Devoted to the Propagation and Defense of New Testament Christianity
VOLUME 21
April 16, 1970
NUMBER 49, PAGE 2a,3b

The Sick Sunday School

John D. Swatzell

There is a sickness in the average Sunday School. We may call it Bible study or Bible classes, but the sickness is still there! Can we put our finger on the trouble? Yes, we can if we are willing to take a long, hard look into the history of the Sunday School movement. Such a brief study, will at least, cause us to think and we might even at this point meet with surprises!

Robert Raikes, English philanthropist, is credited with the beginning and development of the Sunday School movement. In the early 1780's, Raikes began his philanthropic work with the prisoners in jail in Gloucester, England. Earlier pioneers in the field of this movement were Joseph Alleine and John Wesley. Joseph Alleine (1634-1668), established a Sunday School in the 17th century in England. John Wesley held classes in Savannah, Georgia in 1737. Yet, Raikes is justly regarded as the founder of the Sunday School movement.

In the 18th century, educational problems were arising because of the Industrial Revolution. Children from poverty-striken homes were caught up in the child labor situation, working six, days each week with no time for formal learning. The condition of Gloucester childern led Raikes to experiment with a school on Sunday, the children's day off from work. It was a school to give instruction in reading and writing, with religious learning secondary. For a time, these classes were held in church buildings.

As time went on, regulations were set by the state concerning child labor. With improved economic conditions, classes were also held on Saturday. At last, a day school (literary) was established. With such progress, Raikes' school was more and more restricted to religious instruction. In 1785 the Sunday School Society was formed (The Sunday School Union of 1803 was a direct result of Raikes' work).

Church leaders saw in Raikes' movement a "ready-to-hand" program for enlarging the educational outreach of local churches.

Early in the 19th century, the Sunday School movement became firmly established in this country and expanded rapidly following the organization of the American Sunday School Union in 1824. The International Uniform Sunday School lesson system was introduced in 1872 and gave added thrust to this movement.

Soon, a survey concerning the strength of the Sunday School movement and its accomplishments disclosed that the majority of "additions" were coming through the Sunday School movement. A contrast then began to show the difference in "converts" from the Sunday School movement and those "converts" because of regular preaching services. Perhaps it was only natural that the "school" and the "church" should be pitted against each other and thought of as separate efforts, even organizations. This rivalry brought about contest, size being all important. The small, intimate class gave way to the "big" class. Certificates and prizes were awarded for the largest class and the most "converts." It was at this point that collections began to be taken in the Sunday School classes.

People began to think the Sunday School classes were first in importance, preaching services or regular services were secondary. People then began to go home after classes, thinking it was not necessary to stay for regular services. Thus, a conflict began between the "Minister of Education" and the "pastor."

Others saw in the Sunday School movement the need of additional class materials. Then, there was the profit motive behind much of the publishing of quarterlies, lesson helps, etc. Churches unable to provide capable Bible teachers readily accepted poorly prepared materials. This, plus poorly prepared teachers, seemingly did slow the Sunday School movement. Some of the lessons published were very good, but because they were prepared over a period of four to five years, sometimes longer, the lessons were not relevant when finally released. By and large, this picture of the Sunday School movement has not changed much nor been improved much since that time.

But, what makes a Sunday School "Sick?" Summing up the basic considerations we would say: (1) Any teaching program that over-shadows the regular worship period; (2) Any class that is operated separate and apart from the over-all concept of the work of the church within its God ordained organization. Classes are not to be in competition with other services and cannot replace such services; (3) Poorly prepared or poorly selected materials. All materials used in the classes should be the very best and carefully examined before use; (4) Unprepared teachers, either from lack of desire to teach or lack of preparation; (5) A failure to correctly instruct everyone concerning their need of additional Bible study.

Sunday Schools need not be "sick."

— Box 503, Haleyville, Alabama