Difference between revisions of "Sunday School"
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== Origin == | == Origin == | ||
| − | Sunday Schools originated in about 1780 with Robert Raikes in Gloucester, England, a newspaper publisher involved in prison ministry. He served many who were waiting to die, and began to realize that we need to begin earlier with prevention in order to be most effective in Christian outreach. The aim was to provide basic schooling to the working class, who could not otherwise afford any kind of education. The schools were held by Christians on Sundays as this was the only day that the prospective students were not required to go to work. Scriptural texts were used as lessons; and the schools also served to give the Gospel to the unchurched poor. | + | Sunday Schools originated in about 1780 with Robert Raikes in Gloucester, England, a newspaper publisher involved in prison ministry. He served many who were waiting to die, and began to realize that we need to begin earlier with prevention in order to be most effective in Christian outreach. The aim was to provide basic schooling to the working class, who could not otherwise afford any kind of education. The Sunday schools were held by Christians on Sundays as this was the only day that the prospective students were not required to go to work. The Industrial Revolution had resulted in many children spending all week long working in factories, and Saturday was a normal part of the ordinary work week. Christian philanthropists wanted to free these children from a life of illiteracy. Scriptural texts were used as lessons, to teach reading and other subject matter; and the schools also served to give the Gospel to the unchurched poor. |
Among the obstacles and challenges this kind of ministry faced from the beginning was the fact that the activities were conducted separately from worship services. It ministered to the poor. Feelings of class distinction were at a very high level in England at the time, so some were afraid it would break down what they considered to be God-given class distinctions. The teachers and their students were not able to meet in facilities that were geared to education (homes, factories, warehouses, empty, abandoned buildings), and it was free and thus non-income producing. During the first 150 years of this educational ministry, it was taught only in the English-speaking world, and was aimed at alleviating social conditions. | Among the obstacles and challenges this kind of ministry faced from the beginning was the fact that the activities were conducted separately from worship services. It ministered to the poor. Feelings of class distinction were at a very high level in England at the time, so some were afraid it would break down what they considered to be God-given class distinctions. The teachers and their students were not able to meet in facilities that were geared to education (homes, factories, warehouses, empty, abandoned buildings), and it was free and thus non-income producing. During the first 150 years of this educational ministry, it was taught only in the English-speaking world, and was aimed at alleviating social conditions. | ||
| − | After the War of 1812, Sunday school spread widely in the United States. In the U.S. the emphasis of the Sunday school was primarily on the Bible because of the availability of public schools which taught more general subject matter. | + | Well into the 19th century, working hours were long. The first modest legislative restrictions came in 1802. This resulted in limiting the number of hours a child could work per day to 12! Moreover, Saturday was still part of the regular work week. Sunday, therefore, was the only available time for these children to gain some education. |
| + | |||
| + | After the War of 1812, Sunday school spread widely in the United States. In the U.S. the emphasis of the Sunday school was primarily on the Bible because of the availability of [[public schools]] which taught more general subject matter. | ||
| + | |||
| + | The 1802 legislated 12 hour limit that a child could be worked was not lowered again until 1844. | ||
With the turn of the century, from about 1900 on, church [[Catechesis|catechism]]s were used more than the Bible. Catechisms were intended by their authors to teach the whole system of doctrine, but were summaries of the Christian faith according to the particular interpretation of each denominational group. They relied on questions and memorized answers. | With the turn of the century, from about 1900 on, church [[Catechesis|catechism]]s were used more than the Bible. Catechisms were intended by their authors to teach the whole system of doctrine, but were summaries of the Christian faith according to the particular interpretation of each denominational group. They relied on questions and memorized answers. | ||
| − | From 1820 to 1835, the [[Great Awakening|Great Revival]] in the U.S. changed the denominational | + | From 1820 to 1835, the [[Great Awakening|Great Revival]] in the U.S. changed the denominational face of much of the U.S. from [[Congregationalism|Congregational]] and [[Reformed Churches|Reformed]] to [[Baptist]] and [[Methodist]]. |
| − | As the relatively novel concept of [[Theology|theological]] [[pluralism]] also began to take hold about this time in 1832, one of the biggest Sunday school unions decided to establish Sunday schools in the "New West", the area of the Louisiana Purchase, as a missionary enterprise. Small communities would select a neutral place and Christians of many backgrounds would come together in what were called Union Schools. They decided to teach the Bible, because "the Bible unites", whereas catechisms divide. Because of this religious pluralism, Sunday school lessons focused on Bible stories rather than on doctrine, and on application rather than on interpretation. Publication of catechisms began to slow as a result. | + | As the relatively novel concept of [[Theology|theological]] [[pluralism]] also began to take hold about this same time in 1832, one of the biggest Sunday school unions decided to establish Sunday schools in the "New West", the area of the Louisiana Purchase, as a missionary enterprise. Small communities would select a neutral place and Christians of many backgrounds would come together in what were called Union Schools. They decided to teach the Bible, because "the Bible unites", whereas catechisms divide. Because of this religious pluralism, Sunday school lessons focused on Bible stories rather than on doctrine, and on application rather than on interpretation. Publication of catechisms began to slow as a result. |
== External links == | == External links == | ||
Revision as of 23:47, December 29, 2016
A Sunday School is traditionally a meeting together of Christians within a church setting for the purpose of receiving instruction about the Bible or God.
While Sunday School is often thought of being for children, this is not always the case. Sunday School differs from a church service in that the teacher is not usually the main pastor and the setting is usually more informal and smaller and open to more questions or interaction from those attending. It usually is also broken down by groups, either by age, gender, or marital status.
Many churches have Sunday school classes before or after the main church service.
Attending Sunday School is often the only opportunity for children in secular countries to learn about the Bible. There are, however, some countries that do allow religious classes in public schools.
Sunday Schools often have an informal curriculum, but in many instances there is a formal schedule in place. This way, Sunday School courses can replace religious classes that were once allowed in public schools.
Origin
Sunday Schools originated in about 1780 with Robert Raikes in Gloucester, England, a newspaper publisher involved in prison ministry. He served many who were waiting to die, and began to realize that we need to begin earlier with prevention in order to be most effective in Christian outreach. The aim was to provide basic schooling to the working class, who could not otherwise afford any kind of education. The Sunday schools were held by Christians on Sundays as this was the only day that the prospective students were not required to go to work. The Industrial Revolution had resulted in many children spending all week long working in factories, and Saturday was a normal part of the ordinary work week. Christian philanthropists wanted to free these children from a life of illiteracy. Scriptural texts were used as lessons, to teach reading and other subject matter; and the schools also served to give the Gospel to the unchurched poor.
Among the obstacles and challenges this kind of ministry faced from the beginning was the fact that the activities were conducted separately from worship services. It ministered to the poor. Feelings of class distinction were at a very high level in England at the time, so some were afraid it would break down what they considered to be God-given class distinctions. The teachers and their students were not able to meet in facilities that were geared to education (homes, factories, warehouses, empty, abandoned buildings), and it was free and thus non-income producing. During the first 150 years of this educational ministry, it was taught only in the English-speaking world, and was aimed at alleviating social conditions.
Well into the 19th century, working hours were long. The first modest legislative restrictions came in 1802. This resulted in limiting the number of hours a child could work per day to 12! Moreover, Saturday was still part of the regular work week. Sunday, therefore, was the only available time for these children to gain some education.
After the War of 1812, Sunday school spread widely in the United States. In the U.S. the emphasis of the Sunday school was primarily on the Bible because of the availability of public schools which taught more general subject matter.
The 1802 legislated 12 hour limit that a child could be worked was not lowered again until 1844.
With the turn of the century, from about 1900 on, church catechisms were used more than the Bible. Catechisms were intended by their authors to teach the whole system of doctrine, but were summaries of the Christian faith according to the particular interpretation of each denominational group. They relied on questions and memorized answers.
From 1820 to 1835, the Great Revival in the U.S. changed the denominational face of much of the U.S. from Congregational and Reformed to Baptist and Methodist.
As the relatively novel concept of theological pluralism also began to take hold about this same time in 1832, one of the biggest Sunday school unions decided to establish Sunday schools in the "New West", the area of the Louisiana Purchase, as a missionary enterprise. Small communities would select a neutral place and Christians of many backgrounds would come together in what were called Union Schools. They decided to teach the Bible, because "the Bible unites", whereas catechisms divide. Because of this religious pluralism, Sunday school lessons focused on Bible stories rather than on doctrine, and on application rather than on interpretation. Publication of catechisms began to slow as a result.
External links
History of the Sunday School Movement (teachingforafrica.com) pdf
When did Sunday Schools start? Timothy Larsen (christianitytoday.com)
Historical Background: The Sunday School Movement (digital.library.mcgill.ca)
A Brief History of Sunday School, Jeri Tanner (ministry-to-children.com)