APPLICATION
Outline—Chapter XVIII
The question of application.—The matter a complex one.—Various conceptions of the term as it affects the intellect, the emotions, or the will.—Application may be immediate or delayed.—How to make the application.—Illustrations.—Making the application and moralizing.—Utah moral codes as objectives behind our teaching.
Application is one of the most important subjects in the whole range of 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 study subjects by the month for the purpose of satisfying intellectual hunger. Such questions, for instance, as "Succession in the Presidency," or the "Nature of the Godhead"—questions gone into by thoroughly converted Latter-day Saints, not to bring themselves into the Church, nor to lead themselves into any other kind of action except the satisfying of their own souls as to the truth. In other words, it appears clear that there may be application on a purely intellectual level. Application upon application is made until a person builds up a structure of faith that stands upon the rock in the face of all difficulties.
A second type of lessons appeals to the emotions. They aim to make pupils feel better. They may or may not lead to immediate action. Ideally, of course, every worthy emotion aroused should find, if possible, suitable channels for expression. Pent up emotions may become positively harmful. The younger the pupils the more especially is this true. Practically every educator recognizes this fact and gives expression to it in language similar to the following quotation from Professor S.H. Clark:
"Never awaken an emotion unless, at the same time, you strive to open a channel through which the emotion may pass into the realm of elevated action. If we are studying the ideals of literature, religion, etc., with our class, we have failed in the highest duty of teaching if we have not given them the ideal, if we have not given them, by means of some suggestion, the opportunity for realizing the ideal. If there is an emotion excited in our pupils through a talk on ethics or sociology, it matters not, we fail in our duty, if we do not take an occasion at once to guide that emotion so that it may express itself in elevated action."
And yet there is a question whether this insistence upon action may not be exaggerated. Abraham Lincoln witnessed an auction sale of slaves in his younger days. He did not go out immediately and issue an emancipation proclamation, and yet there are few who can doubt that that auction sale registered an application in an ideal that persisted in the mind of Lincoln through all those years preceding our great civil war.
Many a man has been saved in the hour of temptation, in his later life, by the vividness of the recollection of sacred truths taught at his mother's knee. There may be just a little danger of cheapening the process of application if it is insisted that for every ideal impressed upon the minds of pupils there must be a corresponding immediate response in daily actions of the pupils taught. May not a wonderful impression become the more wonderful as it is hallowed by the pondering of the mind through the maturing years of childhood and young manhood?
Finally there is the lesson which, though it involves both the intellect and the emotions, appeals primarily to the will and calls for action. There can be no question but that this is the type of lesson of greatest significance in religious education. We meet our pupils so infrequently, at best, that at most we can do but a fraction of what we should like to do to modify their lives. Our concern is to change for the better their attitude and conduct, and therefore we must address ourselves to the problems they face in the every-day life which they are to live between recitations. As Betts in his How to Teach Religion so well says:
"In the last analysis the child does not come to us that he may learn this or that set of facts, nor that he may develop such and such a group of feelings, but that through these he may live better. The final test of our teaching, therefore, is just like this: Because of our instruction, does the child live differently here and now, as a child, in all his multiform relations in the home, the school, the church, the community, and in his own personal life? Are the lessons we teach translated continuously into better conduct, finer acts, and stronger character, as shown in the daily run of the learner's experience?
"It is true that the full fruits of our teaching and of the child's learning must wait for time and experience to bring the individual to fuller development. But it is also true that it is impossible for the child to lay up a store of unused knowledge and have it remain against a later time of need in a distant future. The only knowledge that forms a vital part of our equipment is knowledge that is in active service, guiding our thoughts and decisions from day to day. Unused knowledge quickly vanishes away, leaving little more permanent impression on the life than that left on the wave when we plunge our hand into the water and take it out again. In similar way the interests, ideals, and emotions which are aroused, without at the same time affording a natural outlet for expression in deeds and conduct, 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 of that story application can be made beautifully, through either of these two truths:
He who plays with sin will eventually be conquered by it; or,
Marrying outside one's church is attended by grave dangers.
A lesson on helpfulness was once beautifully and rather dramatically given through the story of a rescue of a train. A lad was out at play on a railroad track when he discovered that a recent storm had washed out part of the road bed. He remembered that the through passenger train was due in a few minutes, and so rushed along the track and by frantically waving his hat succeeded in stopping the train just in time to prevent a terrible catastrophe. A few well-directed questions called for the pupils' own idea of application. They, too, would flag a train if such an occasion should arise. They could help people generally to guard against danger. They even carried the idea over into rendering any kind of service, about the home, at school, and elsewhere, as long as it was helpful.
And so illustrations could be multiplied. The important thing is that, having decided upon a central truth for a lesson, the teacher then conceives avenues whereby the truth may be carried over through action into the lives of pupils. And, of course, he must see that they are directed in setting about the action.
The question often arises, "Isn't there danger of moralizing in making an application?" or "What is the difference between an application and moralizing?" Genuine and natural application ought to be inherent in the material presented. A good story ought to drive home its message without further comment. Moralizing consists of "tacking on" some generalized exhortation relative to conduct. Moralizing is either an unnecessary and unwelcome injunction to be or to do good, or it is an apology for a lesson that in and of itself drives home no message. The school boy's definition of moralizing is helpful and suggestive:
"Moralizing is rubbing goodness in unnecessarily."
In making application of truths presented, teachers naturally face the question as to what constitutes the fundamentals in character development that are to be achieved. As a sort of guide, the two Utah codes of morals, one for children and one for youths, are rich in suggestion, both for pupil and teacher. They are submitted herewith as helpful in setting up the objectives toward which we are working:
Children's Code
I want to grow up to be wise and strong, happy and able to make others happy, to love and to be loved, and to do my part in the world's work.
During my infancy loving hands cared for me, gave me food, clothing and shelter, and protected me from harm. I am grateful for this care, and I want to be worthy of the love and confidence of my mother and father and to do all I can to make them happy.
I will be obedient to my parents and teachers; they are wiser than I and thoughtful of my welfare.
I have already learned that good health is necessary to strength and happiness, and that in order to be well and to grow strong, I must have good, wholesome food, ample exercise and sleep, and abundant pure water and fresh air—nature's free gifts to all.
My whole body I will keep clean and each part of it as sound as good care can make it.
I will have respect for all useful work, both mental and physical. I must learn to be helpful that I may know the joy of service and the dignity of work well done.
I will begin now to earn some of the things I use. I must learn how to spend, and how to be generous.
Waste is the mother of want, and even though the want may not be mine, if I am extravagant I am likely to bring suffering to others. Waste of time is as wrong as waste of things; I will not be an idler.
I will not put unnecessary burdens upon my associates by untidy, careless habits; orderly ways save my own time and things as well as those of others.
I will take thought for the comfort and welfare of our animal friends and will always avoid cruelty.
I will strive for courage to speak the truth and for strength to be fair in all my work and play, to be true to my word and faithful to my trust. I hate lying and cheating; they are signs of cowardice and greed. I will not seek pleasure or profit at the cost of my self-respect. I will be considerate of the rights and feeling of others as I would have them respect mine.
I will try to control my temper and to be cheerful, kind, and courteous in all my dealings.
I will strive to be pure in thought, speech and action.
My country has provided laws and civil officers to protect me, schools for my instruction, and many other aids to a happy, useful life. I am grateful for these benefits and will show my patriotism by obeying the laws and defending my country against evils, both within and without.
I will keep my eyes and ears open to enjoy the world about me, and my mind alert to understand and appreciate the good things mankind has provided for me—science and art, poetry and music, history and story.
May God, the kind and loving Father, help me all my life to see the right way and to follow it.
Moral Code for Youths
I am happy to be a member of that great human society which has accumulated all the treasures of civilization. I have benefited by the united labors of all mankind; for this I owe a debt of gratitude to humanity, a debt I can pay only by serving that humanity to the fullest extent of my ability. Through small services freely given toward the comfort and happiness of my associates, I may grow in power of usefulness and in my turn contribute to the welfare of the generations that are to come.
My body is the instrument of my mind and the foundation of my character. Every organ must be conserved to perform its proper function in the development and perfection of my life. I will, therefore, eat only wholesome food, breathe pure air, take ample exercise and sleep, and keep my body clean and sound. To this end, I will refrain from the use of intoxicating drinks, narcotics and stimulants; these lend only a seeming strength, but in reality they undermine my powers of service and of lasting happiness. By abstaining from these indulgences I can, moreover, help others to abstain, and thereby increase their strength and happiness. By temperate living and plenty of exercise in the open I can preserve my health and the more easily refrain from evil thoughts and evil deeds.
I will not pollute my body or that of another by any form of self-indulgence or perverse yielding to passion. Such indulgence is a desecration of the fountains of life and an insult to the dignity of manhood and womanhood.
Through the formation of sane, health-promoting habits I can avoid having my usefulness diminished and my happiness impaired by the consequences of my own folly.
I will be modest in dress and manner, that I may in no wise encourage sensuality.
I will be thoughtful of the effects of my actions and so restrain myself that no act of mine may mar the life or detract from the happiness of my associates or of my successors.
I will deal honestly, fairly and kindly with my fellows—always mindful that their lives and their happiness are as sacred to them as mine are to me.
I will avoid impatience and ill temper and will endeavor to be courteous always.
I will try to save individuals rather than to condemn them, even though their evil deeds must be condemned and offenders punished.
I will have respect for the time of my fellows as I respect their property.
I will not engage in games of chance, since I do not desire reward at the expense of others.
In all my dealings I will strive for courage to speak the truth; I despise cowardice and lying. I will do what I know to be right, though others may ridicule or scorn me.
I will be personally responsible for all that I do, and, recognizing my limited wisdom, I will ever seek Divine Guidance to lead me in the right way.
I will strive for independence of judgment, but with due regard for the superior wisdom of my elders. I must grant to my fellows the same right of independent judgment that I claim for myself.
Whatever I undertake I will do with my might, and, win or lose, accept the result with good cheer. I would rather be worthy of success than to secure it unworthily.
I will be prompt and orderly in all my affairs, otherwise I become a hindrance to social efficiency. I will avoid waste and extravagance lest I bring needless privation and suffering to others as well as to myself.
It is my privilege to have a part in the world's work—a part I must choose and perform with all diligence. "What can I do best that society needs most?" When I have answered this question I will pursue my vocation intelligently and energetically; first, as a means of service to my fellow-men; and second, as a means of self-support and aid to those that may be dependent upon me.
May the love and appreciation I have for my country never be dishonored by any act of lawlessness or want of loyalty, but may I ever honor, uphold and obey the law and defend my country against unrighteousness, injustice and violence. When it becomes my privilege to vote I will use the right of suffrage as a patriotic means of co-operating with my fellow citizens for the promotion of social justice, peace and progress. Should I be called to public office, I will strive for moral courage to exercise authority in accord with justice and humanity; and, whether in or out of office, I will respond freely to every opportunity for public service.
I am grateful for the beauties of nature and for the great works of art, music, literature and science, it is my privilege to enjoy. These I will seek to understand and appreciate, that I may cultivate broader sympathies and fellowship with mankind, the world, and the Creator of all.
Questions and Suggestions—Chapter XVIII
1. How does application go to the very heart of teaching?
2. Discuss the various conceptions of the term.
3. Distinguish between immediate and delayed application.
4. Discuss the possibility of intellectual application.
5. How can applications best be made?
6. When can applications best be made?
7. Distinguish between making an application and moralizing.
Helpful References
Weigle, Talks to Sunday School Teachers; Betts, How to Teach Religion; Brumbaugh, The Making of a Teacher; Betts, The Recitation; Strayer and Norsworthy, How to Teach; Thorndike, Principles of Teaching; Colgrove, The Teacher and the School.