opened Hull house in a neighborhood of slums in Chicago 1889. Toynbee Hall was a pioneer settlement in Europe that Addams visited.
Toynbee Hall inspired Addams and Starr to create Hull House in Chicago. Jane Addams was influenced by many people, including the women she was working with. Addams and Starr were joined in this effort by women who would become leading progressive reformers: Florence Kelley, Julia Lathrop, Sophonisba Breckinridge, Alice Hamilton, and Grace and Edith Abbott.
Mary Smith funded daycare facilities, and the smith building was added to the hull house in 1895.
They formed a kindergarten at the hull house, provided a daycare for working women with children, provided job training, gymnasium, cooking classes, etc. Hull house even formed the first women's basketball team in the gymnasium. This made women experience more public life instead of just sitting home and working in the kitchen.
Hull house provided education programs for women, and women were able to tackle social issues going on during that time. The people in Jane Addams' life influenced her in many ways, she was a big part of women's suffrage and became an advocate for world peace. Addams was respected internationally for peace activism, which won her a nobel prize. She was the first lady to win a nobel prize.
Approach to working with the community- decided who was worthy of charity and who was not
How to address the poor- help strengthen their clients' moral character by providing counsel, offering friendship and modeling behavior, did not help all poor people just the ones that were worthy of charity.
Values, Philosophy, and Ideology at the foundation of the service- to break the control of the political machine over the poor. But they were pioneers in investigation of systemic causes, and their work led directly to development of the field of social work.
Influencing Factors or motivation for Richmond- grew up surrounded by discussion of suffrage, racial problems, spiritualism, and a variety of liberal religious, social, and political beliefs. This upbringing promoted critical thinking and social activism in her.
most influential individual in the United States in the area of professional education, in particular, medical education
"Professions involve essentially intellectual operations with large individual responsibility, derive their raw material from science and learning, this material they work up to a practical and definite end, possess an educationally communicable technique, tend to self-organization, and are becoming increasingly altruistic in motivation.¨
Social work was a useful social activity, particularly as it helped link individuals with problems to resources. It could be said to have some of the characteristics of a profession, but it did not fulfill all the criteria. Flexner argued that while social work was an intellectual activity, it was "of a mediating [rather] than an original agency.""Rather than being "limited and definite in scope, the field of employment [in social work] is indeed so vast that delimitation is impossible."He added, "a certain super- ficiality of attainment, a certain lack of practical ability, necessarily characterize such breadth of endeavor."
Mary Richmond argued in a speech to the conference in 1917 that social work did indeed have "educationally communicable" skills and techniques of its own rather than being primarily a "mediating" agency. Having accepted Flexner's authoritative diagnosis, they used his model as a prescription and set out to prove that social work could fulfill each of the Flexner criteria. The logic seemed simple and straightforward: (1) social work was not a profession; (2) to be a profession social work must demonstrate that it had all of the characteristics of an established profession as described by Flexner; and (3) at the time when social work has established all of the characteristics of an established profession there will be an immediate and universal acknowledgment by all elements of society of the status of social workers as professionals
During the late 1800s and early 1900s, women and women's organizations not only worked to gain the right to vote, they also worked for broad-based economic and political equality and for social reforms
Between 1880 and 1910, the number of women employed in the United States increased from 2.6 million to 7.8 million.
At the turn of the century, 60 percent of all working women were employed as domestic servants. In the area of politics, women gained the right to control their earnings, own property, and, in the case of divorce, take custody of their children.
By 1896, women had gained the right to vote in four states (Wyoming, Colorado, Idaho, and Utah)
Women and women's organizations also worked on behalf of many social and reform issues.
By the beginning of the new century, women's clubs in towns and cities across the nation were working to promote suffrage, better schools, the regulation of child labor, women in unions, and liquor prohibition.
Not all women believed in equality for the sexes. Women who upheld traditional gender roles argued that politics were improper for women.