Atlanta semi-weekly journal. (Atlanta, Ga.) 1898-1920, 1919-01-07
pie, under the same conditions, pro

pie, under the same conditions, pro
duce little and save less.
THE relation of productive power
to education IS shown by the enor-
mously increased rate of production
that has come about everywhere
since education became more gener-
ally diffused. The total wealth ac-
cumulated in America from 1892 to
1860, period of @68 years, was $514
per capita. From then till 1904, a
period of only A years, this in
creased to $1.3fS per capita, or an
addition in Al years of $500 per
capita" These figures were taken
from special report of the census
the, increase has been even more
striking.
Why Educated Nations Produce
More
That there must be this intimate
relation between education and earn
ing power is obvious. says DR.. Ell
lis, as soon as consideration is given
to the demands of processes of mod
ern industry. The Asiatic farmer,
with his stick pillow, makes six cents
a day, and the iIIiterate Russian
peasant, with his primitive imple-
ments and methods. earns fourteen
cents, while the American farmer
earns many times these sums be-
cause his improved methods and
ton, have increased his efficiency.
The illiterate race is necessarily re-
Stricted to the bullock and the stick
plow, while the educated nation
mines and smelts ores, manufactures
the reaper and the traction engine,
fertilizeS the soil, rotates crops,
breeds better stock and better seeds
by scientific methods, rises superior
to flood, drought and disease, and
multiplies efficiency q hundredfold.
Even a bounteOus harvest in a
fertile section would avail little for
an illiterate 2ople. who could not
| build the engines or boats to trans
port it, or understand the processes
necessary for it's preservation
against a future day of want. With
out the knowledge of chemistry and
metallurgy, rich mineral deposits are
but so much worthless rock. With
out tools and machinery and edu-
Gated skill to turn them into houses,
furniture and implements for man,
vast timber resources are but so
many trees numbering the soil.
Without educated brain and skilled
land water power and mineral de-
posits must forever lie idle or be
ignorantly squandered."
Il1iterate and Educated workers
The power of education is wildly
pictured by Horace Mann in his
sta cement concerning the savage anu
transportation. Modifying his state
ment, Professor Ellis says:
1.-THE savage can fasten only a
dozen pounds on his back and swim
the river When he is educated
enough to make an axe, fell tree,
and build raft, he can carry many
times a dozen pounds. AS soon as
he learns to rip a log into boards
and build a boat. he multiplies his
power q hundredfold; and when to
this he adds mathematics, chemis
try, physics and other modern
sciences he can produce the monster
steel leviathans that defy wind,
storm and distance, and bear to the
uttermost parts of the earth burdens
millionfoId greater than the UNI
educated savage could carry across
the narrow river"
The necessity for education has
increased ard will continue to in
crease with the advancing; years.
The reed for an education m one
generation has multiplied many
fold. In agriculture and its kindred
arts, in medicine, III law, in teach
ing, in manufac tuTing, in trade and
industries of all kinds, is to be
found this increased demand for ed
uCatiOn.