Background
Lucy Wheelock was born in Cambridge, Vt. , the second of six children of Edwin Wheelock, a Congregationalist minister, and Laura (Pierce) Wheelock.
(Red-Letter Stories - Swiss tales from the German of Mad. ...)
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(Excerpt from Talks to Mothers Reading Aloud to the Child...)
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Lucy Wheelock was born in Cambridge, Vt. , the second of six children of Edwin Wheelock, a Congregationalist minister, and Laura (Pierce) Wheelock.
Lucy's early education took place at home under the tutelage of her mother and father, who owned an excellent library and taught his daughter to love and revere books and scholarship. She was graduated from high school in Reading, Massachussets, in 1874, and then in 1876 attended the Chauncy Hall School in Boston to prepare to enter Wellesley College.
While a student at Chauncy Hall, she discovered its newly opened kindergarten and decided it would be her life's work. On the advice of Elizabeth Peabody, she enrolled in a one-year course at the Kindergarten Training School of Ella Snelling Hatch in Boston, and in 1879 she became an assistant in the Chauncy Hall kindergarten and later took charge of it. In 1888 Lucy Wheelock opened a class to train kindergarten teachers, at a time when the kindergarten was still a very new idea to American education. There was an acute need for well-trained, qualified kindergartners, particularly in Boston, where the city council had just appropriated funds to support kindergartens in the public schools. While her first class consisted of six pupils, enrollment and the course of study expanded rapidly. The Wheelock School was unusual in that it did not fail when normal schools began to offer courses in kindergartening nor did it ever become absorbed by a collegiate education department. In 1940, when Lucy Wheelock retired as head of the school and arranged for it to become incorporated at Wheelock College, there were twenty-three faculty members, five administrators, and over three hundred students. At the school, Wheelock acquainted future teachers with her conception of the breadth of early childhood education. In the early years, she taught almost exclusively from Froebel's Mother Play, but before long she added a diversity of courses with more general intellectual content and offered lectures on such subjects as Americanization, citizenship, woman suffrage, and political responsibility. Students were taught to be knowledgeable about community affairs and to understand the significance as well as the techniques of organizing mothers' meetings in order to involve mothers in the education of their young children. Wheelock felt that the two most important principles of education and life were self-activity (a child seeing, thinking, and acting for himself) and continuity (no break or gap should be allowed between kindergarten and the primary grades). As a result, the teachers of the respective grades needed acquaintance with each other's training, goals, and methods and Wheelock provided this experience for her future teachers. By 1929, all Wheelock students were taking a three-year course of study, receiving a nursery-kindergarten-primary diploma after completing courses, observation, and student teaching at all three levels. Wheelock served as a mediator in the controversies among kindergartners by acting to maintain the best aspects of the traditional kindergarten while updating it with the most significant current educational theories. She thought that the division among kindergartners was healthy and that many of the "new" ideas and programs advocated by reformers were part of or in harmony with Froebel's original ideas. While there were vast differences, a certain core of Froebelian principles were common to all. These included an appreciation of the importance of self-activity and self-expression for the child, the concept of growth in child development from the simple to the complex, and the notion that education should take into account the three-fold nature of man: physical, social, and spiritual. Wheelock was an energetic leader within the kindergarten movement. She was a founding member of the International Kindergarten Union, organized in 1893 to provide a focal point for the widely scattered kindergarten efforts across the country. From 1895 to 1899 she served as the I. K. U. president, and in that capacity lectured tirelessly on the kindergarten movement and the education of young children. Her active participation in many organizations included posts as chairman in 1908 of the National Congress of Mothers (later to become the National Congress of Parents and Teachers) and vice-president of the Department of Superintendence of the National Education Association. In 1929 she became a member of the educational committee of the League of Nations. Wheelock wrote many articles for educational journals and was joint author with Elizabeth Colson of Talks to Mothers (1920). She translated several German works, including children's stories and some of Froebel's writings, for Henry Barnard's Journal of Education. She edited several books, including two important volumes sponsored by the I. K. U. , The Kindergarten (1913) and Pioneers of the Kindergarten in America (1923); the five-volume Kindergarten Children's Hour (1924), a guide for mothers whose children could not attend kindergarten; and The Kindergarten in New England (1935). In 1925 the University of Vermont awarded Wheelock an honorary degree of doctor of letters. She died at the age of eighty-nine of coronary thrombosis in her home in Boston.
(Excerpt from Talks to Mothers Reading Aloud to the Child...)
(Red-Letter Stories - Swiss tales from the German of Mad. ...)
Wheelock was a member of the Twentieth Century Club.
She was a petite, well-proportioned woman with a warm smile and bright eyes and was a popular, persuasive speaker.