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Summerhill School: A.S. Neil
11-17-2013, 04:04 PM
Post: #1
Summerhill School: A.S. Neil
Summerhill School: A.S. Neil

[Image: shb.jpg]

Nobody connected with children can claim
To know the true nature of childhood
If they have not heard about
A.S. Neill’s Summerhill School

You may love the idea, or hate it
But if you have your own children,
Have taught children, or have ever been a child
One thing is for sure,
You will never view childhood or education in the same way again . . .

Zoë Neill Readhead

Founded 1921.

Summerhill: the early days

Summerhill was founded in 1921 in Hellerau, a suburb of Dresden. It was part of an International school called the Neue Schule. There were wonderful facilities there and a lot of enthusiasm, but over the following months Neill became progressively less happy with the school. He felt it was run by idealists – they disapproved of tobacco, foxtrots and cinemas – while he wanted the children to live their own lives. He said:

Summerhill School I am only just realising the absolute freedom of my scheme of Education. I see that all outside compulsion is wrong, that inner compulsion is the only value. And if Mary or David wants to laze about, lazing about is the one thing necessary for their personalities at the moment. Every moment of a healthy child's life is a working moment. A child has no time to sit down and laze. Lazing is abnormal, it is a recovery, and therefore it is necessary when it exists. Summerhill School

Together with Frau Neustatter (later his first wife), Neill moved his school to Sonntagsberg in Austria. The setting was idyllic – a castle on top of a mountain – but the local people, a Catholic community, were hostile.

By 1923 Neill had moved to the town of Lyme Regis in the south of England, to a house called Summerhill where he began with 5 pupils. The school continued there until 1927, when it moved to the present site at Leiston in the county of Suffolk, taking the name of Summerhill with it.

Neill continued to run the school with Mrs Lins, as she was known, until the war required evacuation of the Leiston house and they moved to Ffestiniog in Wales. Mrs Lins became ill, requiring constant nursing, and eventually died. Neill later married a staff at the school, Ena Wooff – who had helped to nurse Mrs Lins as well as cooking and being a housemother at the school. After the war they returned to Leiston to a dilapidated Summerhill which had been used by the army and left in a poor state. Neill referred to this for many years afterwards, having to put much work into restoring the buildings and cleaning them up.

The school continued to be controversial, being depicted in the press as the "Do As You Please" school. Neill, however, did have the respect of many educationalists and well-known personalities such as, among others, Bertrand Russell and Henry Miller.

Pupil intake fluctuated over the years before taking a final dive in the late 50s. Things were looking black as the pupil numbers reached around 25. However, at that time Neill was approached by Harold Hart, a publisher from USA, who wanted to publish a compilation of Neill's books. Together they put the book 'Summerhill – a radical approach to childhood', on the market. It was an instant hit in the USA rising to the number one non-fictional best seller nationally. It was soon published in UK and many other countries and things began to take a turn for the better at Summerhill. Pupil numbers went up, many from the USA; interest in the school bloomed bringing in many visitors, to the dismay of the kids. At times there were coach loads. After a time both Neill and the community became tired of the attention and withdrew into a time of comparative quiet.

Neill lived out his days taking a less active part in the school but keeping in touch with what was going on. In 1973 his health declined and he was admitted to Ipswich Hospital. Later he was taken to the small local hospital where he died peacefully on September 23rd 1973. Five days later the new term started at Summerhill.

Ena Neill continued to run the school until her retirement in 1985 when their daughter Zoë, the current head teacher, took over.

Summerhill today

Summerhill has been running continuously since 1921and has not changed fundamentally since it started. Its success in providing a happy environment for kids and producing well-balanced men and women, stands as a continuing proof of Neill's notion that `The function of the child is to live his own life – not the life that his anxious parents think he should live, nor a life according to the purpose of the educator who thinks he knows best.'
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11-17-2013, 04:06 PM
Post: #2
RE: Summerhill School: A.S. Neil
Summerhill School Teachers: Great Tutors

Alternative thinkers. Free development of the White mind.

General Policy Statements

These documents are a statement of the aims and objectives of Summerhill School.

As an introduction, here is a chapter from the book ‘Summerhill – a radical approach to child rearing’ by the school’s founder, A.S. Neill.

A.S. Neill is widely considered to be one of the great educators of the time. UNESCO list him as one of the 100 most influential educational thinkers and he was also listed as one of twelve greatest educators of the last millennium by a UK national broadsheet newspaper in December 1999.
His writings, together with other radical thinkers of the period such as Bertrand Russell, confronted the values of the establishments for many years.

This extract from Neill’s book ‘Summerhill’ is an example of his challenging views on education and freedom for children. It is reproduced here to give some background and history to the Summerhill Policy Statements.

“I hold that the aim of life is to find happiness, which means to find interest. Education should be a preparation for life. Our culture has not been very successful. Our education, politics and economics lead to war. Our medicines have not done away with disease. Our religion has not abolished usury and robbery. The advances of the age are advances in mechanism – in communications and computers, in science and technology. New wars threaten, for the world’s social conscience is still primitive.

If we feel like questioning today, we can pose a few awkward questions. Why does man hate and kill in war when animals do not? Why does cancer increase? Why are there so many suicides? So many insane sex crimes? Why the hate that is racism? Why the need for drugs to enhance life? Why backbiting and spite? Why is sex obscene and a leering joke? Why degradation and torture? Why the continuance of religions that have long ago lost their love and hope and charity? Why, a thousand whys about our vaulted state of civilised eminence!

I ask these questions because I am by profession a teacher, one that deals with the young. I ask these questions because those so often asked by teachers are the unimportant ones, the ones about French or ancient history or what not when these subjects don’t matter a jot compared to the larger questions of life’s fulfilment – of man’s inner happiness.

How much of our education is real doing, real self-expression? Handwork is too often the making of a wooden box under the eye of an expert. Even the Montessori system, well known as a system of directed play, is an artificial way of making the child learn by doing. It has nothing creative about it. In the home the child is always being taught. In almost every home there is at least one ungrown-up grown-up who rushes to show Tommy how his new engine works. There is always someone to lift the baby up on a chair when the baby wants to examine something on the wall. Every time we show Tommy how his engine works we are stealing from that child the joy of life – the joy of discovery – the joy of overcoming an obstacle. Worse! We make that child come to believe that he is inferior, and must depend on help.

Parents are slow in realising how unimportant the learning side of school is. Children, like adults, learn what they want to learn. All the prize-giving and marks and exams side-track proper personality development. Only pedants claim that learning from books is education.

Books are the least important apparatus in a school. All that any child needs is the three R’s the rest should be tools and clay and sports and theatre and paint and freedom.

Most of the school work that adolescents do is simply a waste of time, of energy, of patience. It robs youth of its right to play and play and play: it puts old heads on young shoulders.

When I lecture to students at teacher training colleges and universities, I am often shocked at the ungrownupness of these lads and lasses stuffed with useless knowledge. They know a lot: they shine in dialectics: they can quote the classics - but in their outlook on life many of them are infants. For they have been taught to know, but have not been allowed to feel. These students are friendly, pleasant, eager, but something is lacking – the emotional factor, the power to subordinate thinking to feeling. I talk to these of a world they have missed and go on missing. Their textbooks do not deal with human character, or with love, or with freedom, or with self-determination. And so the system goes on, aiming only at standards of book learning – it goes on separating the head from the heart.

It is time that we were challenging the school’s notion of work. It is taken for granted that every child should learn mathematics, history, geography, science, a little art and certainly literature. It is time we realised that he average young child is not much interested in any of these subjects.

I prove this with every new pupil. When told that the school is free, every new pupil cries, “Hurrah! You catch me going to lessons!”
I am not decrying learning. But learning should come after play. And learning should not deliberately seasoned with play to make it palatable. Learning is important – but not to everyone. Nijinsky could not pass his school exams in St. Petersburg, and he could not enter the State Ballet without passing those exams. He simply could not learn school subjects – his mind was elsewhere. They faked an exam for him, giving him the answers with the papers – so a biography says. What a loss to the world if Nijinsky had really to pass those exams!

Creators learn what they want to learn in order to have the tolls that their originality and genius demand. We do not know how much creation is killed in the classroom with its emphasis on learning.

I have seen a girl weep nightly over her geometry. Her mother wanted her to go to university, but the girl’s whole soul was artistic.

The notion that unless a child is learning something the child is wasting his time is nothing less than s curse – a curse that blinds thousands of teachers and most schools inspectors.

Classroom walls and the National Curriculum narrow the teacher’s outlook, and prevent him from seeing the true essentials of education. His work deals with the part of the child that is above the neck and perforce, the emotional, vital part of the child is foreign territory to him.

Indifferent scholars who, under discipline, scrape through college or university and become unimaginative teacher, mediocre doctors and incompetent lawyers would possibly be good mechanics or excellent bricklayers or first rate policemen.

I would rather Summerhill produce a happy street sweeper than a neurotic prime minister.

In all countries, capitalist, socialist or communist, elaborate schools are built to educate the young. But all the wonderful labs and workshops do nothing to help Jane or Peter or Ivan surmount the emotional damage and the social evils bred by the pressure on him from his parents, his schoolteachers and the pressure of the coercive quality of our civilisation.

The function of the child is to live his own life, not the life that his anxious parents think he should live, nor a life according to the purpose of the educator who thinks he knows best. All this interference and guidance on the part of adults only produces a generation of robots.

We set out to make a school in which we should allow children freedom to be themselves. In order to do this we had to renounce all discipline, all direction, all suggestion, all moral training, all religious instruction. We have been called brave, but it did not require courage. All it required was what we had – a complete belief in the child as a good, not an evil, being. Since 1921 this belief in the goodness of the child has never wavered: it rather has become a final faith.

A. S. Neill MA Hon M. Ed., Hon Dr. Of Laws, Hon Doc.
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11-19-2013, 06:37 PM
Post: #3
RE: Summerhill School: A.S. Neil
Among Homeschoolers, this famous free school is renowned.
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12-25-2013, 09:04 AM
Post: #4
RE: Summerhill School: A.S. Neil
The core of British independent thinking.

Dare to think independently. Dare to fight for Freedom. Dare to be British.

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