A Short History of the Grosse Pointe Public School System

Forming the District

In 1921 five separate school districts served the Grosse Pointes. Realizing that better educational opportunities could be provided for children if the schools were consolidated, a number of citizens started a movement to join the five districts into one. The districts included District #1 (old Trombly and Cadieux Schools), District #2 (Kerby School), District #3 (Vernier School), Fractional District #7 of Grosse Pointe and Gratiot Townships (Hanstein School, north of Mack Avenue and now part of the City of Detroit), and Fractional District #9 (Cook School on Mack Avenue near Lochmoor). The re-organization was approved by the voters of the district on December 23, 1921.

On January 27, 1922, the first Board of Education was elected. Members were George Defer, president; Charles Paye, secretary; Charles Poupard, treasurer (an office he held for 26 years); John Kerby, trustee; and Lewis Smart, trustee.

The first salary schedule for the school district was adopted in 1923. Teachers with two years of professional training and no experience were paid $1,200 a year; those with four years of training and no experience were paid $1,400. Annual increases were based on evaluations and ranged from $50 to $150 annually. Within reasonable limits teachers were allowed to draw pay for absence during their own illness or on the occasion of death or dangerous illness in the immediate family. The object of this policy was "to secure better teaching from happier and more loyal teachers."

Important Dates in GPPSS History

For a quick overview of dates when school buildings were opened and Superintendents were appointed, please click here.

The Superintendents

On February 20, 1922, the Board voted unanimously to appoint William L. Walling, principal of Cadieux School, as superintendent of schools at a salary of $4,000 per year. Walling unified the district and laid the foundation upon which future superintendents could build. Under his direction the Board started its long-range site acquisition program. He was also the guiding hand in building the new high school.

In 1927, Supt. Walling was replaced by Samuel Brownell, who served as superintendent for the next eleven years. His contributions were mainly in the fields of curriculum, guidance and counseling, in-service training of teachers, and the development of a public library system as part of the school organization. He developed a school system not only for the children of gardeners and chauffeurs but also one where the wealthy felt there was a quality program.

Edwin Van Kleek replaced Mr. Brownell as superintendent for three years. His greatest contribution was in the field of public relations. He was able to convince the voters that Grosse Pointe had one of the finest school systems in the nation and that it was worth financial sacrifice to maintain it.

In 1941 Paul Essert became superintendent, four months before the attack on Pearl Harbor. During his tenure an important job evaluation study was conducted. it was used as a basis for determining salary differentials.

John Barnes followed Mr. Essert as superintendent of schools. Barnes had previously served the district as high school principal, director of instruction, and assistant superintendent. Under his leadership the largest bond issue in the history of the district was approved by voters. In addition to starting a large building program, he improved financial accounting methods and other business processes. His greatest contribution was in the field of curriculum and instruction. Many of the instructional methods practiced in Grosse Pointe were the result of Barnes' influence and ability.

Development of the School Plan

In its first 15 years, the Board of Education employed specialists to conduct six surveys to determine building and site needs. Later, Superintendent Brownell conducted five detailed investigations and studies. On the basis of these studies the Board developed the following general plan:

• The district would house kindergarten and grades one to six in elementary school buildings which were to be located in approximately 1/2-mile-square districts so that the maximum walking distance was 1/2 mile.
• Grades 7, 8, and 9 were to be housed in junior high school buildings which were to be located in approximately 3- to 4-mile square districts so that the maximum walking distance was 1 3/4 miles.
• Grades 10, 11 and 12 would be housed in a senior high school building.
• Shifting organization to grades 7 to 10 in the junior high school and 11 to 14 in the senior high school was recognized as a future possibility, but it did not affect the location of the junior high schools or the senior high school plants.
• Defer Elementary School was the first building constructed by the newly reorganized district. It opened in 1923, with an addition completed in 1928. Defer was followed by Trombly (1927), Mason (1929), Richard (1930), Maire (1936), and Kerby (1949).
  
  

Financial Program

The policy of the Board was to avoid debt for current operating purposes. It operated on a balanced budget basis. Expenditures for salaries of personnel were guided by the general policy of securing the best available talent in all fields of school operations. Expenditures for maintenance and operation of the school plant were kept at a high level on the premise that valuable property should be properly maintained and improved.

Personnel Policies

The first salary schedule for the school district was adopted in 1923. Teachers with two years of professional training and no experience were paid $1,200 a year; those with four years of training and no experience were paid $1,400. Annual increases were based on evaluations and ranged from $50 to $150 annually. Within reasonable limits teachers were allowed to draw pay for absence during their own illness or on the occasion of death or dangerous illness in the immediate family. The object of this policy was "to secure better teaching from happier and more loyal teachers."

Summary

The history of the district shows that the creation of Rural Agricultural School District #1 permitted the rapid development of a modern educational system. The Boards of Education played an important role in guiding and influencing the development of that educational program, as did high-quality administrative leadership.

In the 30 years included in this history, the Grosse Pointe district constructed 12 new schools. The curriculum at all levels paralleled the advances made in modern public school education. Progressive personnel policies were consistently adopted by Superintendents and their Boards. A salary schedule for teachers was adopted within a year after reorganization, and within five years the Board had adopted a firm policy of paying the salaries necessary to employ superior teachers.

These highlights are greatly condensed from James Bushong's History of Rural Agricultural School District #1, Grosse Pointe Township, Wayne County, Michigan. A copy is available in the Superintendent's Office and in the Central Library.