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possible education io greatly differentiated, oo that 
there io more opportunity than night have seemod at 
first to increase the investment in education. It is 
clear, however, that the frontier io not os open as 
in the cose of wealth which io impersonal oo that 
the individual capitalist is faced with a world of 
opportunities for using additional capitals Ho has 
merely to buy twice as oany houses or factories while 
the educational itwotor nay have to thin-: herd before 
he finds a reasonable xiay of doubling Ms investment, 
.find yet it appears that the tendency for diffusion of 
incomes, i.o. of the pushing out of the top scale of 
incomes to over higher levels, io no loss prominent 
in the case of earned than of unearned income. She up 
shot io that we have to take a closer look on the 
opportunities offered by the market which for the reasons 
just mentioned are more important in the cose of earned 
income than in the cose of wealth. 
We night also put it oo follows* fThe range of the rate 
of return to wealth io limited enough to be restricted 
to values below 100 % or louor.In the cose of earned In 
come the relation to an educational investment will 
quito often include returns of several hundred percent:. 
Or, to put It still another way* It seems that the In 
equalities of earned income could not be adequately