New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1899-11-22

and attempt TO teach them theory, ssne ~ :.
ton which will make them believe from tn'
outset that they are wiser than their fatneIs.
Perhaps when they grow older they VII w
wiser than their fathers We always tne ~
Icelly hope So though we dislike TO see II trieu
Put If they first start into life with the IDEA that
they are wiser than their fathers tney are
doomed to first class disappointment what we
do m aan In education Is. first ana Foremost "
teach them the sense Of proportion, 10 teach
them which things small and which innings
are large.
q degree and has grown 80 great that IL Is I'm =
possible to-day sor man TO take at once the
large leadership Of the whole and the smah over
sight OF the details. He must look TO see "hich
things arc worth doing. must know how to
measure his power. know which are the ereaI
things that he must do and which are the siIa
things that he must leave to others. You Kno"
NJ the man probably who objected 10 the repu-
tatlon for wisdom that Solomon mao. he sa'u
he did not think that Solomon was so WISE
man. after all. and they asked him why anu
he said that in the Book Of Proverbs ne Hept
slipping up. and they asked him where' anu ne
said "Well. for instance. he maze terrIpIe
mistake i'm that verse. Take care or the pennies
and the hounds will take care Of themselves
We have got to train men who shall see wtich
are the large things to attend TO- 10 unueIstaiu
organization to understand division OF laoor III
its broad sense to understand the opportunities
which lie before them. and to select those OPP
portunties for which they are htted. NOW,
can only indicate a few ways among many III
which this can be done. In the first place, our
men must learn to Use their time 10 divide their
time As business is done to-day. we do in nFe
minutes what the past generations took I'VE
hours to perform. II a man attempts TO make
those five minutes. to repeat those I'VE minutes
all through the day, he will Kill himself. lie
must have outside interests both in work ana IN
play Not the least part Of modern education
is the education to honorable enjoyment OF
things outside of work.
THE CULTIVATION OF IDEALS.
A man who has never learned to do anything
except that which lies before him becomes in the
intensity Of modern life more and more ma
chine. To have q whole life he must forget
these things. He must have the healthfu spirit
Of enjoyment. Life is not all business. Life is
something wider. and more and more as each
year goes on TO do our business well in the
hours that devote for it, we must have some
other things besides business TO take our atten-
ton and keep us alive and all round men,
Nor is il that alone that makes us all round
men. The modern business man must learn to
have enjoyment of the great things or literature
and history. Now all Of YOU think, in the
midst OF your busy life work have felt the need
OF this and have accomplished something or IL.
But there is a tremendous advantage 10 the boy
who in the years when his character Is most
plastic can come into contact with the great
deeds of other times recorded in past history
and with the great ideals of all ages recorded in
poetry; can learn their spirit can see that the
present life is not all; and a college education,
in the very things that seem most useless Tor
moneymaking, gives 10 the boy this power or
getting outside the present world. gives the
sense Of proportion by which his lifework is not
the whole for which he is striving, but a part OF
the larger whole lasting for centuries past ana
through centuries in the future an idea which
ennobles his business and ennobles him.
And this is important in the present day more
than It has ever been in the past, for as business
becomes larger II takes more and more the
character of a trust. The word as 1t is applied
10 our large manufacturing combinations is put
an accident and yet In its application 10 the
great work OF production and distribution in the
world to-day, to the work you do 1t. 1t has the
profoundest Of meanings. Your business is a
trust II is thing which you do not for your
selves but for others. You have in your hanus
the destinias of hundreds and Of thousands and
of hundreds OF thousands of people. There is in
the swayng OF these lives an element OF moral
responsibility to which the commercial world Is
slowly but surely awakening.
The education which shall ft men Tor the
business Of the future must be one in all its
lines that shall show the young men or the
country that moral character, that essential re-
sponsibility that is connected with the posses
sion and use OF money. The children must
learn from their early years what the fathers
are slowly and gradually learning. we are toIu
and told rightly that each new generation Is on
the basis to which it's fathers have lifted H. we
have lifted ourselves, are still lifting ourselves
to this sense OF moral responsibility. botn ot
the previous speakers. each in his own way,
have exemplifed this truth Now, the great de-
fence Of our existing social life, that which pro-
tects it against the dangers OF revolutionary
socialism, is the recognition by the leaders OF
commerce OF the fact that money getting Is not
a means Of avarice, not means OF power 10 De
used for others. ~ .,.
That education is best and highest which
most fully brings home TO the boy by ill-stra-
lions Of history, by inspirations OF literature, ny
the teachings OF the everyday life Of the pres
ent time. that none Of US liveth for hinssI,
that possession means power. and that power
means duty.
Whatever form the education of the next gen.
Grafton NAV lakeland there are many unset
fled questions before the work Of our colleges
for this one thing We may be sue; they VIII
and they must educate men TO take your places
who will have from the beginning the concep-
ton to which you have attained In your busl-
ness life Of business success as trust, Of power
and influence in the country as duty TO the
country and TO God
WHITELAW REDS SPEECH.
whteaw Reid, speaking upon THE Existing
Friendly Relations Between the United States
and Great Britain" said:
You ask me to speak OF the good relations be-
tween Great Britain and the United States.
Here for once in our public dinners is subject
with a shade Of novelty Ne have not had 80
very long time in which could speak of
such relations. You will permit me, perhaps
TO recall that they began TO attract attention
only about the date Of the Queens Jubilee. and
that but year or two earlier. there was
deal OF talk about the danger OF their becoming
quite the reverse. Possibly all this was not
very strange II is fact. as London audi
ence was once frankly reminded during the Jubi
lee that of the three serious wars the United
States had had. up to that time, two were with
Great Britain; while In the thlrd' the successful
side felt that the sympathes or the British
ruling classes had been against it, Recalling
the whole sad history. the Inherited bitterness
OF the original family quarrel, the education OF
succeeding generations and more recent cir
cumstances, we must frankly admit that the
latent feeling which famed out so fiercely In
the Venezuelan dispute. was. after all, not so
very unnatural
But 1t was very deplorable. Hatred OF any
race is unhappy. well the sure sign Of
narrow and provincial spirit Hatred Of the race
and people and home OF our own grandparents
is unhappiest of all. Besides. truly great
people cannot hate. We should despise
selves II we hated the Algerines, or the Indians
or the Mexicans or the Spaniards-a Of whom
we have also fought. Why should we ever
have fancled that, we had a fixed National
hatred for those who were so much nearer and
ought to have been so much dearer TO us?
Why, indeed. unless we imagined our people to