¶ … Hull House, Chicago: An Effort Toward Social Democracy" Jane Addams; 2) "The Bitter Cry Children" John Spargo; 3) "The 1908 Methodist Social Creed.
Early American Progressives' Goals and Rhetoric
The early American Progressives, whose ideology is represented by these documents, the "1908 Methodist Social Creed," John Spargo's "From the Bitter Cry of Children" and Jane Addams' "Hull House, Chicago: An Effort Toward Social Democracy," wanted to achieve better working and living conditions for the working poor. The writers of the 1908 Methodist Social Creed declare they stand for "equal rights and complete justice for all men in all stations of life," and for a number of social justice initiatives in the labor market, including the abolition of child labor, regulation of conditions of labor for women, one day off per week, and a living wage.
The writers in these pieces identify a number of serious social problems of their day. Spargo, in "The Bitter Cry of Children," wrote an extremely sympathetic piece towards the plight of child laborers at the coalmines in West Virginia and Pennsylvania. Their work was extremely difficult and they did not go to school. Very young children -- Spargo writes about children as young as nine - worked in conditions that are unthinkable today, which is perhaps a testimony to some efficacy of the Progressive Movement. In his essay, Spargo put himself in the place of those children, having written, "I could not do that work and live." This helps the writer connect the life of an adult with the lives of these children at the mines.
Jane Addams, in her discussion of how the Hull House is able to help people, has given a revealing picture of the problems of the era. The Hull House worked in a detailed way with women's labor unions. Addams wrote about the formation of these unions,...
Here we see that the staff and the students had their own responsibilities and those responsibilities are quite different from the traditional ones we find in traditional schools. Horton thought that a significant aspect of the teacher's role was to empower students to "think and act for themselves" (Thayer-Bacon). We can see that Horton placed responsibility on both the students and the staff. They were to learn from one
Jane Addams was a pacifist, becoming involved with peace movements as early as 1898, according to Cimbala and Miller in Against the Tide: Women Reformers in American Society. She opposed the involvement of the United States in World War I and was deeply involved in the Women's International League for Peace and Freedom. Writings Jane Addams was a prolific writer. Elshtain, in Jane Addams and the Dream of American Democracy: A Life,
In 1869, Stanton and Susan B. Anthony, another prominent 19th century suffragist, formed the National Woman Suffrage Association (NWSA) to collectively lobby for a constitutional amendment guaranteeing women the right to vote. The NWSA also focused their attention on universal suffrage for African-Americans. Their efforts toward abolition succeeded first, as the 15th Amendment passed in 1871. Also in 1869 Lucy Stone, Julia Ward Howe, and other suffragists formed a separate suffragist
The study found that while the students sought out information from a variety of sources, the sources they found most valuable were parents, friends, teachers, and school counselors. Students in upper grades (11th & 12th) were more likely than students in lower grades to seek out information, and upper level students were more likely to find school counselors, college resource materials, campus visits, and college representatives as most helpful,
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