Pioneers of Early Childhood Education: A Bio-Bibliographical Guide

By Barbara Ruth Peltzman | Go to book overview
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William Nicholas Hailmann (1836-1920)
Translator of Froebel The Education of Man, Hailmann worked for the establishment of kindergartens in America. Hailmann undertook a study of kindergartens in Zurich and was director of the German-American Academy in Louisville, Kentucky, the German-American Academy in Milwaukee, Wisconsin, and the German-American Seminary in Detroit, Michigan. He served as superintendent of schools in LaPorte, Indiana. With his wife, Eudora, he established kindergartens, trained teachers, and advocated the study of art and manual training in all the cities in which he worked. He was elected leader of the Froebel Institute of North America; first President of the Kindergarten Department of the National Education Association; and from 1894-1898, he served as Federal Supervisor of Indian Schools in Washington, D.C., establishing kindergartens and teacher training schools. He held positions as supervisor of Dayton, Ohio schools; head of the psychology department at Chicago Normal School (which became Chicago State University); professor of the history of education at Cleveland Normal Training School in Ohio; and professor at Broadoaks Kindergarten Normal School in Pasadena, California. Hailmann organized the Kindergarten-Primary Council of the West in California, received the Bicknell Prize from the American Institute of Instruction for The Application of Psychology to the Work of Teaching; and was editor of Erziehungsblatter from 1870- 1873, as well as The Kindergarten Messenger and New Education from 1876- 1883. Hailmann worked for modification of Frederich Froebel's theory in response to American social conditions because no theory can take into consideration the manifold differences that beset practice.
123. "Adaptation of Froebel's System of Education to American Institutions". National Education Association Journal of Proceedings and Addresses, 1872. Illinois: N.C. Nason Printer, 1873, pp. 141-147; discussion, pp. 147-174. States that systems of education must adapt to varying circumstances. Suggests that modification in application of Froebel's theory, activities, and materials should be made to correspond to the nature and needs of American children and American social circumstances. Educators must look at each child as an individual and a member of a society and adapt methods and materials to children's needs.
124. Kindergarten Culture in the Family and Kindergarten. New York: American Book Co., 1873. Discusses the application of Froebel's aims and methods)


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