Support Federal Funding for the Humanities

The Jane Addams Papers Project would not be possible if not for the support of the federal government, in our case, the National Historical Publications and Records Commission (NHPRC) and the National Endowment for the Humanities (NEH). The work that we do, bringing rare archival documents to broad audiences, serves a wide range of the public–from a scholar working on an interpretation of Addams’ philosophy, to a college student writing a thesis on the impact of women on the Progressive Era, or a high school freshman creating a National History Day performance on Hull House. (National History Day, by the way, is also funded by the NEH).

At the Addams Papers, support provided by these two agencies has funded:

  • The microfilming of the Jane Addams Papers in the 1980s, which serves as the basis for our digital edition. Without the work done finding, copying and microfilming materials, identifying dates and authors in a detailed index, our work would be much more difficult.
  • The scanning of the Addams microfilm to build our digital edition.
  • The salaries of eight students who describe and transcribe documents and conduct research. This is an added boon, because federal dollars spent on student workers pay twofold. Besides the help we get on the project, it provides the students with unique experience in historical research and digital humanities work that helps them stand out whether applying for a job or going on to graduate school.
  • The salary of an assistant editor who helps supervises student work and training, and insures quality control over their work through proofreading and verification. She also conducts research, transcribes documents, and works on clearing permissions so that we can publish the documents.
  • The salary of a part-time assistant editor who manages work on our book edition. She selects the initial pool of documents to be published as a fully annotated scholarly print edition. She also helps with proofreading and verification.
  • The work of our Chicago researcher who gathers newly found Addams documents, helps us with difficult transcriptions, and conducts research on Chicago-area topics.
  • The efforts of two web developers who have customized and designed the functionality of the Jane Addams Digital Edition and designed a beautiful site.

Our goal is to provide free public access to Jane Addams’ correspondence and writings, via a digital edition. You don’t have to be a scholar who can travel to an archive, or a student at a large research library to access these documents. The site is also building a unique resource of identifications of the people, organizations, events, and publications discussed in the documents that will provide students of the Progressive Era with a rich resource.

The Addams Papers is but one of the many projects supported by the NHPRC and the NEH that help enrich our understanding of the past.

What you can do

Once a year, the National Humanities Alliance focuses support and attention for federal funding for the humanities. Advocates from every state come to Washington on Humanities Advocacy Day (Tuesday, March 14) to talk to their representative and senators about the importance of this work and its value to all Americans. It is especially important this year due to rumors that funds for the NEH may be eliminated from the President’s budget.

You can help!

Stacy Pratt McDermott Joins the Jane Addams Papers!

stacymcdermottIt is with great pleasure that we welcome Stacy Pratt McDermott to the Jane Addams Papers team as our new Assistant Editor. Stacy comes to us with a wealth of over 20 years experience as a scholarly editor, gained at the Papers of Abraham Lincoln, where she most recently served as Associate Editor and Assistant Director.

Stacy holds a Ph.D. from the University of Illinois and is the author of two books that came out of her Lincoln research: Mary Lincoln: Southern Girl, Northern Woman (2015) and The Jury in Lincoln’s America (2012). In addition, she worked on four volumes of the The Papers of Abraham Lincoln: Legal Documents and Cases, 4 vols. (2008). She has written many articles and book reviews and given conference papers and presentations.

Stacy’s primary responsibility will be managing our work on the Selected Papers of Jane Addams, starting with Volume 1, which will cover 1901-1913, but we anticipate that she will also work on our social media outreach and other editorial tasks.

Christmas at Hull-House

christmastree-2016

The Christmas holidays were a special time at Hull-House, where the residents and neighbors took time from their busy lives to celebrate and make the holiday a memorable one for the children. The settlement was “appropriately decorated with holly and greens and candles” and host to a number of celebrations and events.

eleanorsmith

Eleanor Smith (Hull House Songs)

The chief celebration was the annual children’s Christmas party, which included a concert by the Hull House Music School Choir, led by Eleanor Smith. The 1903 celebration described the lighting of a thousand tiny candles burning on a huge Christmas tree that occupied almost one entire end of the public coffee room.”  After the concert, the children, their parents, and the wealthy donors of Hull-House dined and mingled. The papers reported that over 15,000 gifts were given to the children of the poor in 1903 alone, distributed at parties throughout the week leading up to Christmas.

Hull-House clubs often presented performances and hosted celebrations as well. One popular event was a Christmas tableaux, the early 20th century version of the “mannequin challenge,” in which scenes from history were staged in costume.

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Hull House list of inexpensive gift suggestions. (Topeka Daily Capital, Dec. 25, 1905)

Hull-House residents preached the spirit of Christmas, one of generosity, rather than excess. In 1905, they wrote, “To observe Christmas in its true spirit, you do not have to buy expensive presents to show your friends that you think of them and wish them joy,” suggesting writing greetings, recipes, and telegrams were good options. In this way they ensured that all could participate, regardless of their income.

In 1902, Hull-House women urged Chicago street car riders to pay an additional penny, six cents total, for their ride, and to put the extra penny in the stockings of the conductors, who, Laura Dainty Pelham insisted, “are underpaid and have to be out of doors all day long on the day that finds most men in their home circle and by the side of the children’s Christmas tree.”

Children playing at Hull-House, ca. 1900 (Swarthmore Peace Collection)

Children playing at Hull-House, ca. 1900 (Swarthmore Peace Collection)

In 1933, the Christmas Eve celebration saw more than 400 children, “little Czechs, Poles, Italians and Greeks,” sing carols, perform in plays, and feast on ice cream and cookies. Described in the newspapers as the children of “the humble homes of laborers, foreign born manual workers who constitute what is know as the ‘immigrant class,'” the holidays proved an apt time to show off the successes of Hull-House’s efforts to build a multicultural community. Unlike many charitable organizations of the time, the workers at Hull-House did not seek to bury cultural differences, but to highlight them in a spirit of education and acceptance. Each national group was welcome to tell their Christmas stories and traditions, play games, and perform traditional dances in native costume. Rather than divide, Hull-House sought to unify by focusing on the shared experiences of their immigrant neighbors, not on their differences.

Here at the Jane Addams Papers Project we wish you the best this holiday season and hope for a peaceful and prosperous New Year.

 


For details of Hull-House Christmas celebrations, see “Exercises at Hull House,” Chicago Inter-Ocean, Dec. 26, 1898; “Give Conductors 1 Cent,” Chicago Tribune, Dec. 21, 1902; “Hull House Fete for Little Ones,” Chicago Inter-Ocean, Dec. 21, 1903;  “A Universal Christmas,” Topeka Daily Capital, Dec. 25, 1905;  “Miss Pankhurst Praises Concert at Hull House,” Chicago Tribune, Dec. 21, 1914; “Hull House Holiday Sale Will be Opened Today,” Chicago Tribune, Dec. 1, 1932;  “Jane Addams’ Hull House Again Host to Melting Pot,” Bakersfield Californian, Dec. 25, 1933.)

Join our Editorial Team!

Swarthmore-JAThe Jane Addams Papers Project is seeking a part-time Assistant Editor to help work on the preparation of Volume 4 of the Selected Papers of Jane Addams. The position is funded by a grant from the National Endowment for the Humanities. It is renewable year-by-year dependent on funding.

The Selected Papers of Jane Addams is a six-volume, selected edition. Volume 1-3, prepared by Mary Lynn Bryan and her staff covers the years 1860-1900. Volume 4, prepared by Cathy Moran Hajo and the staff at Ramapo College of New Jersey, will cover 1901-1913. The volume will be published by the University of Illinois Press.

The assistant editor will work 25 hours per week, some portion of which may be done by telecommuting. Earliest start date is October 15. The successful candidate will help select documents for inclusion in Volume 4, prepare the manuscript, help identify and organize the annotation research process, conduct research, and assist with proofreading. Duties may also include proofreading transcriptions and identifications for the digital edition, writing blog posts, and supervising student workers.

Required: M.A. in American history or a related field or current enrollment in a graduate program. Meticulous attention to detail and familiarity with computers, including database use, is essential. Preferred: Subject specialization in the Progressive Era with emphasis on Jane Addams, the suffrage and settlement house movements; or experience in scholarly editing or the publication of scholarly materials.  AA/EOE. For more information, and to apply for the position, see job 223009 at Ramapo College’s website.

Questions About Settlements? Ask Jane!

Hull-House-Door_UIC-JAMC Neg 557

The main entry to Hull House. (Jane Addams Memorial Collection, University of Illinois, Chicago).

How many people today know what settlements were? If you have heard of them, they conjure up black and white, or sepia images of large buildings in urban neighborhoods, operated by earnest men and women. Or images of immigrant children in classes or urban playgrounds.

When Jane Addams founded Hull-House in 1889 the idea was a new one and part of her work was in popularizing not only the settlement, but the ideas behind it. The first settlement, and the one that inspired Addams and Ellen Gates Starr to found Hull-House was Toynbee Hall, a British settlement located in London’s East End that was founded in 1884. The first settlement in the United States was Neighborhood house, established in 1886 by Stanton Coit.

Library of Congress

The idea of the settlement was simple–to bring education and social welfare to the people who lived and worked in impoverished cities. In the United States, settlements were also known as places that helped stir the melting pot of immigration. What was unique about the settlement movement, compared with other Progressive Era charitable efforts, was that the settlement workers moved in to the slum neighborhoods they sought to help, and they sought to act as neighbors, not distant benefactors to the working poor. Addams and other settlement workers wanted to understand the lives of immigrants and the working-class not be analyzing them, but by living side-by-side and helping when they could.

In the December 5, 1905  Toledo Daily Capital, Addams’ theory was described as:

that every man is an individual and equally capable of good. The Hull House idea is to develop the individual. Miss Addams also stated that a much larger number of immigrants could be taken care of in this country and assimilated to advantage than was being done now.

When Addams lectured, she often answered questions about her work. Some questions that were reported included:

What about anarchy in the slums?

I think the cry of anarchy has been greatly exaggerated in America. There is not nearly as much of it as some people seem to think. Much of the violation of law in the slums and among the foreigners is due to ignorance of the law rather than the result of criminal intentions.

How many children are taken care of at the Hull House every day?

We have a day nursery and this takes care of an average of forty children a day.

Are there any day nurses or visitors in connection with Hull House who visit the homes of those in your district?

We never go to any house unless sent for or there is some good reason for our visit. We never make it a practice to invade the homes of the poor.

Is there any religious instruction at Hull House?

No, there are no religious exercises at Hull House on account of the different beliefs of those in the house. We have Roman and Greek Catholics and Jews in addition to other creeds and denominations.

What are the political opinions of the voters of the settlement district?

That depends entirely on which party gets hold of them first. Their political beliefs are easily subject to change. For instance the Italians formerly were almost entirely Republicans. Now, however, they are swimming over to Democracy. The Russian Jews are mostly socialists. Other nationalities have similar political principles. In Chicago there is so much intense interest in ward and city politics that national politics are entirely lost sight of in the shuffle.

Is there any drinking in the Hull House?

No, there is no drinking in Hull House, but there is a great deal of it among certain classes in the slums. Most of the Jews congregate in the shops and little stores instead of in the saloons. Formerly there was very little drunkenness among the Italians when they drank only light wines. Now they are learning to drink the American beer and whisky and drunkenness among them is on the increase.

What is being done to counteract drinking by the Hull House?

We try to counteract it mainly by means of amusements. The social feature of the saloon s what appeals to most of them and so we give Saturday evening parties, dances and socials. The saloon dance hall is one of the great pitfalls of the city and we try to oppose it in particular. We have a big coffee room but it is not a great success for the reason that only a few care for coffee in the evening.

Settlements were one solution proposed by progressive reformers to alleviate the social problems caused by increasing numbers of new immigrants and rapid urbanization. Rather than build walls to keep people out, or hem them into crowded slums, Addams and other social workers sought to learn about them, live with them, and understand their cultures; all in an effort to help them navigate American life.  She believed in treating her neighbors with respect and as intelligent and capable individuals who could contribute mightily to American society.


For more on settlement houses in Chicago, see the University of Illinois at Chicago’s photo exhibit, “Changing Neighborhoods: Photographs of Social Reform from 7 Chicago Settlement Houses.

 

Documentary Editors at the Digital Humanities Summer Institute

IMG_20160617_124340732(This post was originally published on the Association for Documentary Editing’s website.)

Since 2001, the Digital Humanities Summer Institute (DHSI), held annually in Victoria, B.C., Canada, has been an annual gathering of technologists, scholars, librarians, graduate and undergraduate students…and editors. For the past three years, Jennifer Stertzer and I, joined this year by Erica Cavanaugh (George Washington Financial Papers Project), have offered a course entitled “Conceptualising and Creating Digital Editions,” one of a rich slate of hands-on and theoretical week-long immersions into digital humanities (for course lists shaping up for 2017, click here)

Students working on their website designs.

Students working on their website designs.

The twenty students who took our course came with some incredibly varied and fascinating projects. Just a few include Deanna Stover’s plan to create a digital edition of H.G. Wells’s Floor Games and Little Wars, a 1911 narrative set of gaming rules, Fiona Coll’s work on a digital editions of Morgan Robertson’s short works of fiction based on his sea-going experiences, and Elizabeth Honing’s plan to create a classroom module featuring a digital edition of Richard Hakluyt’s Principal Navigations (1598-1600). The breadth of topics spanned centuries, from Rachel Roberts’ work on Anne Dowriche’s The French Historie (1589) to Eric Rasmussen’s plan to create an online web resource for studying the artistic and social networks around the contemporary American writer Lynne Tillman, and Kate Sikloski’s project to create a digital companion to her critical biography of Tobagonian-Canadian poet M. NourbeSe Philip. Paula Johanson was seeking guidance on turning her guide to kayaking, Green Paddler, into a digital edition, while Ellen Malenas Ledoux investigated creating a critical edition of Mary Darby Robinson’s Memoirs. All the projects represented rich resources that will be greatly enhanced by the editorial work planned for them.

Jennifer with Rachel Roberts and Melinda Creech at the class showcase on Friday afternoon.

Jennifer with Rachel Roberts and Melinda Creech at the class showcase on Friday afternoon.

The four and a half day course covered a lot of ground, but was focused on introducing students to many of the editorial issues that arise when contemplating a digital edition. We discussed how the main tasks of editing, selection, transcription, annotation, and research are changed when the materials are presented in a digital platform. We spent time talking about the pros and cons of various digital edition platforms and the tactics editors need to use to adapt them, focusing on TEI/XML, Drupal, Omeka, WordPress and Scalar. Through description, demonstration, and analysis, we helped students decide between platforms by focusing on the goals of their edition and the nature of their documents.

Erica and I at the course showcase on the last day of DHSI.

Erica and I at the course showcase on the last day of DHSI.

Students used one of the tools, Omeka, to begin to craft plans for their digital projects. They drafted policies on selection, transcription, annotation, and searching, developed site maps to envision navigation, page appearance, and useability, and estimated the time and work hours that it would take to complete their projects. Students played with metadata by creating sample documents, transcriptions and descriptions of their materials. They had one on one time with Erica, Jennifer and I to ask for advice, to experiment with visualization tools such as text analysis, digital maps and timelines, and some created rough prototypes of their site plans using Drupal.

Whales!

Whales

DHSI offers many other courses of interest to editors, from intensive work with TEI encoding to text analysis, and project management. Victoria is beautiful (we went whale watching!), and the immersion on hands-on work with other people passionate about documents, scholarship, and technology makes for an experience unlike any other.

A Nation in Mourning: The Death of Jane Addams

Jane Addams's funeral at Hull-House. Photographed by Wallace Kirkland. (Courtesy of the University of Illinois at Chicago, Department of Special Collections, Lea Demarest Taylor Papers).

Jane Addams’s funeral at Hull-House. Photographed by Wallace Kirkland. (Courtesy of the University of Illinois at Chicago, Department of Special Collections, Lea Demarest Taylor Papers).

On May 21, 1935, Jane Addams died, at the age of 74. Her funeral was held at Hull-House 81 years ago today.

Addams’ body was brought from the hospital and lay in state at Hull-House from 10am to 6pm on May 22nd and then from 9am to noon on May 23rd. A brief twenty-minute non-denominational funeral was held on May 23 at Hull-House. The papers reported that over 20,000 people pressed in to view and pay tribute to Addams at a rate of over one thousand an hour.

There was no demonstration. There was little conversation. The people stood about in little groups. They were waiting, and had been waiting for hours, just for a chance to pass rapidly through the hall inside and view for a second the peaceful face of their benefactor before she was taken to her girlhood home in Cedarville, Ill. to be buried in the tiny cemetery there. (Oshkosh Daily Northwestern, May 23, 1935)

Reporters talked to mourners, and noted the wide variety of people present. “Foreign-born men and women who claimed her as their best friend grieved beside millionaires and society matrons from the gold coast across town. Shiny limousines stood at the curb where several hundred Hull House “neighbors” waited, unable to find room in the court.” (DeKalb Daily Chronicle, Oct. 23, 1935).

There was no discrimination. A large wreath of orchids and lillies-of-the-valley sent by a wealthy man and his wife was no more prominently displayed than the blanket of bright red roses sent by one of the mothers’ clubs of Hull House.” (Chicago Daily Tribune, May 24, 1935.)

From the Adena Miller Rich Papers, Special Collections University of Illinois at Chicago.

From the Adena Miller Rich Papers, Special Collections University of Illinois at Chicago.

Among the prominent mourners were Anita McCormick Blaine, a long-time supporter of Hull-House, Robert Maynard Hutchins, the president of the University of Chicago, Harold Ickes, the Secretary of the Interior, and Sophonisba Breckinridge, also from the University of Chicago. But there were many more people from the neighborhood, people who knew Addams by her deeds.

A Negro woman trailed by seven solemn children–four boys and three girls–waited hours to reach the casket and then dropped out, tears streaming from her eyes, as she entered the hall. “I’d rather remember her like the day she brought my Martha a doctor when she was dying,” she sobbed. (Oshkosh Daily Northwestern, May 23, 1935)

From Bellaire, Ohio, when she learned of Addams’s death, Eleanor Roosevelt commented, “I’m dreadfully sorry. America has lost a great source of inspiration.”  Katharine Lenroot noted, “America has lost her greatest woman, her greatest social worker and the people of America have lost their most understanding and compassionate friend.” (New York Times, May 22, 1935).

 

Six Remarkable Hull-House Women: Guest Blog by Author Ruth Bobick

What stood out in my research about “six remarkable Hull-House women”–Jane Addams, Julia Lathrop, Florence Kelley, Alice Hamilton, and Grace and Edith Abbott–was the crucial role they played in the reform of America’s industrial system. Equally striking was the Supreme Court’s resistance to regulating it.

When the first generation of college educated women discovered that established professions like the law, government, higher education and the church were reserved for men, they sought alternative occupations. As caregiving had long been a female responsibility, reformers responded to the plight of poor immigrant workers and their families by creating “social settlements,” a Consumer’s League, a federal Children’s Bureau, and the field of Social Work.  In turn, their service-oriented programs opened up career opportunities for women, and provided a supporting network of female organizations that fought for social justice from the Progressive Era to the New Deal.

Before proceeding from Hull-House in Chicago onto the national scene, Lathrop devoted her efforts to the reform of state charities, Kelley to an anti-sweatshop campaign, Hamilton to industrial medicine, Grace Abbott to protecting  immigrants, and her sister Edith to social research. As the settlement’s head resident, Addams united them in pursuing common goals, and in pressing for labor legislation. But such hard-won laws as prohibiting child labor, limiting a woman’s workday, and establishing a minimum wage, were all-too-often declared unconstitutional in Supreme Court decisions setting an individual’s “freedom of contract,” above a state’s right to “promote its citizens’ welfare.”

In 1914 with Europe plunged into World War I–and America’s entry in 1917–the progressive period drew to a close. Early on, women activists had mobilized a peace party in Washington, which met with its European counterparts in Holland in 1915 to protest the fighting. Jane Addams presided over the conference, and after the war was elected president of the Women’s International League for Peace and Freedom that evolved from it. During her remaining years, she shared her time between settlement work and the cause of peace–for which she received a Nobel Prize in 1931.

Of Quaker descent on her father’s side and a pacifist during the war, she toured a devastated Germany following its surrender; and gave speeches back home to raise funds for Quaker relief of the defeated enemy. As much as any woman of her day, she was able to transcend national boundaries in the hope of alleviating human suffering.

–Ruth Bobick

What Did Jane Write? Publishing Transcribed Documents in a Digital Edition

Slow down Jane!

Jane Addams, ca. 1915

I’ll be the first to admit it. Reading Jane Addams’ handwriting is difficult, and just when you think that you have gotten it down, you run across a letter that makes you question your profession.

Working on a digital edition with such challenging handwriting has been a bit different than working on a print edition.  With print it is essential to get the transcription as perfect as you can because it is unlikely that there will ever be a revised printing of your edition; the best you can usually hope for is an embarrassing errata page that highlights every  mistake that you have made (at least those that you have found!). With digital publication, we can seamlessly correct errors in transcription as soon as we discover them. And while this means there is less pressure on us to craft a perfect transcription, we do have to grapple with the question of how good our transcription should be in order to publish it.

From Jane Addams to Mary Rozet Smith, April 30, 1901

From Jane Addams to Mary Rozet Smith, April 30, 1901. Our current reading is: “P. S. I am much impressed with the Methodists. Anybody who says “Protestantism is dying out” [ought] to have seen them Sunday night raising $50000. for a clinical University & heard them sing out the [illegible]—”

First pass transcriptions generally have errors. Most of our draft transcriptions are done by students (amazing students!), who have made great strides in reading and transcribing Addams’ hand, but they are not perfect. Errors are made even when transcribing typed documents, which are sometimes long and have repetitive elements. In order to ensure that these errors are caught and corrected, we proofread each transcription at least once, in teams. What this means is that one editor reads from the document (reading punctuation and capitalization aloud as well) while the other follows along with the transcription. Whenever the two do not match, we stop and identify the discrepancy and correct it. It is not always the transcription–sometimes we read the document incorrectly. But this ensures that we have carefully proofread the original.

Problems arise when we cannot make out the words at the proofreading stage either. We mark the places where we are unsure of the meaning of the word with [square brackets], adding when the reading is a bit less certain that that, and we admit that the word or words are [illegible] when we just can’t make them out.  No editor likes to see [illegible words] in her edition–each one stabs at us, taunting us with our own inadequacies–no matter how hard that word really is to read!

hard-2

From Jane Addams to Sarah Alice Addams Haldeman, Nov. 18, 1902. Our current reading is: “I have given a long lecture. Esther’s baby is so pretty and dear. I spent Sunday in St. Louis and came away with a lot of [cherubic?] [illegible]”

For most editors, the decision of when to give up and publish a problem document’s transcription is a difficult one, and we review and revise our readings of the document over and over until we throw our hands up in frustration and let it go out with an [illegible]. When publishing a digital edition, this decision gets even harder.  Is it more useful for our readers that we publish a transcription of 99% of a document quickly, or that we wait and wait to get that last 1%? We have made the decision to publish the 99% and to invite help, both from experts on our Advisory Board, Addams scholars, but also from the general public, to help tease out that 1%.

Jane Addams to Richard T. Ely, November 27, 1902

Jane Addams to Richard T. Ely, November 27, 1902. Our current reading is: “Women [illegible] tending with the house–conventional [war]. [Women] entering into the commercial life & work industrial condition with its element of warfare, of competition of “racing” [piece] work withdraw the [illegible] in a certain sense.”

We’ve done this by creating a Help! tag for documents in the digital edition that have words that we cannot read. To get a look at them, follow this link, or select Browse Items, and then Browse by Tag. If you think you can read the [illegible words] that we couldn’t, drop us a line in the Comment box at the bottom of the document.  If this is something you enjoy doing, reach out to us; we would be delighted to have you check our problem documents before they are published.