"That which is of God is light; and he that receiveth light and continueth in God, receiveth more light, and that light groweth brighter and brighter until the perfect day." (Doc. & Cov., Sec. 50:17-24.) In the second place, the teacher's belief must be translated into daily life. "Come, follow me," is the admonition that makes for conversion. A young man recently, in characterizing the biggest failure among teachers that he had ever known, remarked, "He simply couldn't teach us anything. He started in by giving us a vigorous lecture against tobacco, but before a week had passed we all knew that he himself smoked. He might just as well have given up teaching right there. We couldn't see any truth in him after that, for the 'smoke' of his own deception." Of course, he was not converted. A similar experience is related of the principal of a school who, with his faculty of teachers, made it a school rule that there should be no playing of cards on the part of the students. The rule recorded, however, the principal proceeded to participate in downtown card parties until he established a reputation, in the language of the boys, as a "card shark." Not only did that principal find it impossible thereafter to combat the evil of students cutting classes to play cards, he lost that confidence on the part of the student body without which school discipline cannot be achieved. Lack of conversion--such conversion as leads a man to practice what he preaches--cost him his position. To the teacher who would develop the power of conversion, may we make reference by way of review to those suggestions in an earlier chapter that make for spiritual growth: 1. Live a clean life. 2. Read the word of the Lord. 3. Do the duties assigned by those in authority. 4. Subscribe to all the principles of the Gospel. 5. Cultivate a real spirit of prayer. If the teacher is really converted, of course the conversion of his pupils follows very largely as a corollary. But by way of practical suggestion, it may be helpful to list some things that may be done to promote a spirit of testimony on the part of the pupils. At the outset a teacher ought to appreciate just what a testimony is and how it varies with the age and experience of children. It is clearly a mistake as a general rule to expect young children to give expression to a testimony such as might be borne by an adult. True, some children enjoy at an early age the spirit of testimony to such an extent that they do seem to know that the Gospel is true. But it is wiser not to expect too much. Then, too, testimonies vary with individuals. Teachers ought to look out for expressions which are characteristic of the pupil in question rather than to expect all pupils to measure up to a set standard. With a proper conception of a testimony, the teacher then owes certain rather definite obligations to his class.