赫尔宫二十年
Twenty Years at Hull House

  • 作   者:

    珍·亚当斯
    Jane Addams

  • 出版社:

    外语教学与研究出版社
    Foreign Language Teaching and Research Press

  • 语   言:

    英文

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  • 电子书:

    ¥3.90

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On the theory that our genuine impulses may be connected with our childish experiences, that one's bent may be tracked back to that "No-Man's Land" where character is formless but nevertheless settling into definite lines of future development, I begin this record with some impressions of my childhood.

本书描述的是一个真实的故事。作者详细描述了芝加哥西区贫民窟的情况。从1889到1909年间,美国人对外国人充满了怀疑与恐惧。书中讲述了一位妇女与这些生活贫困,疾病缠身外来人员住在一起的故事,以此来展示什么才是真正的民主。

Twenty Years at Hull House(1910): her memoir. Addams's account about the founding and development of her famed settlement house in Chicago's West Side slums stands as the immortal testament of a woman who lived and worked among those in need.

珍·亚当斯(1860-1935):美国社会工作者、社会学家、哲学家和改革家。她因争取妇女、黑人移居的权利而获1931年诺贝尔和平奖,也是美国第一个赢得诺贝尔和平奖的女性。她还是美国睦邻组织运动的发起人,美国芝加哥赫尔宫协会的创始人。

Jane Addams(1860-1935), American social reformer and pacifist. She is probably best known as the founder of Hull House in Chicago, one of the first social settlements in North America. In an era when presidents such as Theodore Roosevelt and Woodrow Wilson identified themselves as reformers and social activists, Addams was one of the most prominent reformers of the Progressive Era. She is increasingly being recognized as a member of the American pragmatist school of philosophy.In 1931, she became the first American woman to be awarded the Nobel Peace Prize and is recognized as the founder of the social work profession in the United States.

It must have been a little later when I held a conversation with my father upon the doctrine of foreordination, which at one time very much perplexed my childish mind. After setting the difficulty before him and complaining that I could not make it out, although my best friend "understood it perfectly," I settled down to hear his argument, having no doubt that he could make it quite clear. To my delighted surprise, for any intimation that our minds were on an equality lifted me high indeed, he said that he feared that he and I did not have the kind of mind that would ever understand fore-ordination very well and advised me not to give too much time to it; but he then proceeded to say other things of which the final impression left upon my mind was, that it did not matter much whether one understood foreordination or not, but that it was very important not to pretend to understand what you didn't understand and that you must always be honest with yourself inside, whatever happened. Perhaps on the whole as valuable a lesson as the shorter catechism itself contains.

My memory merges this early conversation on religious doctrine into one which took place years later when I put before my father the situation in which I found myself at boarding school when under great evangelical pressure, and once again I heard his testimony in favor of "mental integrity above everything else."

  • PREFACE

  • CHAPTER I: EARLIEST IMPRESSIONS

  • CHAPTER II: INFLUENCE OF LINCOLN

  • CHAPTER III: BOARDING-SCHOOL IDEALS

  • CHAPTER IV: THE SNARE OF PREPARATION

  • CHAPTER V: FIRST DAYS AT HULL-HOUSE

  • CHAPTER VI: SUBJECTIVE NECESSITY FOR SOCIAL SETTLEMENTS

  • CHAPTER VII: SOME EARLY UNDERTAKINGS AT HULL-HOUSE

  • CHAPTER VIII: PROBLEMS OF POVERTY

  • CHAPTER IX: A DECADE OF ECONOMIC DISCUSSION

  • CHAPTER X: PIONEER LABOR LEGISLATION IN ILLINOIS

  • CHAPTER XI: IMMIGRANTS AND THEIR CHILDREN

  • CHAPTER XII: TOLSTOYISM

  • CHAPTER XIII: PUBLIC ACTIVITIES AND INVESTIGATIONS

  • CHAPTER XIV: CIVIC COOPERATION

  • CHAPTER XV: THE VALUE OF SOCIAL CLUBS

  • CHAPTER XVI: ARTS AT HULL-HOUSE

  • CHAPTER XVII: ECHOES OF THE RUSSIAN REVOLUTION

  • CHAPTER XVIII: SOCIALIZED EDUCATION

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