Changes

Sunday Schools originated in about 1780 with Robert Raikes and Thomas Stock in Gloucester, England. Raikes (1736-1811), a newspaper publisher and devout [[Church of England|Anglican]] involved in prison ministry, served many who were waiting to die, and he had begun to realize that there was a 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.  

Sunday Schools originated in about 1780 with Robert Raikes and Thomas Stock in Gloucester, England. Raikes (1736-1811), a newspaper publisher and devout [[Church of England|Anglican]] involved in prison ministry, served many who were waiting to die, and he had begun to realize that there was a 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, led by Christians, were taught 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.

The Sunday schools, led by Christians, were taught 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 [[Philanthropy|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. Moreover, Sunday schools 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. Working on Sunday was also strongly disapproved, so many churches and pastors resisted this ministry as Sabbath-breaking, and an ungodly defilement of the Lord's day. The teachers and their students were not able to meet in facilities that were geared to education (homes, factories, warehouses, empty, abandoned buildings), also it was free and thus non-income producing.  

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. Moreover, Sunday schools 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. Working on Sunday was also strongly disapproved, so many churches and pastors resisted this ministry as Sabbath-breaking, and an ungodly defilement of the Lord's day. The teachers and their students were not able to meet in facilities that were geared to education (homes, factories, warehouses, empty, abandoned buildings), also it was free and thus non-income producing.