JANE ADDAMS ENTERTAINS MARIA MONTESSORI

AT HULL HOUSE

by
Nadine M. Kerstetter, M.Ed.

March 1, 2015

It is August 1915 in Chicago. The guest lecturer at Hull House is John Dewey from the
University of Chicago, a trustee of Hull House, and a friend of its founders Jane Addams and Ellen
Gates Starr. Maria Montessori and her seventeen-year-old son Mario are in attendance. This is Dr.
Montessori's second trip to the United States and the year of the Panama-Pacific International
Exhibition in San Francisco.
On this summer afternoon, Addams is hosting a lecture and reception for educational students
and philanthropists to raise awareness and to raise funds for the services for Hull House. Dewey speaks
about the work done at Hull House, as well as the philosophies of its founders and supporters.
Over these past several years through the dedication of Miss Addams, Miss Starr, their devoted
staff and the generosity of funders, multiple programs have been created to meet the needs of the
community. The preschool and kindergarten classes initiated from the beginning are augmenting as
more families from diverse heritages come to Chicago for employment and education. Much work has
been accomplished from this building's dilapidated condition in 1889 to a school and boarding house
that provides programs in art, drama, language arts. There is now a gymnasium, this lecture hall, and a
labor museum. All of this designed to foster democratic awareness and social action. As a democratic
society the poor can be inspired by having access to an environment that offers fine art and drama.
Members of the audience nod in agreement as they each look about the lecture hall and admire
the aesthetics in this settlement house. Dewey continues as he steps from the podium moving toward
his audience, Miss Addams has been an inspiration to my life's work and has influenced my own
philosophy of education. I, too, have a vision of education that is the basis of a democratic community
that reaches a broader society beyond brick and mortar and formal curriculum in the classroom today.
Hull House is an institution that pushes against a restricted narrow views of children's capacity to glean
new information and connect it to their lives.

Addressing the prospective teachers, he said, There are two sides to the educational process of
children and both are naturally related. A psychological process compliments a child's natural instincts
and initiative to allow him to make connections to his reality. And a sociological process takes into
account a child's social condition in order to tap into his power and capabilities. True and valuable
education stimulates the power of the child by accepting what is relevant to his social situation and the
welfare of his family and community. School is a social institution and as such Hull House offers clubs
of various interests for older children and for adults, fostering community. The duty of the school is to
give all people the interests and the sense of dignity and civic worth that will enable them to reach
beyond the limits imposed on their daily struggles and strife.
The goal to empower people is reached, in part, by evening classes that educate women on
civic duties and legislation as it impacts their lives. The three core principles of Hull House are to teach
by example, to practice cooperation, and to practice social democracy. Ending, I wish to remind all
teachers to recognize a dignity to the calling to teach. As such you are social servants and agents of
proper social order and decorum!
Maria Montessori stands to initiate an ovation. Dewey makes his way to her with a broad smile
and extends his hand for a warm handshake. He congratulates her on the exhibit of her glass house
school room and lectures at the Panama-Pacific International Exhibition in San Francisco. Addams
expresses her appreciation for Dewey's support. He turns to talk to a guest who has tapped his shoulder
and Addams leads Montessori out to the courtyard to talk.
__________________________________
Jane Addams: Mario is accompanying you on your travels. He's following in his mother's footsteps.
Maria, it pleases me that you are able to stay with us a while before going on to Washington DC to see
Mabel and Alexander. The Montessori Educational Association the Bells opened two years ago is
doing quite well. Tell me about the National Education Association conference in Oakland at which
you recently spoke. On attention of children, correct?

Maria Montessori: Remember when I told you, Jane, about the profound observation I made when I
stopped to watch a little girl play with blocks? I retold that event and how I had counted forty-five
different exercises she made with those blocks. When she stopped, and decided her work was done as
there was no external force that distracted her, she looked around with expression of great satisfaction.

J.A.: (giving a nod toward the house.) The young women in there are excited to begin their new careers
as educators. They are hungry to learn all they can to make a difference in the lives of children. They
dream to empower children by tapping into their natural curiosity. Some have traveled from other cities
this week with plans to establish day cares in their communities. With child sized tables and chairs, I
may add. They study progressive pedagogy and look to you, Maria, and the you did by establishing the
first day care in one Rome's worst neighborhoods eight years ago. They seek to alleviate poverty,
ignorance, and illiteracy.

M.M: It is not enough for the teacher to love the child. She must also and foremost love and
understand the universe. Remind them to stop and just watch children at work. Make available for the
children things of nature to promote sensory awareness. Children have innate abilities to take in and
process everything around them. The absorbent mind, Jane. By removing the restrictions and
standardized curriculum of today in America and Europe, and make the learning experience centered
around the child, the child can simply absorb knowledge, even zoology and geography! (She takes the
cup and saucer offered by Jane and laughs.) Listen to me! I am not telling you anything you don't
profess yourself.
(The women watch children playing in the playground on Hull House property.)

J.A.: By holding children in high regard, with a measure of respect, we witness them responding to our
lessons as they so want to please adults. What did you call the first children who entered Children's
House? Wild and unruly? It was evident to you then, and to all of us of like mind, that children strive in
a setting that is peaceful, orderly, and where self-respect is promoted.

M.M.: Society holds a belief that children should be seen and not heard, only to be force fed prescribed
lessons. Children are not empty slates to write upon or empty vessels to pour into! This is the message I
hope to instill in the prospective teachers whom I train. Despite all the love and passion for children
they may possess, if they are not making allowance for unsupervised work and play they are in essence
suppressing the development of young personalities.

J.A.: And what a battle it is! Traditional schools are built and run by white middle-class businessmen
for the eduction of future white middle-class businessmen. There is little regard for the children who
will make their livings in the factories of those businesses. They have a need and a right to explore their
innate powers. I agree with you when you say that a test of the correctness of an educational procedure
is the happiness of the child.

(The women rise from the table in the courtyard and continue their visit as they stroll. Addams values
this time with Montessori and takes advantage of the fact that John Dewy is inside, holding his own,
answering questions, and enjoying food and drink.)

J.A.: There is a need for society to create institutions that regard education as equally important and
attainable for children of all social classes regardless of the jobs in the future. Some call me a feminist;
I do not take to such label. However, women must be given an educated voice in politics and
legislation. Ellen (Starr) is well known now as a reformer of child laws and is a member of the

Women's Trade Union League. Did you know, Maria, that Ellen formed not only the current
Amalgamated Clothing Workers strike, but two strikes before it, in 1896 and in 1910? The political
discussion groups held here have spurred action in the immigrants. They take to the streets! Perhaps
what is truly gratifying to them is their success at overcoming illiteracy to write letters to the editors
and to elected officials!
(Glancing through a window, Addams sees Dewey in lively discourse with a wealthy couple from
whom he hopes to acquire financial support. Montessori changes to the subject that saddens them
both.)

M.M.: This World War, Jane. As important as peace, reconciliation, and diplomacy is to you, I was not
surprised when I learned you were in Holland in 1913 to speak at the Peace Palace at The Hague. And
you have traveled these two years to speak against the United States entering the war. Did you accept
the chairmanship of the Women's Peace Party?

J.A.: Yes, I accepted the position earlier this year. I was in Holland again, as a matter of fact, in May.
I also accepted presidency of the International Congress of Women. You and I are making frequent
international trips are we not? Please stay as long as wish before leaving for Washington .D.C.

(The women walk inside and quickly join in other conversations with guests.)