An estimate of the value of all weighing and measuring instruments places the sum at $150,000,000. Thus, we see that in five years, merely by a saving in TIME--for time is money--all metric measuring and weighing instruments could be got NEW at no extra expense. This estimate of the cost of replacing our weighing and measuring instruments by new metric ones and of saving time has been made by others with a similar result. A matter of very much more importance than that just discussed is the extra unnecessary expense put upon education, viz., two thirds of a year for every child in the land. Presumably if the metric system were in use with us, all our children would stay in school as long as they now do, thus getting two thirds of a year farther along in the course of study. Actually, if arithmetic were made more simple, vast numbers would; stay longer, since they would not be driven out of school by the terrible inroads on their interest in school work by dull and to them impossible arithmetic. If metric arithmetic texts were substituted for our present texts, it is safe to say children would average one full year more of education. What the increased earning power would be from this it would be hard to estimate, but clearly it would be a huge sum. Consider also how much more life would be worth living for children, teachers and parents if a very large portion of arithmetical puzzles inserted to qualify the children to understand our crazy weights and measures were cut out of our text-books. If we were to adopt the metric system, literally millions of parents would be spared worry, and shame, and fear lest Johnny fail and drop out of school, or Mary show unexpected weakness and have to take a grade over again; uncounted thousands of teachers would be saved much gnashing of teeth and uttering of mild feminine imprecations under their breath; and, best of all, the children themselves would be saved from pencil-biting, tears, worries, heartburns, arrested development, shame and loss of education! A committee of the National Educational Association has recently reported that Germany and France are each two full years ahead of us in educational achievement, that is, children in those countries of a certain age have as good an education as our children which are two years the foreign childrens' seniors. Surely one of these years is fully accounted for by the inferiority of our American ARITHMETIC and SPELLING. This much, at least, of the difference is neither in the children themselves, nor in the lack of preparation of our teachers, nor in educational methods.