The Pulaski citizen. [volume] (Pulaski, Tenn.) 1866-current, 1880-06-10

meet the recognition OF THIS bench
and the thanks of the community
to the gentlemen instrumental in
promoting them"
Robert Raikes often visited the
scholars OF his schools at their
homes and talked with them AID
their parents-spoke kindly to
them on the streets, and frequently
gave them little presents, some
times articles of apparel, a book, a
few pennies-aided them in getting
places and employment. He was
especially liberal in giving them BIZ
bles as presents or keepsakes from
him, in which he inscribed his
name, etc. His kindness and liber-
ality to his scholars greatly en-
deared him to them and gave him
lifelong influence over them. The
individual history of some of his
scholars, and OF some of those BIZ
bles, speak volumes in favor of his
methods with the young. Although
his schools were made up OF the
lowest classes of the people, yet in
his old age, he with pride said that
of the 5000 children in The schools
which he had superintendent him
self, not one of them was ever sent
to gaol.
The early teachers realized the
advantages of anniversary meetings,
christmas gatherings, and furnish
ing good substantial meals for the
children on such occasions. A lady,
Mrs. Catherine Boevy, who had one
of the earliest schools, had six of
the poor children, by turn, to dine
with her at her residence on Sun
days, and after dinner examined
them on their catechisms.
Hannah Moore established Sun
day-school at her home in Somer
setshire in 1889. Before starting
her school she made a house to
house visitation throughout the vii
lage-saw the children and their
parents, and in this way, in a few
years, secured the attendance of
200 children and 200 adult scholars.
For many years the schools were
taught by paid teachers, and not
until about 1910 did gratuitous
teaching become universal.
The idea of conducting Sunday
schools by unpaid teachers orlgina-
ted, it is said, in a meeting of zeal
Gus Wesleyan office bearers. While
lamenting their inability to hire
teachers for want of funds, one of
them said: "Let US do the work
ourselves" and the suggestion was
at once adopted.
The difficulty of providing funds
to pay teachers even in Gloucester,
near 80 years after the institution
of Sunday schools, caused a tempo
rary decline in the schools.
In 1910 unpaid teaching was gem
eral in Gloucester chiefly through
the efforts Of six young men who
bound themselves together to revive
the schools. They applied to the
minister first, next to the trustees,
and then to the members of the
church for leave to use the church
edifice for school purposes, but
were refused. Gathering one night
after business hours, within 20
yards of the spot where Bishop
Hooper was martyred, with rever
endly bowed heads and hands
and hands clasped, they resolved,
with the blessing of God, to act
for themselves-that "come what
would Sunday schools in Glouces-
ter should be -established-and
no CohnnlS rroro eAOn ,ox,ivoI
In 1885 the first Sunday school
society" was established by VIM.
Fox, one Of Raikes' friends and fell
low workers, who after obtaining
Raikes' approval, he, with other CO.
workers, organized the society
for the establishment and support
of sunday schools throughout the
kingdom of Great Britain" the Oh
ject of which was to found schools,
raise funds to pay teachers, pro-
cure spelling books, testaments and
bibles for the schools. The society
greatly aided the cause of sunday
schools.
The formation of the SUNDAY
school union" in England, in 1903,
gave an immense impetus to the
extension of the sunday school sys-
TEN. In 1910 gratuitous teaching
was universally adopted. Robert
Raikes died April 9th, 1911, aged
70 years.
Robert Raikes raised sunday
teaching from isolated schools into
universal system. He found the
practice local, he made it national.
1t is upon this ground rest lis
claims to the honored title of found
er of sunday schools.
From the time he commenced ad-
vocating them in his newspaper he
never ceased until the scheme was
generally adopted. The short peri
cd from his first advocacy of the
system through his journal until it
was generally adopted throughout
England, is wonderful. Nothing
since the art of printing was invent
ed, shows so conclusively the great
power of the press in moral reforms.
Raikes doubtless had advantages
that few journalists ever have. His
journal had then been under the
continuous management of his fa-
Their and himself over sixty years;
it had a wide circulation and rep
utatioa which commanded for its
utterances the very highest consid
GRAFTON and respect.
have thus given p brief history
OF the origin and founding of sun
day schools-their progress under
paid teachers and while under the
general direction of Raikes himself,
which may be termed the first ep
och in their history. 1t would be
interesting to pursue the history,
and to note the changes that have
taken place fIom time to time, with
the causes which ed to such chang
es, and their effect on the general
system, but | have not the time on
the present occasion.
In conclusion, l ask your indul-
gence for few practical reflections,
suggested by some of the prominent
features in the foregoing history.
/ DarEoos NTH admit