Summerhill School: A new view of childhood

Neill, A.S. . (1992). Summerhill school: a new view of childhood. New York, NY: St. Martin's Press.

Summary:
Summerhill School was founded in 1921 by Alexander Sutherland Neill in England. The book, Summerhill School is a reflection written by Neill of his vision and the educational philosophy that guided the progressive educational program. The first three chapters of the book focus on the idea of Summerhill School and the principal of self-government that regulates every facet of life for students. The book includes a forward written by Albert Lamb, a former Summerhill student. He describes his experience from the perspective of a child, however it is not much different from Neill’s account of the school. The basic foundation of the boarding school is built on the idea that children are inherently good. When fear is abolished, children are happy and therefore like to learn. Classes are optional at Summerhill, however most children choose to attend. Neill believed that the way we teach does not make a difference in what students learn... student interest will determine how engaged a student is. In addition, Neill discusses the importance of free thinking children and how traditional schools contribute to a “sheep psychology”. This book was recommended to me by my former 8th grade teacher when I asked about the theory behind the school I attended. I’m interested to continue reading the book and know more about this radical school.

Selected Quotations:
“Self-government for the pupils and staff, freedom to go to lessons or stay away, freedom to play for days or weeks or years if necessary, freedom from any indoctrination whether religious or moral or political, freedom from character moulding” (Neill, 3).

“In a way, our task as teachers is to fight against a mass psychology, a sheep psychology where every animal has the same coating and the same baa, baa… barring the black sheep, and the challengers” (Neill, 5).

“I have come to believe that the greatest reform required in our schools is the abolition of that chasm between young and old which perpetuates paternalism. Such dictatorial authority gives a child an inferiority that persists throughout life; as an adult, he merely exchanges the authority of the teacher for that of the boss” (Neill, 4).