Sudbury Experience Camp in June

We know choosing a school is not an easy thing to do, especially when we are talking about a brand new school, so we’ve decided to offer two, one-week Sudbury Experience Camp at the Lafayette Sudbury School in June. That way, interested students and parents can get to know us better and the students can explore and experience our school before committing for the fall.

For more information, click on the Sudbury Camp tab in our menu or click here.


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March Open Houses Dates & Times

We’ve added some open houses on our calendar for the first part of March. This is an opportunity for parents and students to come view our campus, ask questions, and poke around.

Tuesday March 1st, 4-6 pm

Sunday March 6th, 1-4 pm

Wednesday March 9th, 4-6 pm

Saturday March 12th, 1-4 pm

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Open House Feb 27th, 2016

open house feb 27th 2016

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Open House and Garage Sale Feb 13th, 2016

Now taking applications (3)

We will be having a garage sale at our new campus February 13th between 7 am and 1 pm. Come shop with us and view our new home.

Location: 10195 Placide Road in Maurice, LA 70555

We are also accepting donations of items for the school and the garage sale. Contact us if you can help! We can even arrange for pick up!

Thank you for spreading the word.

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Lafayette Sudbury School has a Home

It’s official. Lafayette Sudbury School has a home in the Maurice area and we cannot wait to show it to you! Watch our page and follow us on Facebook for updates. We will be scheduling open houses very soon.

Lafayette Sudbury School


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Lafayette Sudbury School: A New Start!

One of the secrets of life is to make stepping stones out of stumbling blocks.” Jack Penn

Being defeated is often a temporary condition. Giving up is what makes it permanent.” Marilyn vos Savant

This page was created in the fall of 2012 when we last attempted to launch a Sudbury school in the Lafayette area. After a few months of efforts and having made little progress, we reluctantly put our project on the back burner. We did make some progress, though, and giving that several of the interested parents had children that were too young for school, we knew it was only a matter of time before we launched the effort again.

And now is the time. And unlike the last time, we are not starting from scratch. The progress we did make a couple of years ago are our stepping stones.

The target date for the opening of the school is now September 2016. This gives us 14 months to organize, find/secure a location, raise funds, enroll students, hire staff, and do a myriad of other things.

We will start by having two public information sessions about our school this month where we will introduce the Sudbury model and answer questions:

Dates: July 16th & July 22nd, 2015

Time: 6pm

Location: The Clubhouse @ Chateau Mirage Apartments (1630 Rue Du Belier in Lafayette)

If you are interested in becoming a founder, member, or volunteer for Lafayette Sudbury, join us Wednesday, July 8th @ 5:30pm. This meeting will take place at our farm (near Maurice). If you want to attend, please contact us privately and we will send you the address.


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That Which Is Learned VS That Which Is Not Learned

Human beings learn constantly and they do so from the time they are born until the time they die. I have yet to meet anyone who did not believe this to be true. Yet, the vast majority of people also seem to believe that human beings between the ages of 5 and 18 will not learn what they need to know in our society if we don’t “teach” them. What would children learn if they weren’t required to absorb a pre-determined curriculum is a question hardly anyone is asking.

People forget, it seems, that this school business is a very recent invention in terms of humanity. Truth is, if our ancestors could not have learned without schools what they needed to know in order to survive and prosper, none of us would be here. By not trusting children to learn what they need to know on their own, we are essentially breaking the shopkeeper’s window on purpose, over and over again, because we do not trust that he will spend his money wisely if he doesn’t have to use it to fix the window.

Many of you are likely familiar with Frederic Bastiat’s broken window fallacy. A young boy breaks a shopkeeper’s window that now needs to be repaired. At first, everyone is upset at the broken window but after a while, some start believing that the misfortune has its bright side because the broken window will provide work for the window glazier, who will then have money to spend with other merchants, and so on.

Bastiat offered another view. He said that this theory is confined to that which is seen, without taking into account that which is not seen. Had the window not been broken, we do not know what the shopkeeper would have done with the money he gave the glazier. He might have bought a pair of shoes and he would have then owned a pair of shoes and a window. Now, he only has a window. Bastiat’s conclusion was that “society loses the value of things which are uselessly destroyed.”

When we put children in classrooms and we mandate what they learn, we do not know what the child might have learned on his own had we not decided for him. We also do not know what activities the child would have engaged in, that might have lead to an extraordinary discovery, if we had not decided for him what he was going to do.

In schools, we can see that which is learned, but we will never see that which is not learned or discovered. Therefore, couldn’t we also say that because of schools, society loses the value of the knowledge that is uselessly smothered?

The unfair advantage of human nature

Let’s now look at another famous narrative by Bastiat. In his “Candle Makers’ Petition,” which is a satire against protectionism, Bastiat suggests to the French government that they pass a law mandating that everyone cover all sources of natural light in their homes and businesses in order to help the domestic candle making industry. As a free source of light, Bastiat wrote, the sun has an unfair competitive advantage over candle makers. By mandating that residents block all sources of natural light, the government would encourage industry and thereby increase employment.

If human beings possess a natural instinct to learn, and children can learn on their own all they need to know to function in the culture in which they are born, as Peter Gray defends in Free to Learn, couldn’t we also argue that human nature has an unfair competitive advantage over educators?

And if, as Gray contends, “there is no need for forced lessons, lectures, assignments, tests, grades, segregation by age into classrooms, or any of the other trappings of our standard, compulsory system of schooling,” aren’t schools merely in place to stimulate an industry and create employment for a slew of educators, administrators and bureaucrats?

The obvious difference here is that educators and bureaucrats have won their petition against human nature decades ago and they have our children. As a society, we have come to believe that this is the way it has to be because it’s the way it has been for generations. Our windows have been closed shut for so long that most, it seems, have forgotten what the sun looks like or that it’s even there.

All is not lost, however, and your child need not be lost. As Peter Gray points out, “The time for revolution is here. It will be a peaceful one, conducted by people brave enough to walk away from our coercive schools, smart enough to resist the propaganda saying that such schooling is essential to success in our culture, and independent enough to thumb their noses at the education-industrial complex that pushes coercive schooling and makes it ever more burdensome.”

There is no need to break the window just so we can fix it; there is nothing wrong with our children. And we do not need to fight the candle makers either. All we need to do is open the shutters, uncover our windows, and simply trust that the sun is still there.

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