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  • Summerhill

    Cargado por

    Chava Godoy
    60 vistas4 páginas
    educacion ejemplar y humanista con fin de darle detalle a los sistemas de pedagogia tradicional.

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    educacion ejemplar y humanista con fin de darle detalle a los sistemas de pedagogia tradicional.

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    © All Rights Reserved
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    60 vistas4 páginas

    Summerhill

    Cargado por

    Chava Godoy
    educacion ejemplar y humanista con fin de darle detalle a los sistemas de pedagogia tradicional.

    Copyright:

    © All Rights Reserved
    Descargue como PDF o lea en línea desde Scribd
    Marcar por contenido inapropiado
    de 4
    SUMMERHILL A RADICAL APPROACH TO CHILD REARING By A. S. NEILL With a Foreword by Erich Fromm HART PUBLISHING COMPANY New York City ‘The Idea of Summerhill ‘This isa story ofa modern schoo! —Summeshil, ‘Sornmerill was founded in the year x92. The schoo! is situ ated within the village of Lestn, in Suffolk, England, and is about one hundeed miles from London. Just a word about Summerhill pupils. Some children come to ‘Summerhill a the age of five years, and others a late a8 fee. ‘The children generally remain atthe school until they ae sixteen year old. We generally have about twenty-five boys and twenty girls. ‘The children are dived into thre age groupe: The youngest ange from five to sven, the intermediates from eight to ten, and the ales fom eleven to fiteen. Generally we have a fairly large sprinkling of children from, foreign countries. At the present time (1960) we have five Sean- dinavians,one Hollander, one German and one American. ‘The children are housed by age groups with a house mother for each group. The intermediates sleep io a stone building, the seniors sleep in huts. Only one or two older pupils have rooms for themselves. The boys live two or three or four to a room, and so do the girls. The pupils do not have to stand room inspection and no one picks up ater them. They a left fee. No one tells them what to wear: they put on any kind of costume they want twat anytime. [Newspapers call it a Gaer-you-please School and imply that itisa gathering of wild primitives who know no law and have Tscems necessary, therefore, for me to write the story of Sum sesh as honestly as I can. That I write with bis is natural; 4 sexcenns sexo yet shall ty to show the demerits of Suramerhll as wel sits merits Is merits will be the merits of health, fre childsen| whos lives are unspoiled by fear and hate. Obviously, a school that makes active children st at desks sodying mostly useless subjects is a bad school. It is @ good school only for thote who belive in sucka school, for those un- creative citizens who want docile, uncreatve children who will, fitintoa civilization whote standard of sucess is money. ‘Summerhill began a an experimental school Its no longer such; itt now a demonstration school, for it demonstrates that freedom works. ‘When my frst wife and I began the school, we had one main idea: 10 make the school fit the child—instead of making the child ft the school. 1 had taught in ordinary schools for many years. I knew the other way well I knew it was all wrong, Ie was wrong because it was bared on an adult conception of what a child should be and of how a child should learn. The other way dated from the days when psychology was stil an unknown science ‘Well, we set out to make a school in which we should allow children freedom to be themselves. In order to do this, we had te renounce all discipline, all direction, all suggestion, all moral trsiing, all religious instruction. We have been elle brave, but ‘id not requite courage. ll it required was what we had—a complete belief in the child as a good, not an evi, being. For almost forty years, thie belief in the goodness of the child has never wavered; it rather ha become a final faith. ‘My view is that child is innately wise and realistic If left ro bhimscl without adult suggestion of any kind, he will develop as far as he is capable of developing. Logically, Summerhill is a ‘place in which people who have the innate ability and wish to be scholars will be scholars; while those who are only ft to sweep the streets will sweep the sects. But we have not pro- ‘nit I oF vier 5 duced a sect cleaner so far. Nor do I write this snobbisly, fr T ‘would rather se a school produce a happy street cleaner than & urate scholar ‘What i Summerhill ike? Wel, for one thing, lestons are op- tional. Children ean go to them or stay away from them—for years if they want to, These ira tmetable—but only for the teachers, ‘The children have clases usually according to their age, but sometimes according to ther interests, We have no new methods of teaching, because we do not consider that teaching in ivelf matters very much. Whetier a school has or has not a speci method for teaching long division is of no significance, for long ivsion is of no importance except to those who want to learn it, And the child who want to learn long division aril lean it ‘no mater how iis taught. Children who come to Summerhill a kindergartners attend lessons from the beginning oftheir stay; but pupils from other schools vow that they wil never attend any bextly lessons again at any time. They play and cyele and get in people's way, but they fight shy of lesions. This sometimes goes on for months ‘The recovery time is proportionate tothe hated thei last school ‘gave them. Our record case was a girl from a convent. She Ioafed for three years. The average period of recovery from les: son version isthe months ‘Strangers to this idea of freedom will be wondering what sort of madhous it is where children play ll day if they want to Many an adult says, "If Thad been sent toa school like that, Td never have done a thing.” Others say, “Such children will feel themselves heavily handicapped when they have to compete against children who have been made to lara.” T think of Jack who left us atthe ge of seventeen to go into ‘an engineering factory. One day, the managing director sent for him, 6 senna senor “You are the ld from Summerhil;" he sid "'m curious to know how such an education appears to you now that you are mizing with lads from the old schools. Suppose you had 10 choose again, would you go to Eton or Summerhill?” “Oh, Summerhill, of ours,” replied Jack, “But what docsitofer thatthe athe schools don’ offer?” Jack scratched his head. “I dunno.” he sid slowly“ ehink it gives you afeling of complet self-

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