How shall we find the secret from which hope of such success will spring? By so forming and directing the power of public opinion, of national approval, and of money, as to make the best men and women willing and ready to enter the teacher's profession. The kind of man who educates is the test of the kind of education given, and there is properly no other test. When we Americans shall have learned to believe with all our hearts and with all the strength of irresistible conviction that a true educator is a more important, in every way a more useful, sort of man than a great railway king, or pork butcher, or captain of industry, or grain buyer, or stock manipulator, we shall have begun to make ourselves capable of perceiving the real scope of public-school education. CHAPTER VI. THE RELIGIOUS ELEMENT IN EDUCATION. The theory of development, which is now widely received and applied to all things, from star dust to the latest fashion, is at once a sign and a cause of the almost unlimited confidence which we put in the remedial and transforming power of education. We no longer think of God as standing aloof from nature and the course of history. He it is who works in the play of atoms and in the throbbings of the human heart; and as we perceive his action in the evolution both of matter and of mind, we know and feel that, when with conscious purpose we strive to call forth and make living the latent powers of man's being, we are working with him in the direction in which he impels the universe. Education, therefore, we look upon as necessary, not merely because it is indispensable to any high and human kind of life, but also because God has made development the law both of conscious and unconscious nature. He is in act all that the finite may become, and the effort to grow in strength, knowledge, and virtue springs from a divine impulse.