d minds the world has seen, words spoken by Inspiration, but true to
the experience of every person. It is our part as teachers to make the
great fundamental moral and religious laws which underlie our lives
living truths to our pupils. To do this we must not teach such truths as
mere abstractions, but show them at work in the lives of men and women
and of boys and girls. We must find illustrations, we must make
applications, and discover examples of proof and verification.

Teaching that fails from lack of applying truth.--The object, then, of
the _inductive_ lesson is to lead the learner to _discover_ truth; the
object of the _deductive_ lesson is to lead him to _apply_ truth. There
can be little doubt that much of our teaching of religion suffers from
failure to make immediate and vital application of the truths we teach.
When we teach the youth that no man can serve two masters, we should not
be satisfied until we have shown him the proof of this truth at work in
the everyday experience of men. When we teach him that the wages of sin
is death, we must not stop with the mere statement of fact, but lead him
to recognize the effects of sin's work in broken lives and ruined
careers.

Nor should we confine our proofs and illustrations to examples taken
from the Bible, valuable as these are. Too many, perhaps half
unconsciously to themselves, carry the impression that religion belongs
rather more to Bible times and peoples than to ourselves. Too many
assent to the general truth of religion and the demands it puts on our
lives, but fail to make a sufficiently immediate and definite
application of its requirements to their own round of daily living. Too
many think of the divine law as revealed in the Scriptures as having a
historical significance rather than a present application. One of the
tasks of deductive teaching is to cure this fatal weakness in the study
of religion.

THE DRILL LESSON

Teaching religion does not require as large a proportion of drill as
many other subjects. This is because the purpose of drill is to make
certain matter automatic in the mind, or to train definite acts to a
high degree of skill. For example, the child must come to know his
multiplication table readily, "without thinking"; he must come to be
able to write or spell or count or manipulate the keys of a typewriter
without directing his attention to the acts required. Wherever automatic
action or ready skill is required, there drill