religious education. It is also one concerning which there are greater
varieties of opinions than concerning almost any other subject.

What is application?

How is it made?

Is it inherent in the lesson, or is it added as a sort of supplement to
the lesson?

When is it best made?

Does it always involve action?

These questions are only typical of the uncertainty that exists relative
to this term.

Application really goes to the very heart of all teaching. Colloquially
expressed, it raises the question in teaching, "What's the use?" Why
should certain subject matter be presented to a class? How are class
members better for having considered particular facts? In short,
application involves the question, "What is the _carry-over_ value of
the lesson?"

It is impossible to dispose adequately of the matter of application in a
single statement. It fairly epitomizes the whole process of teaching and
therefore is so comprehensive that it calls for analysis. The ultimate
purpose behind teaching, of course, as behind all life, is salvation.
But salvation is not had in a day. It is not the result of a single act,
nor does it grow out of particular thoughts and aspirations. Salvation
is achieved as a sum total of all that we think, say, do, and _are_. Any
lesson, therefore, that makes pupils better in thought, word, deed, or
being, has had to that extent its application.

Application of a lesson involves, then, the making sure, on the part of
the teacher, that the truths taught carry over into the life of the
pupil and modify it for good. Someone has said that the application has
been made when a pupil

"Knows more,
Feels better,
Acts more nobly,"

as a result of the teaching done. There is a prevalent conception that
application has been made in a recitation only when pupils go out from a
recitation and translate the principle studied into immediate action.
There are lessons where such applications can be made and, of course,
they are to be commended. Particularly are they valuable in the case of
young children. But surely there are other justifiable interpretations
to the term application.

We need to remind ourselves that there are three distinct types of
subject matter that constitute the body of our teaching material. These
are, first of all, those lessons which are almost wholly intellectual.
Debates are conducted by the hundreds on subjects that lead not to
action but to clearer judgment. Classes