Teaching Children the Relevance of the Good Samaritan Today

Teaching children the relevance of the Parable of the Good Samaritan today involves helping them understand its core message of compassionate action and applying it to contemporary situations. The parable, found in Luke 10:25-37, illustrates the command to "love your neighbor as yourself" through the actions of a Samaritan who aids a wounded traveler, contrasting with a priest and a Levite who pass by ^[6].

Parents and instructors are encouraged in scripture to teach children wisdom and guide them in righteous paths ^{[1, 2, 4]}. David, despite his responsibilities as a man of war and king, found time to offer good counsel to young people, emphasizing the importance of instructing the next generation ^[7]. This instruction involves not just imparting knowledge but also shaping their character and preparing them for life ^[2].

The Parable of the Good Samaritan highlights several key principles that remain relevant for children today:

Defining "Neighbor": The parable challenges a narrow definition of "neighbor." The Samaritan, an ethnic and religious outsider to the Jewish victim, demonstrates that a neighbor is anyone in need, regardless of background ^[6]. Children can learn that their "neighbor" includes classmates from different cultures, new students, or anyone they encounter who requires help.
Compassionate Action: The Samaritan's response was not merely intellectual understanding but active compassion. He stopped, bandaged the man's wounds, transported him, and paid for his care ^[6]. This teaches children that true love for others involves practical help. They can apply this by helping a friend who is struggling, including someone who is left out, or participating in community service.
Overcoming Prejudice: The historical animosity between Jews and Samaritans makes the Samaritan's actions particularly striking. He overcame societal prejudice to show kindness ^[6]. Children can be taught to recognize and challenge their own biases or those they observe, fostering an inclusive attitude towards all people.
Sacrifice and Generosity: The Samaritan incurred personal cost—time, effort, and money—to help the stranger ^[6]. This illustrates that helping others often requires sacrifice. Children can learn about generosity by sharing their resources, time, or talents with those less fortunate.
The Law as a Guide: The Apostle Paul describes the law as a "schoolmaster" or "tutor" that guides us ^[3]. While the law cannot justify, it points to the need for Christ and provides moral instruction. The parable functions similarly, illustrating the moral demands of God's law and showing how far short human actions often fall, thereby pointing to the need for grace and a transformed heart.

The instruction of children in these principles is a duty for parents and teachers ^{[1, 2]}. It involves "training them up" not necessarily in the way they might naturally incline due to their "corrupt" bias, but in the way they should go ^[2]. This training is likened to preparing soldiers, teaching them discipline and how to handle their "arms" (spiritual tools) ^[2].

The broader biblical teaching emphasizes doing good to all people, especially those within the "household of faith," but not exclusively so ^[5]. The Good Samaritan exemplifies this universal call to benevolence. The story encourages children to look beyond immediate circles and extend kindness to anyone they encounter who is in distress, reflecting the love of God.

Sources

Proverbs (Nonconformist/Puritan) “Matthew Henry on Proverbs 4:1: Here we have, I. The invitation which Solomon gives to his children to come and receive instruction from him (Pro 4:1, Pro 4:2): Hear, you children, the instruction of a father. That is, 1. "Let my own children, in the first place, receive and give good heed to those instructions which I set down for the use of others also." Note, Magistrates and ministers, who are entrusted with the direction of larger societies, are concerned to take a more than ordinary care for the good instruction of their own families; from this duty their public work will by no means excus”
Proverbs (Nonconformist/Puritan) “Matthew Henry on Proverbs 22:6: Here is, 1. A great duty enjoined, particularly to those that are the parents and instructors of children, in order to the propagating of wisdom, that it may not die with them: Train up children in that age of vanity, to keep them from the sins and snares of it, in that learning age, to prepare them for what they are designed for. Catechise them; initiate them; keep them under discipline. Train them as soldiers, who are taught to handle their arms, keep rank, and observe the word of command. Train them up, not in the way they would go (the bias of their corrupt ”
Galatians (Presbyterian) “Jamieson, Fausset & Brown on Galatians 3:24: "So that the law hath been (that is, hath turned out to be) our schoolmaster (or "tutor," literally, "pedagogue": this term, among the Greeks, meant a faithful servant entrusted with the care of the boy from childhood to puberty, to keep him from evil, physical and moral, and accompany him to his amusements and studies) to guide us unto Christ," with whom we are no longer "shut up" in bondage, but are freemen. "Children" (literally, infants) need such tutoring (Gal 4:3). might be--rather, "that we may be justified by faith"; which we could not be ”
Proverbs (Nonconformist/Puritan) “Matthew Henry on Proverbs 10:1: Solomon, speaking to us as unto children, observes here how much the comfort of parents, natural, political, and ecclesiastical, depends upon the good behaviour of those under their charge, as a reason, 1. Why parents should be careful to give their children a good education, and to train them up in the ways of religion, which, if it obtain the desired effect, they themselves will have the comfort of it, or, if not, they will have for their support under their heaviness that they have done their duty, have done their endeavour. 2. Why children should conduct the”
Galatians (Baptist/Reformed) “John Gill on Galatians 6:9: As we have therefore opportunity,.... Or "ability", so the phrase is sometimes used (z); as occasion requires, objects offer, as there is ability of well doing, and that continues; while the time of life lasts, which is the time for sowing, or doing good works: let us do good unto all men; not only to our relations, friends, and acquaintance, but to all men; to them that are strangers to us, of whatsoever nation, Jew or Gentile; and of whatsoever religion or sect, yea, even to our very enemies: especially unto them who are of the household of faith: the children”
Luke (Nonconformist/Puritan) “Matthew Henry on Luke 15:11: We have here the parable of the prodigal son, the scope of which is the same with those before, to show how pleasing to God the conversion of sinners is, of great sinners, and how ready he is to receive and entertain such, upon their repentance; but the circumstances of the parable do much more largely and fully set forth the riches of gospel grace than those did, and it has been, and will be while the world stands, of unspeakable use to poor sinners, both to direct and to encourage them in repenting and returning to God. Now, I. The parable represents God as a com”
Psalms (Nonconformist/Puritan) “Matthew Henry on Psalms 34:11: David, in this latter part of the psalm, undertakes to teach children. Though a man of war, and anointed to be king, he did not think it below him; though now he had his head so full of cares and his hands of business, yet he could find heart and time to give good counsel to young people, from his own experience. It does not appear that he had now any children of his own, at least any that were grown up to a capacity of being taught; but, by divine inspiration, he instructs the children of his people. Those that were in years would not be taught by him, though he”

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