Institutional antecedents of Service Learning: from Hull-House to the Children’s Protective Society

Abstract

This article examines the historical antecedents of Service Learning (SL) programs by analyzing two pioneering institutions: Hull House in Chicago and the Children’s Protective Society in Madrid. Hull House, founded by Jane Addams and Ellen Gates Starr in 1889, emerged as a transformative social and educational center in response to the socio-economic challenges of Chicago’s industrialization. It provided a space for cultural exchange, education, and social reform, emphasizing democratic ideals, community collaboration, and moral education. Addams’s approach sought to bridge social gaps and empower disadvantaged populations, particularly immigrant children and youth. On the other side of the Atlantic, Julio Vizcarrondo y Coronado, a Puerto Rican abolitionist and social reformer, co-founded the Children’s Protective Society in 1878. This institution addressed the dire needs of abandoned and impoverished children in Madrid, offering them shelter, education, and healthcare. Rooted in progressive ideals and inspired by philanthropic models from England and the United States, it implemented innovative educational practices and collaborated with universities to enhance children’s well-being. Although neither institution explicitly defined itself as an SL initiative, their commitment to integrating social action with education and fostering community engagement positions them as foundational models for SL. By examining their historical and ideological connections, this study highlights the shared values of civic responsibility and academic collaboration that continue to inform contemporary SL programs. These early efforts underscore the potential of education as a transformative tool for addressing social inequities and fostering democratic participation.