A. S. Neill on Democratic Authority: A Lesson from Summerhill? Author(s): John Darling Source: Oxford Review of Education, Vol. 18, No. 1 (1992), pp. 45-57 Published by: Taylor & Francis, Ltd. Stable URL: http://www.jstor.org/stable/1050383 Accessed: 23-05-2017 13:11 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact
[email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to Oxford Review of Education This content downloaded from 200.130.19.195 on Tue, 23 May 2017 13:11:38 UTC All use subject to http://about.jstor.org/terms Oxford Review of Education, Vol. 18, No. 1, 1992 45 A. S. Neill on Democratic Authority: a lesson from Simmerhill? JOHN DARLING ABSTRACT Neill's philosophy of individual freedom has attracted world-wide attention, but there has been little discussion of its practical converse-individual responsibility and collective authority. Renouncing the powers normally invested in a headmaster, Neill instituted a system of community-based decision-making. This article explains the reasoning behind this arrangement and asks whether it made school life truly democratic. Mainstream education shows no interest in such matters. Democratisation is not seen as the kind of progressive reform which can be incorporated into a system of schooling where curricula are imposed and pupils are supposed to be kept under control.