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Ella Flagg Young: Portrait of a Leader Joan Karen Smith Iowa State University

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Ella Flagg Young: Portrait of a Leader Joan Karen Smith Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1976 Ella Flagg Young: portrait of a leader Joan Karen Smith Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Other Education Commons, and the Other History Commons Recommended Citation Smith, Joan Karen, "Ella Flagg Young: portrait of a leader " (1976). Retrospective Theses and Dissertations. 5707. https://lib.dr.iastate.edu/rtd/5707 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. 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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 77-1482 SMITH, Joan Karen, 1939^ ELLA FLAGG YOUNG; PORTMT OF A LEADER. Iowa State University, Ph.D., 1976 Education, history Xerox University Microfilms, Ann Arbor, Michigan 48106 0 1976 JOAN KAREN SMITH ALL RIGHTS RESERVED Ella Flagg Young; Portrait of a leader by Joan Karen Smith A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Professional Studies Major: Education (History, Philosophy, and Comparative Education) Approved ; Signature was redacted for privacy. In Chargé of Major Wotrlc Signature was redacted for privacy. For/thé Major Department Signature was redacted for privacy. For thffl Gra e College Iowa State University Ames, Iowa 1976 ii TABLE OF CONTENTS Page DEDICATION vi PREFACE vii FRONTISPIECE xi CHAPTER I EARLY YEARS 1 Family Background 2 Childhood 4 Move to Chicago 9 Chicago Schools in the 1850's 11 Continuing an Education 14 FOOTNOTES 20 CHAPTER 2 THE BEGINNING OF A CAREER 22 Teaching 22 Supervising Practice Teachers 27 Political Difficulties 32 FOOTNOTES 36 CHAPTER 3 BECOMING AN AEMINISTRATOR 38 Success at Scammon 38 Tight Money and Politics 39 Move to Skinner School 40 Beginnings of the "Ella Flagg Young Club" 43 The Way She Was 44 Friendships 46 Professional Development 46 FOOTNOTES 50 iii CHAPTER 4 CLIMBING A LITTLE HIGHER 51 Pressure on the Schools 51 Assistant Superintendent Young 53 The Joseph M. Rice Report 55 Beginning Graduate Study 57 Controversies Continue 60 Her Influence Spreads 61 Politics and the Board 66 Resignation 68 FOOTNOTES 73 CHAPTER 5 GRADUATE WORK AT THE UNIVERSITY OF CHICAGO 77 The University of Chicago and William Rainey Harper 77 John Dewey 79 Graduation 89 FOOTNOTES 91 CHAPTER 6 THE PITFALLS OF UNIVERSITY LIFE 96 Stylistic Differences 96 Colonel Parker and the Chicago Institute 99 President Harper and the Institute 103 Dewey's Response 104 Two University Elementary Schools 107 The Merger of the Elementary Schools 110 Staying out of the Fight 114 FOOTNOTES 121 CHAPTER 7 BACK TO THE CITY SCHOOLS 128 In Need of Leadership 129 iv A Perfect Match 132 A Pragmatic Approach I33 Mrs. Young's Views I34 Uniting a Faculty I39 Unifying a Course of Study 143 Uniting the School with the City 145 Last Years at the Normal 147 FOOTNOTES 150 CHAPTER 8 A DECADE OF SCHOOL TURBULENCE (1899-1909) 154 Early Years of the CTF 156 The Tax Fight 161 The Pension Battle 167 The Secret Marking System 169 The CTF in Politics 172 Cooley's Departure 177 FOOTNOTES 181 CHAPTER 9 REACHING THE TOP — THE SUPERINTENDENCY 186 Internal Strife 186 Mrs. Young As a Candidate 191 Her Election 195 A Successful First Year 198 FOOTNOTES 203 CHAPTER 10 THE NEA PRESIDENCY 209 A Perspective 209 Ella's Candidacy 212 Mrs. Young's Election 214 V Her Year as President Presiding at San Francisco FOOTNOTES CHAPTER 11 TROUBLE AT THE TOP Accomplishment during the Calm The Storm Brews The Storm Hits More Textbook Troubles Board Hostilities Her Resignation Another Calm Another Storm FOOTNOTES CHAPTER 12 AN UNEASY RECONCILIATION A Mayor's Consternation A City's Protest A New School Board Acts A Superintendency Resumed FOOTNOTES CHAPTER 13 EPILOGUE A Farewell Closing a Great Life FOOTNOTES SELECTED BIBLIOGRAPHY ACKNOWLEDGMENTS vi DEDICATION To my grandmother Anna Elizabeth — who graduated from a Chicago grammar school when Mrs. Young was a district superintendent And to my father Raymond — who started in the Chicago public schools when Mrs. Young started her superintendency. vii PREFACE On October 28, 1918, in the middle of war and an influenza epidemic, the city of Chicago lowered its flags to half-mast, draped the board of education meeting room in black, and noted the passing of Ella Flagg Young. One of the most notable careers in American education had come to an end. Spanning more than 50 years of Chicago's growth from a mud- streeted town to powerful metropolis, it was a career marked by achievements and "firsts." She was the first woman to head a major city school system, the first woman to be paid $10,000 a year for a public service job, and the first woman to be president of the National Education Association. She was part of the small band of scholars at the University of Chicago — George Mead,,James Ange 11, E. W. Moore, James H. Tufts, and John Dewey were the others — who published a series of monographs in the Decennial Publications of the University (1903) that led William James to declare that Chicago had a school of thought. This work was a significant part of the intellectual basis for the democratic and pragmatic thrust in American education which later came to be identified with John Dewey. Ella Flagg Young was the only one of the group who wrote directly about education in the series. She was a major influence on Dewey's thinking at the time he wrote The School and Society. It was Ella Flagg Young who formulated the idea and introduced the practice of "teachers' councils" into school administration. These were democratic gatherings of teachers, organized to enable the teaching force to participate in policy formation. viii None of her achievements represented tokenism. She earned her own way through every step of the journey. She was thorough, emotionally strong, keenly intelligent, and well informed. Her belief in teachers and children and her sense of honesty gave her a commitment which some­ times put her at cross purposes with special interests. Her announce­ ment as president of the NEA (1910) that she intended to have an investigation of the permanent fund of that group provoked such consterna­ tion in some of the "old-guard" members that a fierce struggle ensued. Milwaukee Superintendent Carroll Pearse believed firmly at one point in the controversy that those who feared exposure intended to have Mrs. Young killed. Her refusal as superintendent in Chicago to be used or to allow the school system to be used by a few board of education members led to intense opposition in some quarters and powerful loyalty in others. When some people on the board tried to unseat her in 1913, city-wide protests in her behalf resulted. In the battle which ensued, she had the support of teachers' groups, women's clubs, and some men's organizations. She retained the job to the disappointment of her op­ ponents. One of her critics, John Harding, a board member who had insisted that she recommend a particular book for adoption, was so upset that he announced to all who cared to hear that Superintendent Young and one of her allies (Margaret Haley) were "witches." He yelled in a rage before a large gathering of people that he didn't "blame the people of ancient times for hanging witches. I did once, but I don't now." She was known both by the friends she kept and by the enemies she made (Chicago Record Herald, December 22, p.
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