uct, soon fade away without having fulfilled the purpose for
which they exist. The great thing in religious education is to find
immediate and natural outlet in expression, a way for the child to
use what he learns; to get the child to do those things pointed out
by the lessons we teach him."

As the teacher faces this "carry-over" problem he is impressed that he
must touch the lives of his pupils not only as individuals but as
members of a social group. It becomes his obligation not only to direct
them in matters pertaining to their own welfare, physically,
intellectually, and morally, but he has a responsibility in helping to
establish the standards of society to which individuals naturally
subscribe more or less unconsciously.

The strong teacher's influence can be made to affect the ideals of the
athletic field, of the amusement hall, of the church, of the business
center, and of the home. These agencies offer such a variety of
possibilities that every lesson offers easily some avenue of
application. By way of illustration let us turn to a few subjects and
point out some possibilities in the matter of application. May it be
said here, in passing, that the secret of making application lies in not
getting lost in the past so that we may walk along with our heads turned
back over the shoulder of time pondering merely the things of the past.
All too often the teacher hurries over into the Holy Land of some four
thousand years ago, leaving a class of twentieth century boys and girls
here at home to wonder what all that ancient material has to do with the
problems that confront them here and now. Not that we should ignore the
past. Successful application lies in reaching back into the past for a
solution of today's difficulties. But the _solution_ is our great
concern. "We look back that we may the better go forward."

To illustrate:

A lesson on Cain and Abel may find its application in a solution of the
problems of the jealousy and selfishness that exist today. This story
ought not to be merely a recounting of murder. There is a little Cain--a
little Abel--in all of us. Consider the case of the boy who smashed up
his brother's new sled as well as his own, because he couldn't keep up
in coasting. The nature of the class will determine the particular
application. Or consider the story of Samson and Delilah: at first
thought, a story with but little to contribute to a solution of today's
problems. Yet out o