The Journal publishes essays relating to the development of the concepts underlying the Sudbury model, as well as articles and vignettes about the life of the school.
Price for the Journal is $70 outside the U.S.
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“I was just a kid from East Boston who was not sure that this was going to be the right fit for me but I think in my time here I decided that I was going to make it the right fit for me. Success can be a choice and you certainly can do that here. You can go in any path that you like.”
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“Students will possess the set of powerful character traits that the Sudbury system imbues in those who have spent sufficient time in the program. Above all, they will live an examined life that is fulfilling, meaningful and fun.”
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What do students say about life at Sudbury Valley? This book is a remarkable series of vivid personal recollections of school, in the words of former students, drawn from comprehensive, reflective interviews, telling what they did, and how they felt about their Sudbury Valley School experience.
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How does the prevailing system of schooling in America measure up to modern day requirements? A collection of essays addresses this question from various angles. They were first published in the most widely read newspaper in the suburban Boston area.
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“I was just a kid from East Boston who was not sure that this was going to be the right fit for me but I think in my time here I decided that I was going to make it the right fit for me. Success can be a choice and you certainly can do that here. You can go in any path that you like.”
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“I feel Sudbury Valley does give people some self-confidence. What I feel is that I can cope with failing or succeeding at doing anything that I'm interested in trying to do. It's self-confidence in the sense that one's not really afraid to try things that seem hard.”
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“I feel Sudbury Valley does give people some self-confidence. What I feel is that I can cope with failing or succeeding at doing anything that I'm interested in trying to do. It's self-confidence in the sense that one's not really afraid to try things that seem hard.”
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“The generation gap gets broken down in this school in a way that you don’t find in the home or in the church or in any other institution that I’ve ever been. So even though the home is number one, Sudbury Valley School is right there too and they do interweave in a beautiful way.”
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“The generation gap gets broken down in this school in a way that you don’t find in the home or in the church or in any other institution that I’ve ever been. So even though the home is number one, Sudbury Valley School is right there too and they do interweave in a beautiful way.”
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Many people think that Sudbury Valley is an easy school, many think that it is hard. The truth, it turns out, is much more subtle and depends entirely on your point of view. This lecture talks about “easy” and “hard” from a very new angle. This lecture was delivered on March 17, 2010.
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No one knows better than our students and our alumni what makes life at Sudbury Valley so intense, and so in tune with the natural bent each person has to optimize their lives. Included are a book of reminiscences of life at school, a study of alumni, essays of an alumnus, and public presentations by alumni.
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This is a rich compendium of unique individual narratives – the struggles, the victories, and the achievements. “Most people don’t see the connection between freedom and getting an education. But I’ve seen what freedom can do to a person; it makes you figure things out for yourself.”
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One thread that runs through this book – letting things go their own way, letting children develop their own curiosity freely, letting people make all the mistakes they can on the way to developing their judgment – is that all these things involve an enormous amount of time, and require patience.
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One of the most beloved of the school’s founders spent a lot of time in the kitchen cooking wonderful, easy to follow recipes. She collected them in a book, and they have been enjoyed by families at Sudbury Valley since then.
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“Deep down my parents had no more use for conventional schools than I do now. What they really wanted was for their children to grow up to be decent human beings, regardless of money, fame, career, or achievement. School was basically extraneous to their real goals.”
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