The Amish Approach to Education

by Michele Hornish


Over the years, studies of academic achievement have found that Amish schoolchildren often fared better on standardized tests than their public school counterparts. This finding shocked professional teachers, who immediately scoffed at the idea that a teacher with an eighth grade education, operating in a one room schoolhouse devoid of electricity and heat could teach more effectively than highly technological school districts. In actuality, the reasons for Amish schools' success are related to the fact that they do not have such highly technological equipment, and must rely on human and community power. Amish schools actually serve to strengthen and perpetuate that power by teaching the importance of community to their children. In doing so, the school provides students with not only factual knowledge, but also a firm understanding of societal values as taught by the teacher, strengthened by student interaction, and as shown by the community.

Teachers serve as role models in Amish society. As living examples of Amish values they must, as John A.Hostetler explains, "...teach with their own lives" (p. 184). They do not merely teach the "three R's". they act as an extension of the family. Since teachers play such an important role, they "...must be people who have integrated their lives with that of the community, for every aspect of behavior and personality is related to teaching" (Hostetler, p. 184). In acting as a role model, the teacher reinforces with her lessons and life what the family teaches at home. She also receives respect and support from the families of her students, who realize that her authority must not be undermined in order for her to teach scholars both factual and societal knowledge (Klimuska, p. 18).

This is in stark contrast to parents' orientations in modern society, which treat teachers as "outsiders", and question the methods, actions, and strategies their teachers use. The Amish value their teachers as members of society and therefore can trust that they will instruct scholars not only on reading and geography, but also on the importance of Amish living. By accepting the teacher's societal value, the community frees the teacher to do her duties to the best of her ability. Whereas modern schools have restrictions and bureaucracy, the Amish school system retains its simplicity, enabling it to reach its goals more efficiently.

Another important aspect of Amish school's success concerns the teacher's use of students in her lessons. In order to teach her pupils, the teacher utilizes the children themselves. Embodying the Amish value of cooperation, the teacher most often will teach a lesson to a select few, then allow those students to relay the information to their classmates and to the grades below them. By operating in this fashion, the students interact with one another on a greater frequency, which facilitates group cohesion. Such cohesion deemphasizes competition, a main component in mainstream schools, and encourages students to help one another for the benefit of all (Hostetler, p. 185). No personal gratification comes of doing well, only the satisfaction that the child did his/her best. Amish students should always strive to do well, but not to do better than another for the sake of competition.

By using students who grasp the material to teach it to their classmates, teachers actually reward scholars by allowing them to help others. With this philosophy, students who learn quickly help their slower classmates so that each may progress to the next step. In using peer encouragement in place of mockery and shame, Amish teachers create a less pressure-filled and more cooperative learning environment. The ridicule and "special" classes found in modern schools do not find their counterpart in Plain schools. Each person in appreciated for his/her special talents. In the words of John A. Hostetler, "There is a place for each person that God has created." (p. 185) Whether they be brilliant and/or dyslexic, the Amish realize from the beginning of their schooling that they are important both inside and outside the classroom.

The third aspect which the Amish utilize to effectively teach their children concerns the participation of the entire community. Community involvement is possibly the most important element of the Plain school's success. A special partnership exists between the school and the parents of the pupils that does not normally occur in modern schools. A school board made of parents makes all administrative decisions. Amish schools do not have principals, superintendents, or PTA's. In addition, parents handle all janitorial work, construction, and upkeep. Parents automatically realize their part in shaping their children's education as soon as the children enter school. As Louise Stolzfus explains, "If your children are in school, you're expected to take a very active interest in it." (Klimuska, p. 19) In keeping the maintenance and administration of the school system a part of societal expectations, the Amish present a perfect example of the duties their children should expect as they mature.

Conversely, mainstream schools more often attempt to ward parents off (Klimuska, p. 18). Although parents may engage in activities such as parent/teacher conferences and the local PTA, they do not have ready access to their children's school or teacher on a daily basis. Amish children can expect one of their parents to drop by the schoolhouse at some point during the year, and teachers are available as members of the immediate community. Coming to a modern classroom unannounced is unheard of, and getting in touch with a teacher after hours is considered rude. Modern school districts, in attempting to keep parents from interfering in the school's duties, have succeeded in discluding communities from their children's education.

In their utilization of an educational atmosphere to strengthen the importance of community in their young people, the Amish serve to perpetuate their society's success. Teachers act as models of the upright Amish individual who, in turn, strengthens the values of cooperation and brotherhood through her teaching methods. The community as a whole exemplifies the world of which those students will one day take part. Each of these considered, it is no wonder that Amish children do well in what subjects they do learn. If "advanced" schools would begin to place more emphasis on the individual's importance to society, their children would be all the better for it.


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