I’ve been thinking about the problem of Sunday school as two related yet distinct realities.
It seems to me that the original Sunday school was more of a tutoring strategy than a school as we imagine it. It was a wonderful strategy for teaching street children and others how to read (the Bible). Poor children who worked six days a week could not attend day school, so Methodists created SS.
Over against the SS as a strategy is the so-called schooling model. The first half of the 20th century saw the church’s dedication to the schooling model, including teacher professionalization/certification, school accreditation, parent commitments, and so on. With a nod to the scientific method, churches adopted the broad contours of the schooling model without full-on adopting the model. In other words, the 20th century Sunday school was never a school. The burgeoning SS classrooms of post-WW II had little to do with progressive trends in education being adopted by the church. Yet today, many SS persist with little consideration of the latest advances in childhood education, with so many seeking resources for entertaining their children instead.
So as a model, the Sunday school is dead for the most part. Where the Sunday school persists, it either exists in large churches whose budgets and volunteers still prop it up or as a strategy that hearkens back to its earliest days. Some churches have found clues for the SS strategy’s fruitfulness from its early days, namely teaching children how to read. Literacy, cultural literacy, reading the times, and practicing ways to respond motivate the SS strategy.
How might recovering the SS as strategy, tutoring children and others how to read—how to read their lives, the world, and the Scriptures—affect the church and its prophetic call?