The third temptation to which the commercial man is subjected is the corruption of politics. Just in proportion as a corporation secures a monopoly of the business in which it is engaged, in that proportion the necessity for government regulation increases, and I may add, the difficulty of securing regulation increases in proportion to the necessity for it. Municipal corruption has become a byword, and the lobbyist has made his evil presence felt at the national and State capitals. Bribery is becoming a fine art, and neither the voter nor his representative is spared. The one lesson that must be taught is that the man who gives a bribe is as wicked as the man who accepts it--I am not sure but that he is more wicked, for the necessities of the man who accepts the bribe--if need can palliate such an offense--are usually greater than those of the man who offers it. I appeal to you to assist, in every possible way, in the creation of a public sentiment which will ostracise the business man who purchases legislation with the profits derived from privileges already secured, or who advances corruption money in anticipation of the profits which governmental favors promise. In the counting room as well as in the editor's library and in the lawyer's office one hears the heart-searching question: "What shall it profit a man if he shall gain the whole world and lose his own soul?"--and happiness, honor and usefulness all hang upon the answer. I would not be forgiven if I failed to apply my theme to the work of the instructor. The purpose of education is not merely to develop the mind; it is to prepare men and women for society's work and for citizenship. The ideals of the teacher, therefore, are of the first importance. The pupil is apt to be as much influenced by what his teacher is as by what the teacher says or does. The measure of a school can not be gathered from an inspection of the examination papers; the conception of life which the graduate carries away must be counted in estimating the benefits conferred. The pecuniary rewards of the teacher are usually small when compared with the rewards of business. This may be due in part to our failure to properly appreciate the work which the teacher does, but it may be partially accounted for by the fact that the teacher derives from his work a satisfaction greater than that obtained from most other employments.