 In general, early pragmatist-feminist writing consistently demonstrates a distrust of educational theories that are disconnected from experience. In Twenty Years at Hull House (1910), Addams talks about how the professor’s lack of interest in matters of the “welfare of mankind” leaves behind the messy and chaotic experiential realm of student relationships for the more pure intellectual realm; she argued this separation also opens students to the influence of “charlatans” (1910 [1990]: 247). Addams’ vision of education, even in the early days of Hull House, fostered an interchange between the intellectual culture of a liberal arts education and the practical aspects of urban industrial life, bringing life and thought together.