The author records his unique opinions on child rearing and education, as practiced in the experimental school called Summerhill he has run in England for forty years.
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27 of 27 people found the following review helpful
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The past is present and the child in you keeps asking "what if...?"
December 7, 2006
By David Chirko
Format:Paperback
Scottish born psychologist (M.A., English) Alexander Sutherland Neill (1883-1973) penned a description of a school for independently normal children entitled "Summerhill," which is, as its subtitle states, a radical approach to child rearing. Curiously, Neill himself was originally a failure in school. The unorthodox and open Summerhill school was inaugurated in Germany in 1921, later moving to Austria, and then in 1924, to Leiston, Suffolk, England. Its motley array of pupils come from various lands, ranging in age from five to fifteen years old--therein divided into three age groups, of twenty-five boys and twenty girls.
A simplicity to read, the "Summerhill" book is endorsed in the foreword by legendary sociologist and psychoanalyst Erich Fromm (who is not the author of "Summerhill"). Fromm recapitulates what Neill's systematic principles in this volume are. In a nutshell: nourish the whole child's potential to love life intellectually, as well as emotionally; have him educated commensurate with his capacity, sans dogmatic disciplining; allow him to be free, but without encroaching on anyone; have the teachers maintain a transparency; encourage security in the pupil without resorting to submission and domination tactics, or utilizing guilt in one's methods; and advocate a theology of human freedom, not sinful suppression.
This book is divided into seven intriguing chapters, dealing with, respectively, activities at the school, rearing children, sexuality, theology and morality, problem issues for children, problem matters for parents, and lastly, questions and responses.
Many of the cherished positions of the giants in child and educational psychology are challenged in this book. For instance, Neill criticizes the system of directed play of Maria Montessori, M.D., where children are forced to learn by doing, which he contends is artificial; having no authentic creativity. Said system also monitors responsibilities given to youth, as well as dictating to them what the educator thinks they really want to do. Psychoanalysis founder, Sigmund Freud, inspired Neill, who adheres to the significance of childhood sexuality and repression, but found the former's theories had limited application, being based on studies conducted with aggressive, non-regulated children, unlike the free children at Summerhill.
Neill speaks glowingly of his comrade, psychiatrist Wilhelm Reich (founder of vegetotherapy--treating body and mind as one, by restoring energy flow through the release of bodily tensions), who believed that a child possessing freedom would not be afraid of life. Physically, the child plays more openly, without bodily stiffness or muscular armour acquired from moralistic training. He also learned from Reich that such self-regulated children accept discipline from adults when it carries no authority or fear, enabling them to trust people. This, along with approval and understanding, Neill thought, are crucial in rearing a felicitous child, who finds interest in what he does.
While perusing "Summerhill," I found myself stopping numerous times, pondering my own beliefs and values when Neill made one of his incisive asseverations--usually placed in italics. Perhaps the quintessential moment came in a section called "The Free Child" from the chapter, "Child Rearing," when the author said, "I believe that to impose anything by authority is wrong. The child should not do anything until he comes to the opinion--his own opinion--that it should be done." Therefore here the school is tailored to fit the child, not the child made to fit the school.
It should be said, that although "free," there are schedules and classes at Summerhill no student is coerced into attending, but they may be ejected by fellow pupils who feel a student is holding a class back. As well, there are safeguards for youngsters using dangerous shop machinery at Summerhill. And a caveat: as psychologist Thomas Gordon assures us in his landmark 1970's work "P.E.T. Parent Effectiveness Training," the Summerhill philosophy (which reiterates the concepts of the aforementioned) displays democratic principles in a somewhat therapeutic milieu, but where freedom is NOT tantamount to exorbitant permissiveness. Speaking again of freedom, that is precisely the way the school is governed, with everyone on faculty and each child--regardless of age, having the power to vote on concerns at its Saturday night General School Meetings!
The book concluded with queries and answers and it appears as if there is nothing ever confident Neill cannot handle. Regarding a question about children who talk back to instructors, well...that, according to the author, just never happens at Summerhill; otherwise, he remarked, the teacher is "a dud." As for a question on religious training, Neill responded by explaining how it produces neurotics, but he didn't discourage children from attending the church of their choice, either. Nevertheless, he believed that Summerhill treated children in a way that would please the Messiah.
If you, as an adult, wish to take another look at educating and bringing up children, consider reading A.S. Neill's book, "Summerhill," where the past is present and the child in you keeps asking "what if...?"
A simplicity to read, the "Summerhill" book is endorsed in the foreword by legendary sociologist and psychoanalyst Erich Fromm (who is not the author of "Summerhill"). Fromm recapitulates what Neill's systematic principles in this volume are. In a nutshell: nourish the whole child's potential to love life intellectually, as well as emotionally; have him educated commensurate with his capacity, sans dogmatic disciplining; allow him to be free, but without encroaching on anyone; have the teachers maintain a transparency; encourage security in the pupil without resorting to submission and domination tactics, or utilizing guilt in one's methods; and advocate a theology of human freedom, not sinful suppression.
This book is divided into seven intriguing chapters, dealing with, respectively, activities at the school, rearing children, sexuality, theology and morality, problem issues for children, problem matters for parents, and lastly, questions and responses.
Many of the cherished positions of the giants in child and educational psychology are challenged in this book. For instance, Neill criticizes the system of directed play of Maria Montessori, M.D., where children are forced to learn by doing, which he contends is artificial; having no authentic creativity. Said system also monitors responsibilities given to youth, as well as dictating to them what the educator thinks they really want to do. Psychoanalysis founder, Sigmund Freud, inspired Neill, who adheres to the significance of childhood sexuality and repression, but found the former's theories had limited application, being based on studies conducted with aggressive, non-regulated children, unlike the free children at Summerhill.
Neill speaks glowingly of his comrade, psychiatrist Wilhelm Reich (founder of vegetotherapy--treating body and mind as one, by restoring energy flow through the release of bodily tensions), who believed that a child possessing freedom would not be afraid of life. Physically, the child plays more openly, without bodily stiffness or muscular armour acquired from moralistic training. He also learned from Reich that such self-regulated children accept discipline from adults when it carries no authority or fear, enabling them to trust people. This, along with approval and understanding, Neill thought, are crucial in rearing a felicitous child, who finds interest in what he does.
While perusing "Summerhill," I found myself stopping numerous times, pondering my own beliefs and values when Neill made one of his incisive asseverations--usually placed in italics. Perhaps the quintessential moment came in a section called "The Free Child" from the chapter, "Child Rearing," when the author said, "I believe that to impose anything by authority is wrong. The child should not do anything until he comes to the opinion--his own opinion--that it should be done." Therefore here the school is tailored to fit the child, not the child made to fit the school.
It should be said, that although "free," there are schedules and classes at Summerhill no student is coerced into attending, but they may be ejected by fellow pupils who feel a student is holding a class back. As well, there are safeguards for youngsters using dangerous shop machinery at Summerhill. And a caveat: as psychologist Thomas Gordon assures us in his landmark 1970's work "P.E.T. Parent Effectiveness Training," the Summerhill philosophy (which reiterates the concepts of the aforementioned) displays democratic principles in a somewhat therapeutic milieu, but where freedom is NOT tantamount to exorbitant permissiveness. Speaking again of freedom, that is precisely the way the school is governed, with everyone on faculty and each child--regardless of age, having the power to vote on concerns at its Saturday night General School Meetings!
The book concluded with queries and answers and it appears as if there is nothing ever confident Neill cannot handle. Regarding a question about children who talk back to instructors, well...that, according to the author, just never happens at Summerhill; otherwise, he remarked, the teacher is "a dud." As for a question on religious training, Neill responded by explaining how it produces neurotics, but he didn't discourage children from attending the church of their choice, either. Nevertheless, he believed that Summerhill treated children in a way that would please the Messiah.
If you, as an adult, wish to take another look at educating and bringing up children, consider reading A.S. Neill's book, "Summerhill," where the past is present and the child in you keeps asking "what if...?"
2 of 2 people found the following review helpful
Format:Paperback|Amazon Verified Purchase
I thought this book was wonderful and spiritual. It teaches children from their core problems and not from their exhibited outside event. I was inspired. Everyone should read it especially those in the education realms and parents.
By Sigh ONara
Format:Paperback|Amazon Verified Purchase
Amazing piece of work, that is almost entirely timeless. The author brings up some Freudian concepts that nobody uses anymore, but otherwise the author is a thinking beyond our time.
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