Photo by Hedrich Blessing, 1987
The last
stop on a tour of Glessner House Museum is the school room. Situated at the southeast corner of the
house, it is the only family space located at the basement level. Although more simply finished than other
spaces within the house, in some ways, the school room most effectively shows
Richardson’s brilliance in executing the floor plan for the house, and how
carefully he considered function and circulation. In this article, we will examine those
issues, as well as taking a look at the room as its function changed over the
course of the last 129 years.
A SCHOOL ROOM FOR THE CHILDREN
As
originally designed, the room was to serve as the school room for the Glessners’
two children, George and Fanny, who were aged 16 and 9 respectively at the time
the family moved into the house in December 1887. It is the only room in the house to be finished
in pine. This does not reflect a desire
to cut costs, for even the servants’ bedrooms are trimmed in quarter sawn
oak. The pine is more a reflection of
the overall design of the room, which incorporates many features of the
Colonial Revival that became popular following the centennial of the United
States in 1876. The room is dominated by
a huge paneled fireplace faced in dark brick.
Dentil trim, a beamed ceiling, and fluted pilasters all reflect Richardson’s
interest in using Colonial detailing, and pine was considered the most
appropriate choice for these types of interior spaces.
What is
most impressive about the room, however, is how it is accessed. Located just inside the main entrance of the
house, three doorways enable the room to function as an independent space within
the larger house. The entrance way
leading from the main hall down six steps can be closed off with a paneled pocket
door, making the doorway all but invisible to visitors going up and down the
main stair case. Having the room located
at the front of the house allowed for the friends of the Glessner children to easily
come and go without disrupting activity elsewhere in the house.
A second
doorway, up two steps at the southwest corner of the room, leads to the
entrance from the porte cochere. In this
way, the children and their friends would have had direct access to the
courtyard when the weather was favorable for outdoor activities. This doorway also opens to the base of the
three-story spiral staircase, which allowed the children easy access to their
bedrooms and bathrooms on the second floor.
The third
doorway, at the northwest corner of the room, leads into the basement, accessed
by going up two stairs. The floor level
of the basement is 24” higher than in the schoolroom – which was dug deeper to
permit greater ceiling height in the room.
The first room in the basement off of the school room was possibly used
by George Glessner as a dark room. It is
known that he did develop some of his negatives at home, and the proximity of
this space to the schoolroom, combined with the fact there is only one small
window, would have made it an ideal space for this purpose. Continuing through this room, one has access
to the full basement and then the staircase leading to the kitchen. In this way meals could easily be taken to
the children and their tutor, again without disrupting other activities in the
household.
It is
interesting to note that all three doors in the room are solid oak. In each case, however, the door has been
faced in pine on the school room side – even the door leading into the basement
has the more expensive oak on the basement side of the door – clearly a sign
that pine was not used to save money!
The room
had central heat, as did the rest of the house, but in this space, which is
nearly 50% below ground level, a large radiator was hung on the north wall of
the room, and then covered with a huge brass panel. Presumably that system worked well. The radiator has long since been
disconnected, and, as a result, the room continues to be the coolest in the
house during the winter months.
In
addition to the large work table in the middle of the room (originally the
dining room table in the Glessners’ previous home), ample bookshelves held the
children’s books and other items related to their school work. Numerous cardboard boxes, carefully numbered,
held hundreds of George’s glass plate negatives. Of particular interest, along the north wall
beneath the radiator, was a table which held various pieces of George’s
equipment including a telegraph that connected to several of his friends in the
neighborhood, and a fire alarm that was connected directly to the Chicago Fire
Department. (For more information, see
the blog article “George Glessner and His Love of Technology” dated January 2,
2012).
Not
surprisingly, the room functioned as the center for Christmas celebrations when
the children were young. In December
1888, George photographed the small table-top tree displayed on the school room
table, decorated by the children on Christmas Eve.
THE CHILDREN ARE GROWN
Both
children married in 1898, at which time the Glessners made the decision to
convert the school room into a sitting room.
The central table and its chairs were given to George and his wife
Alice, who returned them to their originally intended use in their dining
room. Plans originally called for an extensive
redecoration of the room, and in January 1899, Frances Glessner noted that
Louis Comfort Tiffany had been consulted about ideas for the space; those plans
were never executed.
The Glessners
commissioned A. H. Davenport, the Boston-based firm that had made numerous
pieces of furniture for the house when they first moved in, to make new pieces
for the room. The furniture included a
sofa and adjustable back chair, copies of pieces in their library, both covered
in the same cut-velvet fabric, Utrecht, by Morris & Co. A sofa table was designed with a removable
panel on the top to hold books.
LATER HISTORY
The
Lithographic Technical Foundation occupied the house from 1946 until the
mid-1960s. Ironically, they returned the
room to its original function as a class room.
In the image below, taken in 1946 by Hedrich Blessing, the room is
furnished with a series of student desks, suitable for the seminars and other
training sessions held in the house.
After the
house was rescued from demolition in 1966, the school room took on a new use. Given its proximity to the front door, it
functioned perfectly as an office, the executive director and her assistant
easily able to answer the door when visitors arrived, often for impromptu
tours.
By the
mid-1970s, significant work was needed in the room, including the floor which
was badly rotted due to there being only a dirt floor beneath. The entire maple floor and chestnut sleepers
beneath were removed, concrete poured, and a new maple floor installed.
Missing sections of bookcases were recreated,
and repairs were made to the staircase and fireplace.
Eventually,
the offices were moved elsewhere in the building, and the room was restored to
its original appearance as the school room.
Many of the original items, including a Morris Sussex chair, vases,
pictures frames, and numerous books, were returned to the museum by the
Glessner family and were put back into the room, based on the historic photos
taken by George Glessner.
Today, the
school room, with its books and writing tablets spread across the table, gives
the appearance George and Fanny have just stepped out for a few minutes. The space is of special interest to the many
children who visit the house – unable to imagine the idea of their teacher
coming to them, and having a classroom in their own home. It reinforces the importance of education
that the Glessners placed on their children, prompting John Glessner to recall:
“Over the threshold of this has passed a regular
procession of teachers for you – in literature, languages, classical and
modern, mathematics, chemistry, art, and the whole gamut of the humanities and
the practical, considerably beyond the curricula of the High Schools. . . Of
this I am sure, that it gave to each of you a great fund of general
information, a power of observation and of reasoning, an ability and desire for
study, and to be thoroughly proficient in what you might undertake. If ever there was a royal road for that, you
had it . . .”