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Winner of the 1998 American Educational Studies Association Critics' Choice Titles In 1909, when she became the superintendent of the Chicago schools, Ella Flagg Young proclaimed that women were "destined to rule the schools of every city." After all, women accounted for nearly eighty percent of all teachers by 1910 and their ascendance into formal school leadership positions could not be far behind. After World War II, however, a backlash against single women educators and a rigid realignment of gender roles in schools contributed to a rapid decline of women school administrators across the country, a decline from which there has been little recovery to the present. Destined to Rule the Schools tells the story of women and school leadership in America from the common school era to the present. In a broad sense, it offers an historical account of how teaching became women's work and the school superintendency men's. Blount explores how power in school employment has been structured unequally by gender. It focuses on the superintendency because an important component of the effort to establish control of schools has occurred in contesting the definition of this position. Unique and important contributions of this volume include: the only published comprehensive statistical study describing the number of women superintendents throughout the twentieth century, an analysis suggesting that the superintendency may have become an appointive position in part to remove it from the influence of newly enfranchised women voters, a discussion of the role of homophobia in creating and perpetuating rigid gender divisions in school employment, and a broad analysis that integrates the histories of teaching and school administration.
Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose. It is hardly necessary to enumerate the authors to whom I am indebted. My fundamental indebtedness is to my wife, by whom the ideas of this book were inspired, and through whose work in connection with the Laboratory School, existing in Chicago between 1896 and 1903, the ideas attained such concreteness as comes from embodiment and testing in practice. It is a pleasure, also, to acknowledge indebtedness to the intelligence and sympathy of those who coöperated as teachers and supervisors in the conduct of that school, and especially to Mrs. Ella Flagg Young, then a colleague in the University, and now Superintendent of the Schools of Chicago.
At the turn of the last century, as industrialists and workers made Chicago the hardworking City of Big Shoulders celebrated by Carl Sandburg, Chicago women articulated an alternative City of Homes in which the welfare of residents would be the municipal government's principal purpose. Seeing With Their Hearts traces the formation of this vision from the relief efforts following the Chicago fire of 1871 through the many political battles of the Gilded Age and Progressive Era. In the process, it presses a new understanding of the roles of women in public life and writes a new history of urban America. Heeding the call of activist Louise de Koven Bowen to become third-class passengers on the train of life, thousands of women "put their shoulders to the wheel and their whole hearts into the work" of fighting for better education, worker protections, clean air and water, building safety, health care, and women's suffrage. Though several well-known activists appeared frequently in these initiatives, Maureen Flanagan offers compelling evidence that women established a broad and durable solidarity that spanned differences of race, class, and political experience. She also shows that these women--emphasizing their common identity as women seeking a city amenable to the needs of women, children, families, and homes--pursued a vision and goals distinct from the reform agenda of Progressive male activists. They fought hard and sometimes successfully in a variety of public places and sites of power, winning victories from increased political clout and prenatal care to municipal garbage collection and pasteurized milk. While telling the fascinating and in some cases previously untold stories of women activists during Chicago's formative period, this book fundamentally recasts urban social and political history.