Harvard Boys High School - Review Yearbook (Chicago, IL)

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80f!z .xdnniverfiary umni .gzcfion DEDICATIGN TO OUR ALUMNI AND FRIENDS: During recent years many old European cities with a long and noble history have gone down in flame and ruin. Some of these started as small settlements as far back as Caesar's conquest of Gaul, they have seen wars, pestilence and death pass back and forth over them for centuries, and have found final destruction through the progress of science and civilization. To such cities, a century is but a short period, eighty years would hardly be worthy of mention. To a city like Chicago, which has existed for only a little more than one hundred years, the past eighty years repre- sent the greater part of its development as a world metropo- lis. Visiting foreign authors have often cast slurs upon usp we have accepted them without much protest, believing perhaps that in every criticism, however harsh, there may lurk a grain of truth. But every true Chicagoan born and bred, though recognizing its imperfections, has a love for the vigorous, lively, striving city that Chicago is and always has been. Because the Harvard School has lived with Chicago for eighty years, has partaken of its struggles, has suffered with its depressions, has flourished with its successes, has developed with the development of our city, we believe an eightieth anniversary is fitting of mention and Worthy of celebration. We therefore, dedicate to you this anniversary edition of our alumni bulletin, which includes our service men's New Letter of the past six months. We hope that you will read it, enjoy it, and write to us about it. We shall always welcome additions and corrections to add to the record of the fluid body which an alumni group must ever be. Your alumni editor, . 6 0 , --I 5-l

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FACULTY 1945 GEORGE R. POST Mechanical Drawing IRENE i. PYLE Grudell MARILYN STE Grade-2 EVES HARRY D. PYLE, Ph.B. History RAYMOND A. SMITH Music GEORGE F. VAUBEL Science, Latin

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80114 .fdnniuerficwg . . . 1865 - 1945 THE EARLY PRINCIPALS 1OHN 1. SCHOB1NGER 1OHN C. GRANT lt was under IOHN 1. SCHOBINGER that the Harvard School grew to prominence in Chicago's educational world, although to Edward Stanley Waters goes the credit for found- ing the school in 1865. Mr. Schobinger was born in Switz- erland on May 1, 1846, attended the Polytechnic lnstitute of Zurich, became the principal of a municipal elementary and high school in a town near his birthplace, and came to the United States shortly after the Chicago Fire. He entered the Harvard School in the spring of 1875 to fill a vacancy in science, remained as a teacher the following year, and then took over the school himself. He was quick, hard working, versatile, and a born teachery many of his old pupils have written to tell of his kindness, fairness, and understanding. He remained as principal of the school for over fifty years, until his death in 1927. TRUSTEES AND DIRECTORS Edson Keith 11879-18971 Marshall Field 11879-19061 lohn G. Shortall 11879-18841 George Armour 11879-18801 Alfred Cowles 11879-18821 Wirt Dexter 11879-19031 N. K. Fairbank 11879-19031 Charles D. Hamill 11879-19051 Edward G. Mason 11882-18991 Iohn W. Doane 11880-19011 William Gold Hibbard 11884-18871 Norman Williams 11887-18991 Byron L. Smith 11889-18941 Norman B. Ream 11896-19141 William Rainey Harper 11897-19061 Marvin A. Farr 11897-19091 N. W. Harris 11899-19041 Iohn S. Miller 11900-19171 George F. Baldwin 11905-19131 lames F. Meagher 11905-19171 IOHN C. GRANT was born at Lockport, lllinois, received his A.B. from Yale University, and later was granted the honorary degree of L.L.D. 1-le entered the Harvard School as a teacher in 1879 and one year later became associated with Mr. Schobinger as co-principal. He died in March 1914. The tribute written about him by Mr. Schobinger in 1914 expresses very clearly the esteem in which he was held. Mr. Grant was a strong man, of sterling uprightness, animated with an uncompromising sense of duty, most ex- acting toward himself first of all. Thus he earned the right to expect a smiliar attitude from his pupils. He was also absolutely iustp yet, when help by counsel and advice was needed, of an insight and delicacy unexpected in a char- acter so sturdy. lf example is the strongest and most edu- cating influence that a teacher can exert upon his pupils, Mr. Grant gave this in rich measure.