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If I were to reflect on my years as a student, I would recall an onslaught of “dos” and “don’ts” that defined the narrow parameters I could act within. The ubiquitous school rules came in the forms of posters on the wall, of chalkboard reminders, of teacher reprimands, of parental threats, and of course that quietly instilled voice in my head that said “stop.” At first glance, these regulations seemed good: They kept me out of trouble and encouraged me to do positive deeds. However, some institutions are reconsidering what role school rules should play in a student’s formative years. After all, if rules limit behavior, then is it possible that these school rules are limiting a child’s growth potential as well?
A Scottish schoolmaster named A.S. Neill founded a boarding school in England in 1921 called Summerhill School. While this was just one of hundreds of schools founded in the century, Neill’s unique philosophy was one-of-a-kind, and has been getting a bit more attention lately. His school was known as a “free school” or a “school without rules” that allows students to do just about anything they want to. A compilation of his writings – called “Summerhill: A Radical Approach to Child Rearing” – endorses a laissez-faire approach to children’s formation.