Once I became clear how damaging the public school model of schooling is for
children and adults, I promised my family I'd never send them back. In fact,
I'd be thrilled if they saw college as just an extension of the same model,
and chose not to bother with that too.
----- Original Message -----
From: SRF <Faulkner@cshore.com>
Sent: Saturday, December 01, 2001 8:37 PM
Subject: DSM: What if....? about re-entry
> I've looked for postings on this topic and found a few from November. I'm
> hoping for more discussion.
> Bear with me, I'm new around here. And very happy to find this thriving
> community, since I have not yet found anyone in my town that is familiar
> with the Sudbury model.
> I suspect that our path to your door is a familiar one.
> Our 2 kids (ages 7 and 10) are in our local public schools. With each
> passing year (now, each passing day), it has become more obvious that
> something is terribly wrong with this warehousing of kids. While
> a better way, I came across references to the Sudbury model, which I
> to their source. I've read everything I can find online, and will soon get
> to the books.
> Meanwhile, we've considered what this would mean to other aspects of our
> lives. As it turns out, *this* is where we run into the difficult
> A possible relocation for work (and 'quality of life') opportunities might
> be presenting us with a great opportunity to make changes. Well, that's
> and positive when the direction is *toward* a better model. But what
> if life's circumstances force a turn *away* in a few years? What if... a
> child has brought herself to great understanding of some things (like
> sciences), but completely avoided others (like writing) because of a lack
> interest, or because of her total absorption in something else? What if...
> she has grown so accustomed to spending her days as a participating member
> of a democratic learning society she can't handle the warehouse? What
> she has adjusted to learning without artificial barriers and has not
> developed any way to cope with the structures of a curriculum
> We have few (probably none, but we haven't read those books yet) doubts
> about the success of the Sudbury model over the long run. But the hazards
> a possible re-entry are frightening. Of course, we don't like to let the
> fear of unknowable risk keep us from rewarding experiences. But this isn't
> really unknowable. I'm sure that many people have faced a re-entry into
> mainstream schools. Any first or second hand experience to be found in the
> list membership? Scott, you wrote about how easy the public school
> is and commented, "How hard can it be to catch up?" You may be right about
> that assumption. What if a 14 year old child goes back to traditional
> on a 8th, 10th, or higher grade level in math, and a 3rd grade level in
> writing? If she wasn't inspired to learn the skill in a SVM school, what
> would motivate her to catch up in a public school? Especially if she has
> lost her vulnerability to authoritarian pressures, test scores, and all
> those other horrible sticks & carrots. And how do the parents of
> kids deal with the administrator of traditional schools?
> I hope any responses to Morticia's questions about Sudbury method in the
> home get posted to the list, since I've also been wondering about this.
> Morticia, I'd appreciate it if you'd share any off-list replies with me.
> Sally ......._/)
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