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It was called the school of the future: for three years teachers, parents, administrators, architects, and such education experts, who were used for resource purposes, as Dr. Margaret Mead and Dr. Carl Rodgers planned Edsel Ford High School. From the time when the idea and need for a new high school was First conceived in 1952 until the time when the first students started attending class in 1955. the Dearborn community had the opportunity to plan a school with the completeness and thoroughness that few- other communities could enjoy. The need for another high school in Dearborn became apparent during the late forties and early fifties. Dearborn, like many other suburban communities, was experiencing a phenomenal population growth. The impact of the shift of population from the cities to the suburbs was first felt in the elementary schools; projected enrollments indicated that by 1955 the need for a second high school in west Dearborn would be imperative. Therefore, the first Edsel Ford planning committee was put together in early 1952. That committee was composed of professional staff members and laymen who were to develop the specifications needed for the Edsel Ford educational facility. The idea of careful planning for the first high school in Dearborn in 27 years further set the stage for a very comprehensive study for a new curricula. It was agreed that the new curricula would be based on the established one, a program that had been based on the values inherent in a Christian-Judaic culture. It was felt, however, that this prior concept needed to be re-evaluated due to changes in social, technological and physiological aspects of our society. The second World War also effected great changes in our society which demanded changes in our instructional procedures. Throughout the planning there was universal agreement in Dearborn that high schools should be comprehensive in nature. The consensus seemed to be the desired basic principal of education for “Living a Life” was even more important than education for “Earning a Living.” However, the specifics of planning a curricula to accomplish the basic aims were still unclear. It was decided that the best way to study such a problem would be to assign a group of teachers and administrators full time to such a study in a place where there were adequate library facilities and resource persons available. Through the efforts of Dearborn Superintendent of Schools James E. Lewis and University of Chicago professor Dr. Benjamin Bloom, a quarter of a million dollars was secured through the Ford Foundation’s Fund for the Advancement of Education. This grant freed 27 professional staff members from Dearborn, Fordson, and Lowrey High Shools to devote full time I to a curricula study at the University of Chicago. The University of Chicago was decided upon as the center to conduct the study because of the availability of Dr. Ralph Tyler, one of the nation’s foremost men in the field of curricula development. In addition to Dr. Tyler, there were several other persons at the University of Chicago who would be available to work on a continuous basis with the Dearborn group. In addition, a brief portion of the time spent in Chicago was used to make visitations to those high schools throughout the nation that were leaders in the area of curricula development. Altogether, more that 60 schools and school systems were studied and analyzed. The initial work with the Edsel group was done under Dr. Tyler, during which time the group developed a basic rationale for curricula development. The heads of departments at the University of Chicago, which included humanities, science, mathematics, social studies, and vocational subjects, worked with the group through lectures, demonstrations, and seminars. The group also made observations in classes to see how' they applied the theory which they advocated in the classroom. Also, leading behavioral scientists were brought in to act as consultants on the project, including Dr. Margaret Mead, Dr. Carl Rogers, Dr. Robert Havighurst, Dr. Mary McCord, and Dr. Rex Tugwell. One of the most significant results of the Chicago experience, and as part of an agreement with the Ford Foundation, was a plan for a process of continuous revision and refinement of the instructional program. In 1960, under the terms of an agreement with the Ford Foundation grant, a two volume report was made to the Foundation and the Dearborn Board of Education. Other checks that were built into the system were weekly meetings by the counselors, weekly meetings by the curriculum council, twice monthly meetings of the entire staff and other meetings involving grade levels and departments. At Chicago, the group set up a system to fit the needs and capabilities of all levels of the student population to be served. The curricula was planned in terms of student needs rather than in terms of what a textbook offers. This program necessitated the development of new instructional materials to meet the standards of the new curricula. Every student, the group decided, was required to take science for three semesters, social studies for five semesters, gym human relations for six semesters, and English humanities for six semesters. Provisions were made for individual differences by a tracking system; a student would be tracked on the basis of marks earned in the past, reading scores, and intelligence scores. Also, programs were set up to provide opportunities for students capable of accelerated programs in certain subjects and for mentally and physically handicapped students. In setting up the new program, it was decided that a daily homeroom would be ineffective. So, in order to provide the students with a better relationshop with their counselor, cach I student was required to take human relations on alternating days with gym. This program gave the students a home base, besides teaching them the learning process, and also the general purpose ' of the education program at Edsel during the tenth grade. In the eleventh grade, the emphasis was to be on increased understanuing of growth and development of personality, and in the twelfth grade, the emphasis was on the selection of one’s life goals and work and consumer problems. In order to analyze and evaluate each of the various programs in the curriculum, the faculty developed a statement of general aims. These aims dealt with such things as self realization, choice of occupation, sound physical and mental health, the appreciation of order, power, beauty in art of creative expression, and the rights, privleges. and responsibilities in a democratic society. After the group returned from Chicago, they met for the next two years under the direction of appointed principal Tony Lawski at Greenfield Village’s Lovett Hall. Additional personnel was added at this time. All the selected teachers taught in the morning at their own schools and in the afternoons traveled to Lovett Hall to do more work on the Edsel project. During the summer of 1955, the entire staff was chosen and met for a period of six weeks for a thorough orientation of the new educational program of Edsel Ford prior to the opening of the school to students in September, 1955. The formal dedication ceremony for Edsel Ford High School was held in March of 1956. Special guests at the ceremony were Dr. Tyler, Dr. McCord, Dr. James Lewis and Mrs. Edsel B. Ford. Because the curriculums for Edsel were so completely planned, they were fully accredited within one year by the North Central Association, unusual for a high school because accreditation normally takes three to four years. Edsel Ford High School was the school of the future w'hen it opened in 1955 and continues to be a leader in innovative curriculum and educational ideas - still meeting the demands of the contemporary student, the community, and society. -Mark W. Smith
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