood School.According to a street-by-street survey made by the Kenwood Area Council, the overcrowding in some areashas resulted in a rapid rise in enrollment in the school, which poses difficulties. 'Because of the high rate oftransiency [sic] in the areas scheduled for demolition, the school has an extremely high number of childrenwho spend two months or less at the school,' reported the Kenwood Area Council . . . [T]he informationresulting from the surveys are being studied with a view of incorporating the Kenwood needs into the


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overall program of immediate priorities." Ask Speed in Renewal Plan for Kenwood, Hyde Park Herald,Mar. 11, 1959, pg. 1

"Commissioner J. Paul Holland announced the addition of 31 buildings to the first year's program of theHyde-Park Kenwood Urban Renewal plan. The list of new properties contained 20 'problem buildings'throughout the community and 11 buildings in the Kenwood school district . . . The buildings contain 280families and 56 single persons or a total of 977 residents. The Conservation Board announced that itplanned to acquire the buildings and demolish them, if their condition warranted, or to de-densify [sic] them

and operate them until the land involved is needed for reuse . . . ." Propose Plan to Help KenwoodSchool Area, Hyde Park Herald, May 20, 1959, pg. 1

1960 The Kenwood School branch at Temple Isaiah Israel was approved for closure in January 1961.

To Close Kenwood School Branch, Hyde Park Herald, Dec. 21, 1960, pg. 1

1961 The Board of Education approved plans to buy up to 200 mobile classrooms (20 ft. x 36 ft.) andinstall them at overcrowded schools and on vacant lots. The units were called "Willis Wagons" afterBenjamin C. Willis, superintendent of schools. Kenwood School had several mobile classrooms next tothe school's east side.

1962 The Board of Education purchased land that would eventually be used to build the newKenwood High School in 1967. Additional lots were purchased near other Hyde Park schools for futureuse.

Hyde Park Herald, Jul. 5, 1962, pg. 2


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1964 A committee chaired by the Hyde Park High School PTA president proposed a plan that wouldenlarge the "academic, vocational, and commercial education programs in one plant of severalbuildings grouped around a central campus [Hyde Park High School]."

The committee was composed of representatives from the South Shore Commission, SouthsideCommunity Committee, the Mayor's Woodlawn Committee on Urban Renewal, the University ofChicago, Hyde Park-Kenwood Community Conference, and Hyde Park High School PTA.

Representatives from Kenwood School, if present, were not mentioned.

Although school superintendent Benjamin Willis had stated in 1963 that Hyde Park High School'scapacity was 2,450 students, the school expected a 1964 enrollment exceeding 4,000 students.

In response to the proposed campus plan, an editorial called for Hyde Park-Kenwood to have its ownhigh school.

Hyde Park Herald, Aug. 26, 1964, pg. 4

1964 A special committee within the Hyde Park-Kenwood Community Conference (HPKCC) prepared

a preliminary "Special Hyde Park-Kenwood Community Conference Schools Report" on Hyde Park HighSchool, the public high school nearest to Hyde Park. The Conference Board directed the committee to"report all possible proposals for improving Hyde Park High to the community for its reaction."

The report addressed problems, proposed solutions, and discussed factors affecting potential solutions.Problems at Hyde Park High were lack of racial integration, overcrowding, and "weakness in theapproach to lower tracks." Key criteria for solutions were racial balance, reduced overcrowding,educational opportunities, financing, speedy implementation of plans, and community acceptance ofplans and actions.


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The committee presented a series of proposals. Here is a summary of highlights and verbatim quotesfrom the report.

Establish a 9th grade branch of 400 students at Kenwood Elementary School. The branchwould relieve overcrowding at Hyde Park High School; however, "A branch would destroy the presentprecarious integration at Hyde Park High by removing a substantial number of white students."

Expand Chicago Vocational High School (CVS). The stated goal was to train about 2,000"disadvantaged students in less highly skilled subjects." At least 1,000 high school students "shouldcome from Hyde Park High [and] the remainder could come from South Shore, Hirsch and Bowen."The report conceded, "This plan will not provide enough relief from overcrowding . . . and calls for atleast one new academic high school." Moreover, the CVS expansion proposal expressed concerns that"the property owners in the C.V.S. and Bowen areas may object to the addition of 2000 students whowill be predominately Negro."

Use the George Williams College building as a high school. The college at 53rd and Inglesidewas moving to Downers Grove, Illinois. This proposal was conditional "if the building could be entirelyremodeled in a manner conforming to high school requirements and acceptable to the North CentralAssn. for accreditation [and] not accommodate more than 1,000 students." The committee decidedremodeling would be "extremely expensive" for a building constructed in 1915 and 1926, an agingstructure that was never designed to be a high school.

Cluster Hyde Park, South Shore, Bowen, and Hirsch high schools. The committee acknowledged"all four schools operating from 147% to 174% of capacity." Racial issues peaked again. "As far asHyde Park High is concerned, it is likely that the students living in South Shore would request transferto South Shore High, as would a number of students living in Hyde Park-Kenwood, which wouldfurther reduce the present integration at Hyde Park High unless the new school removed a largenumber of Negroes from Hyde Park."

Group five high schoolsHyde Park, South Shore, Hirsch, CVS, and Boweninto one largedistrict. The district group would offer:

"one or two academic high schools open to all students . . . of average or above averageachievement who wish to have a college preparatory or general academic high schooleducation,

"one commercial school with a regular and advanced program, "one vocational high school and a four year career orientation school with three basic

functions, to provide intensive counseling, remedial work and a special program for themarginal student, and

"the vocational school for the district is already in existence (C.V.S.)."Racial suppositions sealed the proposed grouping: "The career orientation school, however, would beexpected to be segregated because the largest number of disadvantaged children in the area areNegro. In addition, there is concern that the children may feel stigmatized and isolated intellectuallyand socially. One or two new buildings are necessary."

Build a new high school near 71st and Cottage Grove Avenue. Integration and race wereparamount issues in this proposal: "This new school would not be integrated although the balance atHyde Park High would be improved racially by the reduction of 1,000 Negro students." A statedadvantage was the proposed site being near three main transportation lines. The report deemed thevacant land inadequate in size and more land would require use of eminent domain by the City ofChicago, which was "lengthy and expensive." Costs were a barrier up to a certain point: "Further,there is no money immediately available unless this school were to be a low skilled vocational school."

Establish a new high school in Hyde Park. Attendance boundaries would be from 47th to 59thStreets and from Cottage Grove Avenue to Lake Michigan. This proposed school was "an attractive


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homogenous community high school in which the U. of C. [University of Chicago] might participate."At that time, 1,400 to 1,600 students in Hyde Park attended Hyde Park High. These students wouldmove to the new high school to relieve overcrowding at Hyde Park High. The report stated the newhigh school "would have a much better racial balance than Hyde Park now has. It is estimated that itwould be 25-20% white. It would, however, destroy the remnants of integration at Hyde Park High.The only white children left would be from South Shore and would probably leave Hyde Park High,"and "There would be, therefore, strong opposition in Woodlawn and South Shore." The new high

school was estimated to cost $3 million. The suggested building site was at Murray Elementary School,but there was insufficient land at Murray for "play-yard and parking facilities."

Build an area vocational high school facility adjacent to Hyde Park High School. The facilitywould be "a comprehensive secondary school with complete academic, commercial and vocationalpreparation at all levels in one plant, with freely available cross-programming between all educationalareas." The report expressed "potential difficulties" in racial balance and academic standards,specifically "whether the academic excellence would attract enough white students, middle class Negrostudents and from where would they come."

The report concluded, "[T]here is no one, easy solution . . . an amalgamation of long and short termplans or . . . several proposals such as the separate high school and a campus school or [an] additionto Hyde Park and C.V.S. or some other combination will be best." The committee asked for proposalsand opinions from neighboring communities, "so that we may all move forward to advancing

educational opportunity in our area to the goal of quality education for all, a goal that all of us hold." All quotes are from Special Hyde Park-Kenwood Community Conference Schools Reports,Hyde Park Herald, Dec. 9, 1964, pg. 9.

1965 A new high school was proposed to be built at 53rd and Kenwood.

Hyde Park Herald, Apr. 14, 1965, pg. 1


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1965 Community support became the driving force to build a new high school for Hyde Park andKenwood students.



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1965 The Board of Education prepared to vote on a new multimillion-dollar high school.



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1965 Supporters and protesters gathered to express their views about a new high school.

School Pickets and Proposals, Hyde Park Herald, Nov. 24, 1965, pg. 1


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1966 The Board of Education voted and approved building the new high school.

Hyde Park Herald, Feb. 2, 1966, pg. 1


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1966 Dr. Curtis Melnick, District 14 superintendent, outlined changes due to the creation of Kenwood

High School.

Summary and quotations from Melnick Describes School Changes, Hyde Park Herald, Jul. 6, 1966,pp. 1 and 8:

Kenwood Elementary School was "disestablished" as an elementary school. Kenwood school building would be a "temporary high school under a separate administrative

staff including a principal, assistant principal, [and] counselors."

Kenwood High School would "serve 9th grade pupils only during the school year 1966-67,"and the high school's name "is not necessarily permanent."

Kenwood "pupils" living within the boundaries of 47th street, Lake Michigan, Midway, andCottage Grove would continue to attend the "temporary Kenwood High School" as 10thgraders until September 1968, when "the new building to be constructed on the siteimmediately south of the Kenwood building will be ready for occupancy . . . [and] studentswill then be transferred to the new building for 11th and 12th grades."

Set Ninth Grade Curriculum for Fall, Hyde Park Herald, Jul. 13, 1966, pg. 1


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Paul D. McCurry (1903-1991)

Paul D. McCurry, a former Chicago high school teacher, was an architect at Schmidt, Garden andErikson from 1946 to 1976. He was elected to the College of Fellows of the American Institute ofArchitects in 1968. In January 1987, Betty J. Blum interviewed Mr. McCurry at his home in Lake Forest,Illinois, for the Chicago Architects Oral History Project.

Excerpt from PDF page 133 (digital pg. 140) ofMcCurry Interviewhttp://www.artic.edu/aic/libraries/caohp/

Blum: "Is there a building or a project among those that you have done that stands out in your mind asbeing perhaps your most successful?"

McCurry: "Again, for different reasons I've always liked a variety of the buildings that I've done. I've alwaysliked Marillac and Marian. I like the Kenwood School in Chicago, which is now Kenwood Academy. I like theDeerpath School in Lake Forest, which made a great many people and children very happy. I like the LakeForest Club that I did many years ago."

Contrary to popular belief, world famous architect Eero Saarinen did not design or present plans forKenwood High School. There are claims that Mr. Saarinen was the designer of KHS, and that hepresented architectural drawings for KHS in 1966. Mr. Saarinen died September 1, 1961, in Ann Arbor,Michigan.

Kenwood High School Opens

1966 Kenwood High School opened for only 9th grade students in the Kenwood Elementary School

building on September 7, 1966. Elizabeth Mollahan was the first principal of KHS. The KHS basketballteam was formed for inter/intramural freshmen games. Teams for baseball, swimming, soccer, trackand cross country, tennis, golf, and chess followed soon.

1967 KHS produced unexpected results after years of debate about building a new high school. Todoubters, KHS would fail on startup for political or administrative reasons, while others expectedexplosive racial tension because of integration. KHS students and faculty set the pace for successfulcooperation.


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"The achievements of the students and the faculty of Kenwood High School are already being marveled atwherever they are known . . . Are these the achievements of a segregated school where the student bodycomes from 'privileged' middle class backgrounds? Of course not. The racial composition of Kenwood HighSchool is 70 per cent Negro and 30 per cent non-Negro. Enough of the students live in economicallydeprived areas for the school to receive remedial and supplementary services in the program funded underthe Elementary and Secondary Education Act for the purpose. But yes, there are also white students frommiddle class backgrounds, many of whose parents are highly educated professionals. The point is that allkinds of children, all the kinds that live in our community, are singing, studying and laughing together at

Kenwood [High] School as 1967 begins and that we must keep them doing these things together from nowon." Excerpt from 1967 Will Be Better Yet, Hyde Park Herald, Dec. 28, 1966, pg. 4

Hyde Park Herald, Jan. 4, 1967, pg. 1


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Elevation drawings of new Kenwood High School, Hyde Park Herald, Dec. 14, 1966, pg. 1



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KHS students selected school colors of Columbia blue and red with a bronco for school mascot.Broncos are wild or partially tamed horses. Broncos are known for their strength, agility, and buckingability. The Spanish word bronco means rough or coarse, raucous, harsh, and tough.

Collage by author of KHS Evolution, Aug. 20, 2013The collage is a creative concept and is not intended

to imply original ideas or artwork by KHS students in 1966.

Hyde Park Herald, Mar. 22, 1967, pg. 4


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Hyde Park Herald, Nov. 1, 1967, pg. 1


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Hyde Park Herald, Dec. 12, 1967, pg. 2


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Break Ground Friday for High School, Hyde Park Herald, Dec. 13, 1967, pg. 1


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Friday, December 15, 1967 - Groundbreaking ceremony for new Kenwood High School.Kenwood students, parents, teachers, Mayor Richard J. Daley, Dr. Curtis Melnick,

and Hyde Park/Kenwood community members broke ground for the new KHS.

KHS Principal Elizabeth Mollahan, Dr. Curtis Melnick, Mayor Richard Daley, and KHS students


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1968 KHS anticipated enrollment of about 1,000 students in September. The old Kenwood school hadbeen painted to alleviate its drabness. Eight mobile classrooms known as "Willis Wagons" wereinstalled. Use of the gymnasium at the Hyde Park YMCA was extended. KHS had first, second, andthird year students at the start of school. Classes offered included mathematics through collegealgebra and geometry, earth science, biology, chemistry, and physics. Business classes offered weretyping, shorthand, bookkeeping, data processing and computer programming. Language instruction

was available in French, Latin, and German. Some of the other traditional classes offered weredrafting, home management, music, English, history, and humanities.

Construction of the new school building was on schedule. The roof was set to be installed beforewinter. Workers installed pre-cast concrete walls and bricks. The academic and service buildings hadpriority for completion. At highest priority was the academic building so that classrooms could be used.The entire school was scheduled for completion by September 1969.

Despite construction progress, all was not well at KHS. About 100 KHS students walked out of classeson October 14. They joined a citywide student walkout in protest of the lack of instruction in blackhistory, lack of black student groups, and other racial, social, economical, and political grievances thatwere common among black students in Chicago during 1968.

Black students demanded mandatory black history courses; increased authority for assistant principals;better janitorial services in the lunchroom and lavatories; and a better quality and variety of foodserved in the lunchroom. Students wanted more meaningful homework for the lower tracks; economicopportunities for black owned businesses to serve students (class pictures and rings, school supplies,services by contractors); and total amnesty for students participating in the boycott.

White students had grievances, and sometimes they joined black students to protest. In November,police arrested 10 students after about 20 students blocked stairways to classes. Two parents ofstudents tried to take possession of the school's office. Twelve police cars arrived, and police officerswere stationed throughout KHS.


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1969 The new Kenwood High School opened September 3, 1969.

New Kenwood High School Opens Today, Hyde Park Herald, Sep. 3, 1969, pg. 1

Tabletops for the lunchroom had arrived. Furniture was moved constantly to provide seating as

temporary chairs came from anywhere they could be found, soon to be replaced by permanent desksand chairs. The lunchroom had tabletops, but it was not ready for service. The gym would not beready until October because the flooring had not yet cured. Four classrooms in the old KHS buildingwere used for health and gym classes. Sixth, seventh, and eighth graders attended classes in the oldKHS building, then called Kenwood Experimental School. Landscaping was due for completion soonalong with carpeting and tiling. KHS was a functional work in progress.

Later in the year, the academic building was in full operation except for a few areas waiting forequipment. The boys' gym was opened; the girls' gym was opened around January 1970. Theauditorium and fine arts building interiors were still being assembled. The KHS football team wasdeveloped and started practice for scrimmage games.

In distributive education and office occupations, about 40 students had part-time jobs in sales,merchandising, banking, law, and the Internal Revenue Service. About 25 students worked part-timein the industrial cooperation education program. Several students participated in foreign studentexchange programs. KHS offered adult education classes to community residents. The KHS Chorus,rated superior in competition, sang at the Civic Center and Board of Education building and wasrecorded by WBEZ, the Board's radio station. In 1968, 125 students from non-public schoolstransferred to KHS at all grade levels. In 1969, 200 students transferred to KHS from non-publicschools. KHS had about 36% white students in 1969.

KHS was becoming a star performer in Chicago public schools. With community support and expansionof academic programs, KHS excelled and attracted students and faculty. Over the next two years, KHSmaintained an aura of excellence; however, problems seeped to the surface because of political andsocial tensions of the early 1970s.

1970 In February, Chicago police arrested 22 students at KHS after the students started a sit-in atthe school's office. Students participating in the sit-in were attempting to get a response to the"Kenwood Manifesto," which had been given to school administrators in January.

Principal Elizabeth Mollahan asked students to clear the area. Police appeared after being called byKHS security officers. Some students were injured. Police released all students without charges. Amediation board of students, faculty, and administrators was established to address the Manifesto.


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Kenwood Manifesto, Hyde Park Herald, Feb. 2, 1970, pg. 6

Some Kenwood Manifesto demands were met, if not precisely, to at least appease the strongest, mostvocal students and parents. Students, teachers, parents, and the Hyde Park community constantlymade demands about every aspect of their lives. In the end, administrators were obligated to followBoard of Education policies and to enforce legal requirements with minimal concern for demands madeby high school students.

Racial tensions ebbed and flowed at KHS. Minor incidents often stayed minor, though occasional flare-ups frightened some students and their parents.

"The parents of a seventh-grade white girl spoke to me this week. The father said: 'Give me some reasonsto stay in Hyde Park. We are considering a move to the suburbs. My wife does not want our daughter to goto Kenwood High School. We have no racial prejudice, but we have heard such stories that we don't wanther to go to Kenwood. White pupils are in the minority. We hear that black pupils call them racial names,exclude them from trying out on teams, and make a social life impossible.' These parents seemed to bechallenging me to change their minds in the time I could stand on one foot.

"I tried: 'Visit Kenwood High School and see for yourselves. Don't just accept stories you hear. Of courseyou will admire the school plant, but do more. Visit several times. Talk to teachers and pupils. Attendclasses. Test your fears and concerns against reality. If you do, you are likely to be thrilled by the quality oflearning and sociability.

"At Kenwood, your daughter will have a unique high school experience. She will learn something invaluable

that was hard even for your generationnot to stereotype persons by color but to appraise them asindividuals. She is entitled to excellent teaching and physical safety, and she will have both at Kenwood. Inaddition she will be able to acquire unique and priceless insights into American life, its infinite variety, andits challenges. She will have opportunities to form extraordinary and enriching friendships and associations.You are fortunate to be able to offer her such a rich experience and to free her from the terrible burden ofprejudice which most high school children elsewhere have to bear."Consider the alternative. If you exercise the white person's option to move to a white suburb, you immerseher and yourselves in apartheid; deprive her of opportunities for growth; and elevate exclusionary valuesabove courage, respect, and integrity. You detach her from the America that exists today and that will existtomorrow as she grows to maturity.


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"Perhaps, for other reasons, you may have decided to move and, without realizing it, are sincerely usingyour daughter's entry into high school as a way to justify your own unspoken decision. If you are thinking ofher, though, give her a chance at Kenwood High School." Why Not Move to The Suburbs? by LeonDespres, 5th Ward Alderman, Hyde Park Herald, Feb. 2, 1970, pg. 4

The North Central Association of Colleges and Secondary Schools accredited Kenwood High School.Accreditation denotes recognition of the quality of a school's program to other educational institutions

and the general public.

The Class of 1970 had 237 seniors who graduated in June and produced nine National Merit semi-finalists; seven National Merit commended scholars; five National Achievement semi-finalists; fiveNational Achievement commended scholars; twenty Illinois State scholarship semi-finalists; and fivequalifiers for NAACP scholarships. Seven members of the senior class were admitted early to collegesand universities. Over 100 scholarships were awarded to graduates.

1971 Parents, students, and school personnel started an advisory council at KHS. Skin color was anapparent prerequisite for inclusion, voting, and decision-making.

"A group of 125 persons met last Wednesday at Kenwood High school and approved guidelines set up by asteering committee in December to form an educational council at the school . . . Those serving on thecouncil will be divided into three groups; parents, students and school personnel. Each will be responsiblefor holding its own elections and nominations . . . .

"The council will be composed of 43 members divided thusly; 26 parents, 12 students and 5 schoolpersonnel. Because the student population at Kenwood is approximately two-thirds black, the parent groupis being asked to elect at least 17 black members. Students and school personnel will decide their own racialbalance but the committee recommends that at least six of the 12 students be black and at least three bewhite . . . At the end of the voting period, the nominating committee would count the ballots.

"The 17 black parents receiving the most votes would be declared elected. (The first eight of these havingtwo-year eligibility would have two-year terms.) The nine remaining positions would be determined by votecount from both the non-black and the remaining black nominees. (The first five with two-year eligibilitywould have two-year terms.)

"The nominating committee would notify the elected council members, assist them in setting up their firstmeeting if necessary, and would then be dissolved." Kenwood Council Sets Guidelines, Hyde ParkHerald, Feb. 17, 1971, pg. 1

Race mattered at KHS in 1971. And since skin color mattered at KHS, skin color influenced someevents in Hyde Park and Kenwood communities even if skin color, or race, was downplayed, triumphed,or disparaged by liberal or conservative citizens.

Clarity of purpose mattered to people who wanted positive solutions for KHS students.

"Parents, students and faculties of schools throughout the community are currently forming bodies knownas school advisory councils. Just last week a meeting was held at Kenwood High school at which guidelinesfor a council were announced by a steering committee.

"The council, according to procedures mapped out by the board of education, has the power to act on suchthings as school policies, faculty appointments and school budgets. It sounds impressive and it is. Thecouncil will be a long step forward in making the school responsive to the needs and will of the communityif it succeeds.

"It is important at this point, however, to point out the pitfalls that have befallen similar councils formed ina few other South Side schools. At some of these schools it appears that everyone who has ever beenconnected with the school in any capacity is trying to get his two cents worth in as to how the school shouldbe run.

"The result: In-fighting and mass shouting with no one suffering except the persons who matter the mostthe children. As we said, an advisory council can certainly be a big help to our schools and exert aninfluence on the board of education. If enough voices are heard and all the voices want the same thing thatshould certainly make some kind of impression. So let's make it. Together." We Can Make It -Together, Hyde Park Herald, Feb. 24, 1971, pg. 4


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Frictions were visible:

Integration of students from diverse cultural and socioeconomic backgrounds who oftenlacked common cores of experience;

Stereotypical perceptions of individuals and groups that were believed, taught, or pushed byolder generations;

Separate and unequal educational expectations and limitations within KHS, which wasantithetical to peaceful coexistence when racial integration was the spoken goal;

Technical integration (statistics, race counting) pushed above social integration (friendships,relationships) to mask anger, fear and resentment;

Group pressure to conform when there was covert and overt resistance to not conform fromboth sides that claimed to want egalitarian conformity; and

Perpetual warnot physical, but social, political, and economic in scopefought by theBoard of Education, teachers and administrators, students, and parents about how KHS

should be administered and how to educate students.

Political storms crossed over KHS. The Illinois Crime Investigating Commission, FBI, CIA, U.S. military,and other state and federal agencies allegedly investigated some KHS students. Hyde Park had alwaysbeen a community of activists who pushed for solutions to perceived and real problems.


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Academics, the primary reason for students to attend KHS, continued. Classes and extracurricularactivities rolled along. Science fairs, awards ceremonies, sports and clubs, after-school functions,school plays and operas, friends, and more kept students busy. Enrollment was about 2,000 students,but there were familiar concerns about overcrowding; enrollment had been about 1,700 studentsduring the 1969-70 school years.

Curriculum innovation was discussed around creating a tutoring program that would couple universityand Kenwood students for enhanced learning. To increase communication, select parents were tobecome "room parents" for each division room. Intensified supplemental reading instruction wasemphasized. The tracking system that monitored grade levels and achievements was reviewed for

possible modifications.

Foreign-born students attended KHS. Students came from 21 different countries. Thirteen were fromEurope; 26 from Asia, 1 from Africa, 1 North American, 11 from South and Central America and 10from the West Indies. Their ages ranged from 18 to 82. Some students were permanent residents,and some acquired American citizenship by naturalization. The students studied to improve theirEnglish language skills, and others were spouses of graduate students at Chicago universities. Some

were high school students who came to study English as a second language.

The second graduating class of seniors received their diplomas in June 1971. Over 50 scholarshipswere awarded to graduates.


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Positive human relations overshadowed some problems at KHS. Most people inside the school, fromstudents to teachers to administrators to lunchroom personnel to janitors, learned and worked inharmony. Generally, people got along well. Morale and pride were high. In most instances, mutualpeaceful cooperation helped to project the best possible image KHS could give to its community.

Beneath the good, KHS was not an idyllic school beaming utopian perfection to the world. Problemslurked below the surface of good deeds.

Absenteeism Apathy Criminal behavior Demonstrations Dropouts Fear Fights Gangs Illegal drugs and alcohol Loiterers inside and outside school Pickets Prejudice School security Sit-ins Thefts Us-vs.-them mentality Walkouts

These problems were common occurrences that affected many Chicago high schools, not only KHS.

Whether acknowledged or denied, these problems directly and indirectly affected students, parents,and school personnel. Positive people stayed positive. Those who wanted KHS to fail might haveviewed the new high school as a failure in progress. A workshop convened to assess problems andhere are excerpts from their findings:

"Students leave Chicago high school emasculated, mama's boys, unprepared to handle adult roles,' was theconclusion of students and teachers at a school area A workshop on discipline . . . [N]either Chicago grade

schools or high schools prepared the student for the world outside of school.

"School administrators suspend students to punish them but is suspension a holiday or a punishment,students asked. Students cut classes because the school fails to make them interesting, they contended . . .[T]he concept of the school disciplinarian [is] a failure. They contend he sees only 10 to 15 per cent of thestudent body while discipline should be administered on a 'one to one basis.'

"[T]he community and individual teachers are powerless with the downtown office dictating policy in theschool . . . teachers are impaired in dealing with various academic situations because of fear ofadministration." Excerpts from Students Leave Our Schools Emasculated, According To Workshop,Hyde Park Herald, Oct. 27, 1971, pg. 11

KHS was not a failure; it was a successful new public high school experiencing start-up challenges andtrying to solve them by using available resources. Internal and external support waned at times. Thenovelty of constructing a new school campus wore off after the last bricks were set. News coverage

dwindled in scope and quality about KHS. Activists for and against various causes continued to pressfor what they believed to be best for KHS.

Students made KHS a shining beacon of progress above all turmoil inside and outside of school.

1972 Senior class members contributed to positive events in and around KHS. The senior classsponsored "Kenwood Night on Broadway" at Dunbar High School, sponsored a movie presentation andconcert, and a dance. Seniors were members of all varsity sport teams, cheerleading, advisorycouncils, language clubs, Kaleidoscope newspaper and Odyssey yearbook staffs. The varsity trackteam won the city championship.


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Seniors led the way as administrative aides to teachers and working in the library media center, mainoffice, and counseling office. Seniors set fine examples of striving for excellence in academics,athletics, administrative support, chorus, band, and other school activities. A school's fine progresscan change in an instant and that instant struck KHS hard.

On February 15, 1972, Cornell Fitzpatrick, a former KHS student and U.S. Marine who had served inVietnam, came to KHS to speak with a teacher about accounting. After military service, Mr. Fitzpatrick

attended Olive-Harvey College in Chicago and planned to enroll at an Arkansas university to pursue anaccounting degree.

Jet Magazine, Mar. 9, 1972, pg. 23

Cornell Fitzpatrick's Grave Marker at Burr Oak Cemetery in Alsip, IL, 2009


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Chicago police security officer Bernard Martin, working at KHS, shot and killed Mr. Fitzpatrick near theschool's main office. Officer Martin alleged Mr. Fitzpatrick pulled a gun after being told to leave theschool. Several eyewitnesses stated Mr. Fitzpatrick did not pull a gun; however, a gun was allegedlyfound near Mr. Fitzpatrick's body after the shooting. Firestorms of anger and criticism erupted afterthe shooting.

Hyde Park Herald, Feb. 23, 1972, pgs. 1 and 20

Opinions swung wide. This commentary blamed KHS students for Mr. Fitzpatrick's death.

"For the past week we have heard many different versions of what happened at Kenwood High school lastTuesday afternoon. Some people are saying that the young man not a student who was killed inside of theschool was carrying a gun. Others disagree. Some say that the security guard who shot the youth shouldnot have been carrying a gun. Others disagree on this point too.

"Now the community is divided on whether or not security guards at Kenwood High school should carryweapons. One group is saying that guns have no place in a learning institution. Another group says that the


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guards must be armed because of gang problems, drug traffic and intruders into the school. It seems to usthat the problems at Kenwood High school go much deeper than whether or not the security force carriesguns.

"First of all, why does that school need a security force? At a meeting last Thursday evening about theshooting a worried mother asked the students present if they would stay out of the halls, not loiter andcause no trouble if the security force was removed completely. They told her no. An assistant principal saidat the meeting on Thursday, that security guards are needed at Kenwood High school because student

behavior requires it.

"If this is true then the chain which lead to the death of Cornell Fitzpatrick began with the studentsthemselves, and they bear as much responsibility for his death as anyone else. To argue about guns and thesecurity guards is to argue about some link half way down the chain. It is that first link which needsattention. We wonder whether Kenwood students so worked up about Cornell Fitzpatrick's death are reallywilling to face this. We are used to stones being thrown at the Board of Education, the faculty andadministrators and the patents by the students. Yet he who is without sin cast the...." [End of commentarytext] Commentary - The First Stone, Hyde Park Herald, Feb. 23, 1972, pg. 4

In response to the shooting, the Hyde Park-Kenwood Community Conference (HPKCC) boardauthorized its executive committee to make Mr. Fitzpatrick's death a high priority by passing aresolution that stated, "The killing of any person in this community under whatever circumstances is aconcern of the entire community and the Conference as its community organization." HPKCC directedthe committee to determine facts in the shooting and to work with other community groups on school

security.

The KHS Parent-Teacher-Student Association (PTSA) sent a telegram to the Cook County coroner andasked for the immediate appointment of a special deputy coroner and coroner's jury to investigate thefacts leading to the fatal shooting. In addition, the PTSA sent a telegram to the Chicago policesuperintendent requesting that Officer Martin be suspended until a final determination on whether ornot there was justification for the officer's gun to be drawn and fired. A group of Kenwood studentsretained an attorney with the American Civil Liberties Union (ACLU) to investigate the shooting.

A poll was taken of faculty, staff, teacher's aides, maintenance, and lunchroom staff at the school onthe question of armed guards at KHS, and 97 persons voted for armed guards, 47 voted for onearmed guard and one person voted for no armed guards. The district superintendent issued amoratorium on all armed guards while volunteer parents, students, and community residents acted asschool security. A few days later, the superintendent reversed his decision and required KHS to have

one armed security officer. Unarmed civilian aides provided the balance of security at KHS. Kenwoodteachers walked out in protest of the lack of armed security. At a meeting before their walkout,teachers voted 97-4 to leave if armed officers were not assigned to KHS.

Several bomb threats and fire alarms disrupted classes, causing the school to be evacuated, butteachers refused to return. Kenwood students conducted a survey on the security question. A total of1,527 students voted, approximately 80% of the student body.

No security personnel 8% Civilian security aides (unarmed), previously trained or trained on the job 30% Civilian security aides (unarmed) and one uniformed officer (armed) 33% Part-time non-uniformed officer (armed) and a civilian security supervisor (unarmed) - 9% Part-time non-uniformed officer (armed) and a civilian security supervisor (unarmed) and

one uniformed officer (armed) 16% Other Approx. 4%

Teachers and students expressed opinions about the shooting of Cornell Fitzpatrick.

"A school has to be able to protect its students from outsiders who want to come into the building to pushdrugs, recruit gang members, make shakedowns, and the like, therefore somebody has to have the powerto arrest . . . Students and teachers have the right to freedom from fear . . . I am philosophically opposedto the presence of guns . . . I reluctantly accept the necessity of a legally authorized and controlled gun." Excerpt from The Position I Take at Kenwood by Alta Blakely, KHS teacher, Hyde Park Herald, Mar. 8,1972, pg. 5


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"In removing all police security from Kenwood, the district superintendent acted without consulting thosemost directly affected the students and staff at Kenwood. A referendum, conducted by the studentcouncil, showed that a clear majority of Kenwood students favor some form of armed security . . . Areferendum of parents will determine how they stand on this issue, but I doubt that most would care tosend their children to a school where no one had the ability or authority to effectively stop intruders . . . Solong as criminals are armed, we must accept the armed policeman as a regrettable necessity." Excerptfrom A Kenwood Teacher Speaks by Michael Teller, KHS teacher, Hyde Park Herald, Mar. 15, 1972, pg. 6

__________

"Most of the people who have been connected with Kenwood High school know that the 'Kenwood Dream' isa myth. The school is saturated with serious problems. Tension between the races, within the races,between students and teachers, teachers and administrators, and students and administrators is everpresent. The term 'integrated' can be considered a misnomer applied to Kenwoodfor the Honors tracks aretoo white and the Basic and Essential tracks are too black and thus is the school stratified (and segregated).

"We who have been associated with Kenwood often feel that we are participants in a great whitewash calledthe 'Kenwood Dream.' Will people ever know the real truth? The truth is that despite all of its shortcomingsand failures, Kenwood is unique. Few other high schools in the nation can boast as impressive a record asKenwoodin sending high percentages of blacks and whites to fine colleges and jobs, in providing qualityeducation, and in dealing with serious social and racial problems in a remarkably heterogeneous studentbody and staff. In fact, Kenwood can be considered integrated, for although far from being an ideal situation,there is less tension and more voluntary contact between the races at Kenwood than at most high schoolsand colleges.

"Kenwood should continue to be used as a shining example for the rest of the country. Yes, Kenwood has along way to go before it can equal the 'Dream,' but the rest of the country has a long way to go before itcan equal Kenwood." The Dream Is A Myth by Bennett Kaye, KHS Class of 1970, Hyde Park Herald, Mar.22, 1972, pg. 5

A special coroner's jury recommended that Officer Martin should be indicted for involuntarymanslaughter in the death of Mr. Fitzpatrick. The Cook County grand jury returned a "no bill," whichmeant there was insufficient evidence to charge Officer Martin. No charges were filed against OfficerMartin.

The senior class focused on graduation and sponsored a musical program, movie presentation, dance,concert, fashion-talent show, and a "Fun Night" that offered a talent show, card games, and movies.

The KHS Class of 1972 produced outstanding academic talent after four years of successfully

managing the transition to a new high school and long hours of hard work and study time. Severalseniors received multiple awards and scholarships. The National Merit Scholarship program had onewinner, one finalist, and four commended students. Ten students reached excellence in the National

Achievement Scholarship program with four finalists, one semi-finalist, and five commended seniors.There were fourteen Illinois State Scholars, one Chicago Regional Industrial Educational ExhibitionGrand Prize winner, and 42 seniors graduated on the Principal's Honor Roll. Scholarships to variouscolleges and universities were awarded to 21 seniors.

Kenwood Notes, Hyde Park Herald, Jun. 7, 1972, pg. 3Class of 1972 diplomas were dated Thursday, June 8, 1972.


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Epilogue

This chronology provides brief historical snapshots. A common phrase holds sway after many yearshave passed: Newspapers write the first draft of history. And there is more to the story of KenwoodHigh School, especially social, political, and economic issues that surround the school's history.Research continues.

For more information, please visit the KHS Class of 1972 at http://kenwood72.wordpress.com and TheEvolution of Kenwood High School at http://kenwoodevolution.wordpress.com.

Thank you for your time and consideration.

Ron LoveClass of '[email protected]

Concept by author, Aug. 20, 2013

the evolution of kenwood high school

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