In their normal and proper relations, money and learning are very helpful each to the other. Money is not only a desirable thing but a necessary one in the work of building up our educational systems. Certain items of material equipment nothing but money can provide. It is also the only thing which can obtain certain purely educational values in the way of teaching talent. As educational processes become more elaborate and complete, they cost more. On the other hand, education exerts a natural and favorable reaction upon money-making. In this country, where the educational aim is not so much to turn out gentlemen of leisure as it is to manufacture sons of toil, school training is one of the greatest aids in the increase of earning capacity. Statistics proving by figures that the product of the schools can make more money than the uneducated man can do are familiar to us all. This is not the highest possible motive for the getting of an education, but it is a motive which is worth considering. However, there is something about great economic wealth in a country which seems to make against the interest of education. This is a surprising fact, but it is a fact nevertheless. One might most easily think the reverse would be true. Certainly it is true that the greater wealth a country possesses the more it could afford to invest in education if it cared to do so. It looks like a safe assumption that a long step in the direction of intellectual greatness would have been taken when a people becomes great commercially. However, this assumption is not borne out by the facts. There seems to be more truth, especially from the educational viewpoint, in the idea that where wealth accumulates, men decay. This principle is nothing new. It seems to be clearly indicated in history. At least one instance may be cited from the story of quite ancient times to indicate how true to form things have always run. The Phoenician Empire was one of the most remarkable dominions of the ancient world. Geographically it was small. It was only about 140 miles long and 15 miles wide, skirted by the sea on one side and by a mountain range on the other. With the well-known Semitic genius for trading, its people planted colonies, operated mines, and established trading points on many rivers and seas. The volume of their trade was never surpassed until that day, centuries afterward, when the discovery of America opened up a new world to exploitation. In the process of their trading, the Phoenicians carried letters and arts to many Old World lands. They were not their own letters and arts. All the intellectual treasures they had were borrowed from others. They were too busy buying and selling to take time to develop any of their own. Consequently, the only monument to Phoenicia that remains today is the memory of her commercial greatness. She concerned herself only with that which was temporary. She built nothing that could endure.