THE METRIC SYSTEM.

The Exposition has given a new illustration of of teaching the metric system in American scho erally taught in the schools of Europe, and appli trating the system, such as are ordinarily used in were found in most of the Foreign Educational most complete apparatus for illustrating the met the only one which received an "Award," was the Connecticut Educational exhibit, comprising rules and measures, linear, superficial, and cubi scales and weights. Our metric scales were in a use, by the thousands weighing themselves Nearly all the textile fabrics exhibited at Phila the Continent of Europe, Mexico, and South A metrically measured, unless, in accommodation to the French measures were translated into English. pean journals, even as quoted in American pap metrical terms in linear measurements. Ameri periodicals are adopting the same language. Scrib the Galaxy, and some other monthlies, now express metric terms as well as in their English equiv metric system is already in use in the best laborat country. The knowledge of it is now required f to all our leading Colleges, and ought to be a admission to every High School in the country. the question of its early or ultimate adoption in States, and even were it certain, that it would never exclusive system here, it ought to be regarded as part of a common school education and to hold a course of study in every American school. Can one hour, or if so much time be needed, one half day be than in learning the metric system?

By the advance of civilization and by the close and growing intercourse which commerce and in expositions are creating among all nations, the metric sure to become universal. Our youth should no ignorant of this world-language, already in use by

majority of cultivated nations, and which, computing only by decimals, is the most simple and uniform. The teaching of this system in all our schools has been very generally recommended in Educational journals and State Teachers' Associations throughout the country.

METRICAL CHARTS AND MEASURES.

The metric tables are given in nearly every series of Arithmetics. But when only tables are used, the impression is vague and the figures are soon forgotten. The object itself always makes a clearer and more lasting impression than any verbal description of it. Hence to facilitate the introduction of the metric system into the schools of Connecticut, I have devised a variety of metric measures. These are made in large quantities, and sold for our schools, at the office of the Board of Education, precisely at their cost by the thousand, or about one half the retail price of common English rules.

I have long advocated the early training of the eye in measuring objects and distances, and therefore placing linear measures in the hands of pupils. As comparison facilitates both comprehension and memory, these rules, whether one foot, two feet, or more, should be metrically marked on one side or edge, and in inches, feet, or yards on the other. Neat foot rules thus marked are furnished at fifty dollars per thousand, or at five cents each. The linear measures are most used and most easily taught, and when once learned serve as a basis for the entire system. In some schools, already, every pupil is supplied with one of these cheap rules, which, though showing only decimeters, centimeters and millimeters, serves as an entering wedge for all the rest.

My thanks are due to Messrs. A. & T. W. Stanley, of New Britain, for permission to use their admirable Metric Diagram, which is inserted here in order that it may go into the hands of every teacher and every school of Connecticut. Giving in one comparative view, the exact relation of the inch, foot, and yard to the millimeter, centimeter, decimeter, and meter, it makes these new measures plain and simple even to young pupils. Besides this comparative view, it gives all the needful tables, the approximate equivalents and rules for the reduction from one system

to the other. The Centennial Buildings rep ured metrically as well as in feet. The le Building, for example, is 1,880 feet or 573 mont Park contains 3,000 acres or about which 450 acres or about 182 Hectares, were Exhibition. This diagram, printed on stout neatly bound, I am permitted for a brief tim teachers and schools of Connecticut only, at ha cents per copy.

"HARD NOMENCLATURE."

The new and hard terminology of the syste demned by some, as if meter itself-whethe peculiar, thermo-meter, or baro-meter were a st Still more are such words as millimeter, cent meter pronounced too difficult for little chi youngest child that can count our coin is famil dec- and cent and mill, and with this familia grasps the compound deci-meter, centi-meter, and at once understands their decimal relati bugbear is the names of the Greek multiples d meter, kilo-meter, and myria-meter. Though pe pupil, these four prefixes are familiar to the terms as decalogue, decade, decagon, deca chiliad, chiliagon, chiliarch, chiliasm, chiliast, pod, and the like. On the submultiples, th blunder after a brief explanation, and in only four prefixes are to be learned. Omitting at nic vowel or connective, let these four syllables, Myr,-Dec, Hec, Kil, Myr,-Dec, Hec, Kil, My rapidly in concert by a whole class or school fo and they are learned forever. The connecting whole compounds may soon be fully mastered and Latin numerals under ten enter so largely in sition of English words that they ought to be lea pupil, aside from their use in metric terms.

For all weights we have only to apply the sa gram, a term already familiar as a measure of we in tele-gram and epi-gram. For superficial meas same prefixes are applied to Are-an abbreviatio