Background
Young was born on January 15, 1845 in Buffalo, New York, the daughter of Theodore and Jane (Reed) Flagg, both of Scotch Presbyterian descent.
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Excerpt from Some Types of Modern Educational Theory There are not as yet sufficient data to de termine to what degree the sociologic strand has influenced education in this country; we can as yet speak in a general way only of the school as a social institution and a social center. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Young was born on January 15, 1845 in Buffalo, New York, the daughter of Theodore and Jane (Reed) Flagg, both of Scotch Presbyterian descent.
Because of frail health in childhood, Young did not attend the early grades of the elementary school but spent much of her time in watching her father at his forge, or in cultivating a garden. After a short period in grammar school she was admitted at the age of fourteen to the high school of Chicago, to which city her parents had moved; at seventeen she began to teach in the public schools.
After some years as teacher Young became a principal, and from 1887 to 1899 was a district superintendent, in the Chicago schools. During the last four years of this period she was a member of a seminar of John Dewey's at the University of Chicago, receiving the degree of Ph. D. in 1900. From 1899 to 1904 she was professor of education at the University; from 1905 to 1909, principal of the Chicago Normal School; and from 1909 to 1915, superintendent of the public school system of the city.
In 1917, two years after she withdrew from the school system, Young became a member of the Woman's Liberty Loan Committee; she died while in this service. The period of her public career, which extended from 1862 to 1918, was one of rapid change in the educational system of the country and in the social and professional status of women. She was a member of the Equal Suffrage Association and an ardent leader in the movement to secure a place for women in public life. She helped to organize the women teachers of Chicago and of the country.
In 1910 she was elected the first woman president of the National Education Association, after a bitter struggle. She was active in the movement to introduce art, commercial subjects, home economics, and manual training into the public schools. She resisted political interference with the schools and in 1913, by resigning from the office of superintendent, compelled the reorganization of the Chicago Board of Education, which had planned to depose her; she was reappointed by the reorganized board. She was associated in social work with Jane Addams. While teaching at the University of Chicago she published a number of monographs and articles setting forth educational principles developed in cooperation with John Dewey. Among these were her doctoral dissertation, Isolation in the School (1900), and two later monographs, Ethics in the School (1902) and Some Types of Modern Educational Theory (1902). Later she prepared notable reports as superintendent of the Chicago schools. She contributed to educational journals and was a frequent speaker at meetings of educational associations.
In all her utterances she emphasized the importance of providing pupils with concrete, interesting experiences. She favored methods of teaching which give pupils the largest personal liberty and cultivate in them a sense of responsibility, maintained that methods of teaching should be based on psychological studies of the natural tendencies of children's minds, and also agreed with Dewey in favoring the organization of schools in such a way as to bring them into harmony with social conditions. Her administrative career was characterized by vigor. She coordinated the activities of the school system and brought it to a high degree of efficiency. Young gained the devotion of her associates by her willingness to delegate responsibility and to support loyally those whom she intrusted with appointments. Throughout her career as an administrator Young was active in improving the training of teachers. She was a sharp critic of inefficiency and a stimulating supervisor. Her hold on the teaching force of the city of Chicago is attested by the existence among the women teachers of the Ella Flagg Young Club.
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Young served as a President of the National Education Association (1910-1911).
Involved in controversy, Young was charged with inflexibility, dictatorial methods, a persistent tendency to choose women for important positions, and improper cooperation with teachers' organizations bent upon securing increases in salary and permanent tenure.
In 1868 Young married William Young, a merchant, who died the following year.