Article August 21, 1948 Issue

Shepherding the Flock

The earnest Sunday School teacher strives to reach the thought of the individual pupil so that each child in the class may continuously grow in the understanding and demonstration of our Leader's teachings. In his relationship with the pupils he strives to reflect the tender love of the Christ as illustrated by Jesus in the touching parable of the shepherd and the sheep recorded in the tenth chapter of John. The parable is based on a pastoral custom of the East, where shepherds name their sheep. Not only are flocks in Palestine led by a call which the sheep recognize as that of their own shepherd, but at times the sheep are called by name, especially when in the morning they are led forth from the sheepcote for pasture. What tender, loving association is implied in the words of the Master, "He calleth his own sheep by name, and leadeth them out."

An outstanding example of true shepherding is to be found in the missionary labors of the Apostle Paul. This great teacher faithfully kept in touch with those who through his ministrations were being led out of darkness into light. He sometimes traveled under extreme difficulties to reach them in time of need so that they might be kept within the fold. On other occasions he sent Timothy or Titus to convey to them his counsels, and at still other times he sent inspiring and strengthening letters to guide them. The great Pauline epistles were written not with a view to fame or futurity: they were framed in the depths of the apostle's loyalty to a great cause in order to meet the immediate need of his followers.

Although our Sunday School teachers do not send their pupils expositions on the teachings of Christian Science, there are times when the alert teacher finds it helpful to communicate personally with a pupil either by telephone, by letter, or by a visit to the home. In many Sunday Schools, when a pupil has been absent for two weeks, the teacher is expected to get in touch with him in order to encourage an early return. In some instances it has been found that a child for some reason was not contented in his class, and the superintendent has then been able to make a happy adjustment. In other instances it has been disclosed that through adverse influences a child had become indifferent to the Sunday School lessons, and by special effort, sometimes extending over a period of time, the teacher has been able to restore his interest and enthusiasm. In various situations the teacher's loving interest has proved to be a boon to the pupil.

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