Jane Addams's The Subjective Necessity For Social Settlements

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In Twenty Years at Hull-House, Jane Addams described her mission for the Hull-House in Chicago to offer a center for educational learning and to improve the city 's conditions. The Hull-House was successful in achieving her mission by offering classes to gain domestic and educational skills and opened opportunities for young women. Although, the lack of immediate response to social problems by the government and the ethnic divide between the neighborhood and the residents of the house limited its attempt to provide service to the poor.
The Hull-House offered classes to the poor to learn domestic and educational skills. “The Hull House Weekly Program” described the daily activities that occurred during the week at the House. The different activities
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In her speech, “The Subjective Necessity for Social Settlements” describes that young people have no way to change the social maladjustment in society. As Christians, the workers have a genuine desire to help the poor (Presentation,10/5). The actions and activities held at the house benefitted Addams and her colleagues. Her colleagues, Alzina Stevens and Florence Kelley benefited from the settlement house in certain career fields. Alzina Stevens became the first probation officer of the Juvenile Court (Addams, pg.168). Steven’s experience in the Hull-House led her to work well with children. Florence Kelley was another settlement house worker concerned about the factory laws in Chicago. At first, she suggested for the Illinois State Bureau of Labor to investigate the sweatshops with child labor violations. This led to the change in the Factory Law of Illinois. (Addams, pg.123) Florence Kelley became the first factory inspector, along with her team to enforce the laws (Addams, pg.126). The activities in the Hull House opened up opportunities for women to educate themselves. During her time at the Hull-House, Hilda Satt Polacheck attended a writing class taught by a professor from the University of Chicago. Without the writing class, she would have never had the opportunity to learn how to write or learn English. Courses in English, writing and domestic skills were advantages in occupational careers. After completing her education at the University of Chicago, Hilda returned to the House to teach other immigrants to learn English (Addams,

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