Not all teaching can be of the inductive, or discovery, type. It is necessary now and then to start with general truths, rules, or principles and apply them to concrete individual cases. Rules and maxims once understood are often serviceable in working out new problems. The conclusions reached from a study of one set of circumstances can frequently be used in meeting similar situations another time. For example, the child learns by a study of particular instances the results of disobedience, and finally arrives at the great general truth that _disobedience to the laws of nature or of God is followed by punishment and suffering_. This fact becomes to him a rule, a principle, a maxim, which has universal application. Once this is understood and accepted, the child is armed with a weapon against disobedience. With this equipment he can say when he confronts temptation: This means disobedience to God's law and the laws of nature; but _disobedience to the laws of God and of nature brings punishment and suffering_; therefore if I do this thing, I shall be punished, and shall suffer--_I will refrain from doing it_. Making the application.--A large part of our instruction in religion must be of the deductive kind. It is impossible, even if it were desirable, to rediscover and develop inductively out of observation and experience all the great moral and religious laws which should govern the life. Many of these come to us ready-made, the result of the aggregate experience of generations of religious living, or the product of God's revelation to men. Consider, for example, such great generalizations as: "Where your treasure is, there will your heart be also;" "Blessed are the merciful, for they shall obtain mercy"; "No man can serve two masters"; "With what measure ye mete it shall be measured unto you"; "The wages of sin is death." These are illustrations of the concentrated wisdom of the finest hearts and 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.