Sunday Schools
SUNDAY SCHOOLS
SUNDAY SCHOOLS first appeared in American cities in the 1790s. Following the example of British reformers, American organizers hoped to provide basic literacy training to poor children and adults on their one free day. Typical of these schools were those begun in Philadelphia in 1791 by the First Day Society, a group of clerics and merchants who paid local schoolmasters to teach "persons of each sex and of any age … to read and write," using the Bible as the central text. By 1819 the last First Day school had closed, and by 1830 Sunday schools of this type had virtually disappeared from the American scene, although traces of their pattern remained visible for decades in "mission" Sunday schools found in impoverished urban neighborhoods, in rural areas lacking permanent churches, and among newly freed African Americans during Reconstruction. A new-style Sunday school arose in their place, taught by volunteer teachers (a majority of them women) and providing a specifically evangelical Protestant curriculum. By 1832, nearly 8 percent of free children were attending such schools; in Philadelphia alone, the figure was almost 30 percent.
Evangelical Sunday schools grew rapidly as Protestant clergy and lay people molded them into key elements in an institutional network designed to make the new nation Protestant. (Although some Catholic and Jewish congregations established Sunday schools, the institution itself never assumed the significance it acquired in Protestant religious education.) New ideas about children's needs and potential also fueled their growth, as did congregations' embrace of Sunday schools and the development of common schools in urban areas. Indeed, during the nineteenth century, Sunday schools and public schools grew in tandem, developing a complementary relationship.
Sunday school societies played important parts in the schools' proliferation. The American Sunday School Union, a cross-denominational national organization founded in Philadelphia in 1824, was the largest of these, publishing curricular materials and children's books and sponsoring missionaries to remote regions. Denominational agencies, such as the Methodist Episcopal Sunday School Union (1827) and the Sunday School Board of the African Methodist Episcopal Zion Church (1884), followed suit. After the Civil War, denominational interests came into increasing conflict with the American Sunday School Union, especially in the area of teacher training and lesson writing. Gradually, denominational organizations and teachers' conventions became the organizations of choice, and the American Sunday School Union's preeminence declined. It was at a national Sunday school teachers' convention in 1872 that delegates and publishers adopted plans for a systemof "uniform lessons," standardizing the Biblical texts studied each week but permitting each denomination to shape the lessons' contents. And the origins of the Chautauqua Movement idea can be traced to a Sunday school teachers' summer institute organized by the Methodist bishop John Heyl Vincent in 1873.
In the twentieth century, Sunday schools were primarily church institutions, recruiting the next generations of members. Although teaching remained volunteer labor performed mostly by women, the work of managing became professionalized, many congregations hired directors of religious education, and new agencies took on the tasks of multiplying the number of Sunday schools and shaping teachers' preparation.
By the turn of the twenty-first century, Sunday school attendance had declined overall. Nevertheless, Sunday schools remain a significant institutional tool for the religious training of succeeding generations, as many a child could testify.
BIBLIOGRAPHY
Boylan, Anne M. Sunday School: The Formation of an American Institution, 1790–1880. New Haven, Conn.: Yale University Press, 1988.
McMillen, Sally G. To Raise Up the South: Sunday Schools in Black and White Churches, 1865–1915. Baton Rouge: Louisiana State University Press, 2001.
Seymour, Jack L. From Sunday School to Church School: Continuities in Protestant Church Education in the United States, 1860–1929. Washington, D.C.: University Press of America, 1982.
Anne M.Boylan
See alsoProtestantism .