Religious education -- Teaching methods; Visual education
"Pages might be written about this parable, for every line is full
of teaching, wrapped in beautiful words. But my object just now is
only to draw your attention to the circumstance that the third
person who passed the wounded man--and the only one who cared about
his sufferings and took pains to relieve them--was a Samaritan. On
this the point of the story turns. First a priest, and then a
Levite, whose very offices alone should have made them ready
helpers, had shunned their poor countryman, and had passed on
without even a word of sympathy. But the person who did pity him,
and, indeed, showered kindnesses upon him, was, not only neither
priest nor Levite, not only a mere stranger--but a Samaritan. Now
to say this was the same thing to the "lawyer" who was listening to
the tale as to say that he was an enemy. The Lord could have chosen
no stronger expression; in using it he spoke quite as plainly as
when, once before, his words had been these: 'I say unto you which
hear: Love your enemies, do good to them which hate you, bless them
that curse you!' Clearly, then, it is only by understanding how the
Jews felt toward the Samaritans, that we can grasp what the blessed
Savior meant when he said that every disciple of his must love his
'neighbor' as himself."
A striking example of the mode of using a full knowledge of customs and
people to enrich the story is given by the same author in the following
vivid word-picture of the thrilling experience of Zacharias. After
describing the method of choosing by lot the priests to take charge of
the temple services, the narrative continues:
Public-domain text, read in full here on John Shaqi.
Reviews
Reviews
No reviews yet
Be the first to share your thoughts on this work.
Join the Discussion
Join the discussion
Sign in to leave a comment or review.
Sign InorCreate an account