This study investigates the Shaker educational system, analyzes the development of Shaker schools, and examines the innovative practices that the Shakers used to ready children for the world of their time. Originating in England among illiterate working class people, the movement was established in New England in 1774. Basic characteristics of the movement included a rural commune lifestyle; equality of the sexes; separation of adults by sex and of children from parents; and disapproval of intemperance, monopoly, sexual intercourse, capital punishment, and war. Shaker schools were developed in the early 1800's. They combined rigorous discipline with affectionate teaching and study of useful skills. The curriculum was better than that of public schools at the time; teaching techniques employed open classroom ideas, student tutors, team teaching, infant education, and interdisciplinary studies. Shaker education became less unique late in the 19th century when public school standards were improved and teacher certification was mandated. The Shaker life style itself became less popular in the 20th century as mass marketing, social agencies, equal rights movement, and financial complexity became common. However, as modern-day resources are appearing to be limited, the Shakers' simple life style may attract new interest. (AV)