The Educational Legacy of Susanna Wesley: Methodism’s First Teacher
The story of Methodism often begins with John Wesley's heart being "strangely warmed" at Aldersgate, but the true foundations of Methodist education and discipline were laid in the Epworth rectory under the guidance of Susanna Wesley. As the mother of John and Charles Wesley, Susanna's influence on Methodism extends far beyond her role as a parent – she was Methodism's first teacher and theologian, whose educational methods would shape not only her children but the entire movement they would launch.
A Revolutionary Educational Approach
In an era when formal education was largely reserved for boys of privileged backgrounds, Susanna Wesley developed a comprehensive educational system that was revolutionary in both its scope and methodology. Born in 1669, the youngest of 25 children, Susanna received an unusually thorough education for a woman of her time. This experience would shape her approach to educating her own children, as she recognized the transformative power of systematic learning combined with spiritual formation.
The Epworth rectory, where the Wesley children were raised, became an informal academy under Susanna's direction. Despite managing a household of nineteen children (though only ten survived to adulthood), she developed a rigorous educational system that gave each child individual attention and comprehensive instruction. This was particularly remarkable given the financial struggles of the Wesley household and the numerous responsibilities Susanna carried as a rector's wife.
Her educational philosophy was built on several key principles that were ahead of their time. First, she believed in the importance of starting formal education early, beginning each child's schooling on their fifth birthday. This wasn't merely academic instruction – it was a holistic approach to character formation that would later influence Methodist understanding of Christian perfection.
Susanna's most innovative contribution was perhaps her insistence on individual attention. She spent one hour per week with each child in private conversation, discussing their spiritual and personal development. These sessions, which she called "private conferences," became a model for the Methodist class meeting system that would later emerge under John's leadership.
The Epworth Curriculum: A Model of Systematic Education
The curriculum Susanna developed at Epworth was remarkably comprehensive, combining classical education with practical skills and spiritual formation. Each day began with psalms and prayers, followed by structured lessons in reading, writing, and classical studies. But what made her approach unique was its systematic nature and emphasis on character development.
Reading instruction began with the alphabet, but within days, children were reading from the Book of Genesis. Susanna believed that religious education should be integrated with basic literacy, a principle that would later influence Methodist Sunday Schools. She developed a graduated system of learning that moved from simple to complex texts, always maintaining a balance between religious and secular knowledge.
Latin and Greek were part of the curriculum, but not merely as academic exercises. Susanna understood these languages as tools for accessing religious and philosophical texts directly. This appreciation for classical learning combined with practical application would later characterize Methodist higher education.
Perhaps most significantly, Susanna developed a system of moral education that emphasized personal responsibility and self-examination. Children were taught to analyze their own behavior and motivations, keeping detailed journals of their spiritual and moral progress. This practice of self-reflection would become a cornerstone of Methodist spirituality.
The Classroom Beyond Epworth
The influence of Susanna's educational methods extended far beyond her own children. Through John and Charles Wesley, her approaches to education and spiritual formation would shape the entire Methodist movement. The Methodist class meeting system, which became the backbone of early Methodist organization, borrowed heavily from Susanna's practice of regular, personal conversation about spiritual growth.
When John Wesley began establishing schools for the children of coal miners in Bristol and later throughout England, he incorporated many of his mother's educational principles. The emphasis on combining practical skills with spiritual development, the importance of systematic study, and the value of personal accountability all echoed Susanna's methods.
Continuing Influence in Methodist Education
Susanna Wesley's educational legacy continues to influence Methodist approaches to education and discipleship in several significant ways. First, her emphasis on systematic study combined with personal spiritual development remains a hallmark of Methodist education. Methodist institutions of higher learning still strive to integrate academic excellence with spiritual formation.
The importance she placed on practical application of knowledge continues to shape Methodist educational philosophy. From Sunday Schools to universities, Methodist education emphasizes not just the acquisition of knowledge but its application in service to others.
Her belief in education as a means of grace – a channel through which God's transforming love flows – remains central to Methodist understanding of education's purpose. This is reflected in the Methodist commitment to establishing educational institutions worldwide and making education accessible to all.
Furthermore, Susanna's emphasis on personal accountability and regular self-examination continues to influence Methodist approaches to discipleship. The practice of covenant groups and accountability partnerships in many Methodist churches traces its roots back to her methods.
