The following is “Instruction in Sociology in Institutions of Learning,” a presentation by the chairman of the committee, Mr. Daniel Fulcomer, of the University of Chicago. Miss Julia C. Lathrop had been invited to speak of Hull House as a sociological laboratory.
Continue Reading »A Report of the Committee by F. B. Sanborn, Chairman, at the Seventeenth Annual Session of the National Conference of Charities And Correction, 1890. “Both indoor relief…and family aid, or outdoor relief, as properly practiced, are both indispensable in any comprehensive plan of public charity. Wherever and whenever one of these methods has been wholly given up, accidentally or purposely, evils have followed which only the introduction of the omitted method could wholly remove.”
Continue Reading »Presentation by Homer Folks, Chairman, Secretary of the State Charities Aid Association of New York. This entry is one of three presentations by distinguished leaders of the era at the 1894 Annual Meeting of the National Conference on Social Welfare in a section of the meeting on “Child-Saving.” Together, the three entries describe the institutions, deplorable conditions and efforts to reform and improve the care of vulnerable children.
Continue Reading »Presentation by the Hon. Wm. P. Letchworth, Member of the State Board of Charities Of New York. This entry is one of three presentations by distinguished leaders of the era at the 1894 Annual Meeting of the National Conference on Social Welfare in a section of the meeting on “Child-Saving.” Together, the three entries describe the institutions, deplorable conditions and efforts to reform and improve the care of vulnerable children.
Continue Reading »Presentation by Miss C. H. Pemberton, Acting Superintendent of The Children’s Aid Society of Pennsylvania at the Twenty-First Annual Session of the National Conference of Charities And Correction, 1894. This is one of three presentations by distinguished leaders of the era in a section of the meeting on “Child-Saving.” Together, the three entries describe the institutions, deplorable conditions and efforts to reform and improve the care of vulnerable children.
Continue Reading »Paper presented by Eva Harding, M.D. at the Twenty-Seventh Annual Session of The National Conference Of Charities And Correction, 1900. “Perhaps in no field of sociological effort has more intelligent and corrective progress been made, in recent years, than in the treatment of children and the recognition of prenatal influences, which have only recently been regarded as of importance. There has been a constant advance in the recognition of that period in the lives of children when they should become objects of educative and considerate direction.”
Continue Reading »The Congress of Racial Equality (CORE) pioneered direct nonviolent action in the 1940s before playing a major part in the civil rights movement of the 1950s and 1960s. Founded by an interracial group of pacifists at the University of Chicago in 1942, CORE used nonviolent tactics to challenge segregation in Northern cities during the 1940s. Members staged sit-ins at Chicago area restaurants and challenged restrictive housing covenants. Early expansion beyond the University of Chicago brought students from across the Midwest into the organization, and whites made up a majority of the membership into the early 1960s.
Continue Reading »Article by Eleanor Roosevelt, Forum, 1932. “…in all cases the thing which counts is the striving of the human soul to achieve spiritually the best that it is capable of and to care unselfishly not only for personal good but for the good of all those who toil with them upon the earth.”
Continue Reading »Eleanor Roosevelt’s speech before the Twenty-Fifth Annual Convention of the American Federation of Artists in 1934. “Go ahead and make this thing as beautiful as you can make it…make of this thing something that really was the expression of a “love”–a piece of work that was done because he loved to do it.”
Continue Reading »By Eleanor Roosevelt, 1939. “If you are in the South someone tells you solemnly that all the members of the Committee of Industrial Organization are Communists, or that the Negroes are all Communists. This last statement derives from the fact that, being for the most part unskilled labor, Negroes are more apt to be organized by the Committee for Industrial Organization. In another part of the country someone tells you solemnly that the schools of the country are menaced because they are all under the influence of Jewish teachers and that the Jews, forsooth, are all Communists. And so it goes, until finally you realize that people have reached a point where anything which will save them from Communism is a godsend; and if Fascism or Nazism promises more security than our own democracy, we may even turn to them.”
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