A DOMINIE ABROAD by A.S. Neill eBook £1.50 (see eBookshelf)

A.S. Neill’s experiences setting up a ‘Free school’ in the pre-Hitlerian Germany of the Weimar Republic. Dissatisfied with traditional schooling, with its lack of freedom, democracy, and self-determination, Neill searched for a place to establish his own school and to experiment with his developing ideas, gathering what was best in the educational systems of various nations. In 1921 he became a co-director of the Dalcroze School, part of an international school, called Neue Schule, in Hellerau, a suburb of Dresden, Germany. His first step was to buy a dictionary and start to learn the language, the next was to record his impressions. His difficulties were many. With cheery optimism the bohemian teacher overlooked the fact that he was in a community with definite laws on education; he also forgot the difficulties of finance and that his favourite tobacco was unobtainable within five hundred square miles.

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A DOMINIE ABROAD, A DOMINIE’S FIVE, A DOMINIE’S LOG, A DOMINIE DISMISSED and A DOMINIE IN DOUBT by A. S. Neill eBook £1.50/€2.00 (see eBookshelf

A DOMINIE ABROAD by A.S. Neill (£1.50 – ChristieBooks eBookshelf). A fascinating account of A.S. Neill’s experiences setting up a ‘Free school’ in the pre-Hitlerian Germany of the Weimar Republic. Dissatisfied with traditional schooling, with its lack of freedom, democracy, and self-determination, Neill began searching for a place to establish his own school and to experiment with his developing ideas, gathering what was best in the educational systems of various nations. In 1921 he became a co-director of the Dalcroze School in Hellerau, a suburb of Dresden, Germany. Part of an international school, called Neue Schule, the Dalcroze supported the study of Eurythmics. His’s first step was to buy a dictionary and start to learn the language, the next was to record his impressions. His difficulties were many. With cheery optimism the bohemian teacher overlooked the fact that he was in a community with definite laws on education; he also quite forgot the difficulties of finance. There was also the tragic fact that the Dominie’s favourite tobacco was unobtainable within five hundred square miles.

A DOMINIE’S FIVE or FREE SCHOOL by A.S. Neill In 1921 Scottish teacher A.S. Neill moved to Hellerau on the outskirts of Dresden where he co-founded an International School to pursue his own ideas on education: that the child’s happiness should be the paramount consideration in deciding its upbringing, a happiness which grows from a sense of personal freedom. After reading what was at the time considered a popular and exciting story — King Solomon’s Mines — to the English-speaking group of five pupils with the result that four of them went to sleep, he conceived the idea of telling the children a story in which they themselves were the participants and actors. Needless to say, the story was a great success, judging by the remarks of the children. This is the story told by Neill. Its imaginativeness is unique as is its whimsical humour. It makes an original contribution to the art of story-telling for children.

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Dominie1A DOMINIE’S LOG by A.S. Neill

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A Dominie’s Log was directly due to the Scottish Code of Education, by which it is forbidden to enter general reflections or opinions in the official log-book. Requiring a safety-valve, a young Dominie decides to keep a private log-book. In it he jots down the troubles and comedies of the day’s work. Sometimes he startles even his own bairns by his unconventionality. There is a lot in Education that he does not understand. The one thing, however, that he does comprehend is the Child Mind, and he possesses the saving quality of humour. (1915)

DominieDismissedA DOMINIE DISMISSED by A.S. Neill

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In consequence of the Dominie’s go-as- you-please methods of educating village children, the inevitable happens he is dismissed, giving place to an approved disciplinarian. The unhappy Dominie, forced to leave his bairns, seeks to enlist but the doctor discovers that his lungs are affected, and he is ordered an open-air life. He returns as a cattleman to the village where he has previously been a school master. Incidentally, he watches the effect of his successor’s teaching, the triumph of his own methods and the discomfiture of his rival at the hands of the children, in whom the Dominie cultivated personality and the rights of bairns. (1917)

DominieDoubtA DOMINIE IN DOUBT by A.S. Neill (£1.50)

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One day when re-reading A Dominie’s Log, its author decided that a book is out of date five minutes after it is written. In other words, he was in doubt—terrible and perplexing doubt. Do I really understand children? he asked himself. Are my ideas upon education right or wrong ? He decided that he had not sufficiently studied the psychology of children and that, in consequence, he had been guilty of almost criminal neglect. In the same delightfully discursive and humorous manner the Dominic reveals himself, as attractive in his doubts as in his convictions. He does not repent his unconventions. On the contrary, he reproaches himself for having been a heretic, whereas he ought to have been an arch-heretic.  (1920)

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ASNeill

Alexander Sutherland Neill was born in Forfar in the N.E, of Scotland on 17 October 1883 (d. 23/9/1973) to George and Mary Neill. He was raised in an austere, Calvinist house and instilled with values of fear, guilt, and adult and divine authority, which he later repudiated. His father was the village dominie (Scottish schoolmaster) of Kingsmuir, near Forfar in eastern Scotland; his mother, too, had been a teacher before her marriage. The village dominie held a position in the community of prestige, but hierarchically beneath that of the gentry, doctors, and clergymen. The dominie, typically, controlled overcrowded classrooms with the tawse (the belt), as the means of maintaining good order and discipline.

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THE MODERN SCHOOL by Francisco Ferrer i Guardia. Translated by Joseph McCabe for the Rationalist Press Association, 1913 eBook £1.50/€2.00 (see eBookshelf)

FerrerCover6300The Origin and Ideals of the Modern School by Francisco Ferrer. First published 1913 by Watts & Co, 17 Johnson’s Court, Fleet Street, London, E.C.

The Origin and Ideals of The Modern School, Francisco Ferrer i Guardia (translated by Joseph McCabe) — 

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Table of Contents

INTRODUCTION……………………………………………………………………………………………. 3

Chapter I — THE BIRTH OF MY IDEALS………………………………………………………. 6

Chapter II — MLLE. MEUNIER……………………………………………………………………… 9

Chapter III — I ACCEPT THE RESPONSIBILITY………………………………………….. 11

Chapter IV — THE EARLY PROGRAMME…………………………………………………… 14

Chapter V — THE CO-EDUCATION OF THE SEXES…………………………………….. 17

Chapter VI — CO-EDUCATION OF THE SOCIAL CLASSES…………………………… 21

Chapter VII — SCHOOL HYGIENE………………………………………………………………. 24

Chapter VIII — THE TEACHERS…………………………………………………………………. 25

Chapter IX — THE REFORM OF THE SCHOOL……………………………………………. 27

Chapter X — NO REWARD OR PUNISHMENT…………………………………………….. 32

Chapter XI — THE GENERAL PUBLIC AND THE LIBRARY…………………………. 35

Chapter XII — SUNDAY LECTURES…………………………………………………………….. 41

Chapter XIII — THE RESULTS……………………………………………………………………. 43

Chapter XIV — A DEFENSIVE CHAPTER…………………………………………………….. 46

Chapter XV — THE INGENUOUSNESS OF THE CHILD………………………………… 51

Chapter XVI — THE “BULLETIN“……………………………………………………………….. 55

Chapter XVII — THE CLOSING OF THE MODERN SCHOOL………………………… 58

EPILOGUE By J. M……………………………………………………………………………………….. 61

INTRODUCTION

On October 12, 1909, Francisco Ferrer y Guardia was shot in the trenches of the Montjuich Fortress at Barcelona. A Military Council of War had found him guilty of being “head of the insurrection” which had, a few months before, lit the flame of civil war in the city and province. The clergy had openly petitioned the Spanish Premier, when Ferrer was arrested, to look to the Modern School and its founder for the source of the revolutionary feeling; and the Premier had, instead of rebuking them, promised to do so. When Ferrer was arrested, the prosecution spent many weeks in collecting evidence against him, and granted a free pardon to several men who were implicated in the riot, for testifying against him. These three or four men were the only witnesses out of fifty who would have been heard patiently in a civil court of justice, and even their testimony would at once have crumbled under cross-examination. But there was no cross-examination, and no witnesses were brought before the court. Five weeks were occupied in compiling an enormously lengthy indictment of Ferrer; then twenty-four hours were given to an inexperienced officer, chosen at random, to analyse it and prepare a defence. Evidence sent in Ferrer’s favour was confiscated by the police; the witnesses who could have disproved the case against him were kept in custody miles away from Barcelona; and documents that would have tended to show his innocence were refused to the defending officer. And after the mere hearing of the long and hopelessly bewildering indictment (in which the evidence was even falsified), and in spite of the impassioned protest of the defending officer against the brutal injustice of the proceedings, the military judges found Ferrer guilty, and he was shot.

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THE PROBLEM PARENT by A. S. NEILL M.A. eBook £1.50/€2.00 (see eBookshelf)

problemparentsmallTHE PROBLEM PARENT, A.S. Neill (1883-1973)

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“When Mr. Neill was correcting the proofs of The Problem Child, he realized suddenly that he had written the wrong book. ‘There isn’t a problem child,’ he said, ‘there is only a problem parent.’ That was some years ago, and then he had no time to tell the problem parent what he thought of him . . . and her. Now the book of the parent has been written. Mr. Neill has been called the only genius in modern education. The Problem Parent is a wise book, full of new ideas of value because they are the results of long experience in child and adult psychology. It is a book that will shock the die-hards into thinking and the go-aheads into action.”

Lucid insights into what causes ‘problem children’ – problem parents! — by that troublesome Scottish anarchist dominie and Summerhill School founder, Alexander Sutherland Neill.

“THERE is never a problem child; there is only a problem parent. That may not be the whole truth, but it is nearly the whole truth. The child usually becomes a problem because its parents do not understand the nature of the child. In other cases the child becomes a problem because the parents do not understand the nature of themselves.
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