Francis W Parker School - Record Yearbook (Chicago, IL)

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To Miss Georgia Hendry, who is always ready to help us with safety pins, bus tickets, messages fr m home, and most of all, her cheery smile, we fondly dedicate The Record of 19h2

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Let's pretend that the year is 1952 and that we have been Parker alumni for a full decade. What do we remember about school? The little things, such as daily schedule and particu- lar activities, seem vague to us now, but our experience in progressive education has remained a dominating influence in our lives. We feel that progressive education has led us to a better understanding of one another. Furthermore, it has helped us to develop a spirit of independence and coopera- tion, which has stimulated us with a higher conception of democracy. Broadmindedness, tolerance, and the freedom to discuss each other's opinions, and to help chart our courses, with the friendly guidance of an understanding faculty -- this was the progressive education that made Parker life dis- tinctive. For after all, where else but at Parker would you have found sheep wandering about the garden.... and the faculty joining in physical fitness exercises?...

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A.M!MQBlAL,IBlQ!1E DeWitt Talmage Petty Born April 27, 1888 Died April 16, 1942 On April 16, 1942, the Francis W. Parker School lost, by sudden death, a valued friend and teacher - DeWitt Talmage Petty. He had given the school unselfishly nineteen years of devoted service. He will always stand in our memories as a man of simple dignity - quiet, u assu ing - fortified from within by high courage and ethical strength. Perhaps the most dramatic moment of his teaching life at Parker came as the result of his success - in an experiment in the field of mathematics. In the 1920's seven superintendents and principals of schools in the Chicago region set out to investigate and to improve the teaching of mathe- matics in the elementary grades. Mr. Raymond W. Osborne, of Parker, was secretary--vice-chairman of this Committee of Seven. lr. Petty came to Parker in 1925 as head of the mathematics department. He enthusiastically cooperated with this Committee. In one of its studies in problem solving ability and methods of teaching, Mr. Petty volu teered himself to teach the 6th, 7th, and 8th grades in order to study at first hand the needs and difficulties of Parker children in the use of this important tool Qmathe- matics, so useful to everyone in daily life and essential in doing a major part of the world's work. After a period of instruction the Committee gave a comprehensive test to the grades included in this experiment in all these schools. The Francis W. Parker School rated first on all three cou ts covered in the test I shall always remember lr. Petty's first remarks when he said, 'I am surprised and, of course, pleased! But we have only just begun to make essential changes in the curriculum. We must go onl I shall not be satisfied until we know how to get every child up to the standard of his grade. We must arouse the desire and best efforts of each pu il. There should be more scope for children with special aptitudes and interests in mathematics'. This attitude of lr. Petty made a lasting impression upon me. It ranked him as a truly 'progressive teacher' who would seek always better ways of educating children in accord with certain accepted educational principles and major objectives of the Francis W. Parker School. In this one illustration of Mr. Petty's work which I have chosen'I have omitted interesting details which give further evidence of the loss which the Francis W. Parker School sustained in his u timely death. An adequate story cannot, of course, be told here. Those who knew him well will not forget him - as a man, or as a teacher. -Flora J. Cooke