The Birmingham age-herald., 1924-01-26
Won Their Success Educated Fron, The
 Bible Alone

knowing the one personally and the other through his letters, his diaries and his friends, am impressed by factor which they had in common. Both were educated, yet neither. had had what we call an education.
 Ogden was an American Of Brooklyn, Philadelphia and New York. Cadbury was English, of Birmingham. The one, was partner to John Wanamaker as a great retail merchant. The other was a cocoa manufacturer on a large scale, Both men were thus diligent in busi- ness. Both were put to business when young. Neither went to college. sYet each in his way was man of high culture, of audacious initiative; of bold ideals, writes P. w. Wilson ingthe New York Evening Post. Each played the part of an effective citizen among other citizens less effective. T. !. E.
 Ogden inspired education in, the, south, both among white persons and negroes. Cadbury was the practical pioneer of good housing and the modern day school. And while Ogden assisted the broader theology of Union semi- nary, Oadbury founded . college for students, in the Society of Friends, to which he belonged.
 They Shared Their Success
 These men acquired wealth, but were not mastefed by it. They knew how to share their success with .,others. And while both lived to a rips age, neither was ever too old for happiness. When retired from business they had re- sources, in themselves. And, though ap- parently unedueated, they had taste, an excellent taste for the best words. It was not only e business letter they wrote. They corresponded with states men, professors, preachers, men of art and of books, on equal terms. A letter by Gladstone to Cadbury might have be- hind 1t the background of Eton and Oxford, the savor of Homer and Vir- gil, the diction of age-long theology, but 1t was not better expressed than let ter by Cadbury to Gladstone. Some may think that, in nervous and simple English, Cadbury had the advantage. Ogden, too, wrote much and spoke much, but never spoke or wrote except well. His mind was accurate. His style was exact.
 How came these men to have letters, having never learnedr They had taken no part in set debates between colleges. They had indulged in no academic course of public speaking. Yet they made themselves heard. Their influ- ence came to them inevitably. They did not push. It is customary to say of such men that they were self-educated. It is true. There is no education that is not self-education. The college that seeks to ,supplant the self, by which I mean the true self that should be a subject of "Self-reverence, self-knowl- edge, sell. control" is not 90 much col lege as a prison. For college to set the student deliberately to advocate in debate view of politics, ethics or so- ciety In which the student does not be- ieve is an attack on the virtue of sin cerity. Education may promote an actual trifling with fundamental issues.
 The secret of Ogden's character, as of Cadbury's, is simple enough. These men had their university, and that uni versity was the Sunday school. For what we are apt to call the best years of their lives, and this. means many years, they were teaehersstor superin- tendents once every week.Te
 The Teacher Benefits
 This is not the place to discuss pre- cational value of the exercise that con- cerns us. We are too ready to consider the Sunday school from the. pupils point of view only. In the Sunday school, as elsewhere, it is often as blessed to give as to receive. It may be the teacher who benefits most of all.
 Consider exactly the processes of mind which were involved in their serv- ice of the free will. We are all faE miliar with controversies over the value of the classics. What is the argument at school like Winchester for the con- tinued use of Latin and Greek? It is not suggested that Greek and Latin are immediately useful in the market place. But 1t is suggested that Greek and Latin furnish certain invaluable mental gymnastics. In reading Lixye or Thucy- dides we indulge in foreign travel. And we are constantly translatins not words only, but ideas into our own terms. We are constantly comparing ancient with modern life. To havesfofgotten some thing of Latin and Greek is to have background, a subconscious hinterland in your brain, which means depth of, thought.
 As Sunday school teachers, what these men, Ogden and Cadbury, did was to maintain in their lives the study of the classics. It is true that they only went to Roma and Athens in the company of one, Paul of Tar sus. It is true that their pilgrimage was usually to Jerusaleni,A ,A to Egypt, to Babylon, to Bethlehem3 to Nazar- eth. But they were none the less pur- suing essentially the same method of education as that which has yielded results in the universities.
 They Argued It Out
 They took an ancient civiliza tion, objective to themselves and with that civilization as battle field they fought their own fight for the good. the noble and the true. Whether they agreed or disagreed with what they read in the Bible, the thing that mattered was that they had made the effort to do one or the other. They had argued it out. They had taken the problems, say, of war, marriage, wealth, and had wrestled over the slaughter of the Amalekites, over David's sin with Bathsheba, over the luxurious argosies of Solomon. Doubtless, they regarded the matter as religion. Their study was prayer" Their ideas were guidance" Their classics were ''in- spired." A, ~
 Think what it meant every week. The ''lesson" had to be prepared" which meant an entire evening set aside from commerce and the usual pleasures. In itself this reservation of study was at once discipline and a victory over the transient. And l doubt whether these men would have kept it up as they did with such, regu- larity for so many years if they had not known that others were depending on them. Their scholars acted on. them as the professor acts on the stu dent who knows that on the morrow he must recite. They had. to be thor-' ough. They had to arrive at some