Neill proposes a rather ironic perspective on the aims of education, which heargues should be synonymous with the aim of life. He states that you cannottrain nor teach an individual to have a strong will. However, if an individualis educated in freedom, then he or she will become more conscious of him orherself. Freedom, unquestionably, in Neill's opinion, affords children theopportunity to thoroughly study their unconscious realm, and to bring theunconscious into the conscious.
"That is why most Summerhill children have few doubts about life. Theyknow what they want. And I guess they will get it, too" (Neill, 1960).
When posed the following question pertaining to happiness:
Why do you say so much about the necessity of a child's being happy? Isanybody happy?
Neill's response was:
"Not an easy question to answer because words confuse. Of coursenone of us is happy all the time; we have toothaches, unfortunate love affairs,boring work. If the word happiness means anything, it means an inner feeling ofwell-being, a sense of balance, a feeling of being contented with life. Thesecan only exist when one feels free.
Free children have open,fearless faces; disciplined children look cowed, miserable, fearful.
Happiness might be defined as the state of having minimal repression. Thehappy family lives in a home where love abides; the unhappy family, in a tensehome. [This holds true for the child within a school system, whereby theclassroom and/or entire school serves as the home, the educators functions asthe parents/guardians, and the other children represent the siblings.]
I place happiness first because I place growth first…Happinessmeans being fully interested in life, responding to life not just with one'sbrain but with one's whole personality…Thus, bestowinghappiness is essential." In short, Neill would argue that happinessis the only way to learning If a person is truly happy, he or she willexperience holistic learning.