"He will be here immediately" is equivalent to he will be in this place immediately. Here does not mean present. Hence will be is predicate, here being an adverb. The notion that many have of calling here predicate, simply to carry out a form, is ridiculous.

J. L. LASLEY. He would call "will

In this sentence I prefer Whitney's method. be" a copulative verb, and "here" an adverb used as a predicate adjective. Many, however, would call "will be" the predicate, and "here" an adverb modifying it. In either case, "immediately" modifies "will be." T. D. OVIATT.

Q. 7, p. 588.—Worth is a verb in the imperative mood. The Middle English was worthen, to become, to be. The expression means "Evil be to the chase."

Worth, verb, imperative, third person. dative case. See Webster's Dictionary. worth a proposition.-See p. 534, Obs. 9

mars.

A. M. M. The noun, chase, is in the Goold Brown would call of his Grammar of GramJ. A. O.

"Worth" used in the sense of to be; to become; to betide; in which the verb is in the imperative mode, and the noun in the dative. be to the chase.

Woe

C. E. D.

Q. 8, p. 588.-Chinamen have already been naturalized in the U. S., I believe. E. A. TUTTLE. Yes. The constitution does not prohibit any foreigner from taking out naturalization papers and becoming a citizen of the United States.

J. K.

No, because the acts of Congress read, "Any alien being a free white person may become a citizen," etc. In 1870 a provision was made extending the privilege to aliens of African nativity, or persons of African descent. No provisions have been made for Mongolians,

Malays, or Indians.
Apple Creek, O.

T. W. O.

The action of Congress concerning Chinese immigration has raised some question as to the eligibiliy of Chinamen to citizenship, upon which we understand there is diversity of opinion in the courts. We know one Chinaman living in Akron who is a voter.-ED.

Q. 9, p. 588.-Had he sold all his goods at a profit of 20 per cent., his gain would have been $200. But by selling some at 11 per cent. loss his gain is reduced ($200 - $100) $100. The difference between selling at a profit of 20 per cent. and a loss of 11 per cent. is 31 per cent.; but the difference in money is $100. Hence, 31 per cent. of the part sold at a loss $100, and 100 per cent. = $100. 31

=

=

322, amount sold at a loss, and $1,000 32218

G. W. LEAHY.

sold at a profit; or was sold at a loss of 11 per cent., and was sold at a profit of 20 per cent.

Marshallville, Ohio.

Solution by the rule of "Double Position:

I. Assume $600 at 20 per cent. gain, and $400 at 11 per cent.

loss.

20 per cent. of $600 less 11 per cent. of $400 which is too small by $24.

=

II. Assume $800 at 20 per cent. gain and $200 at 11 per cent loss. 20 per cent. of $800 less 11 per cent. of $200 which is too great by $38.

$138, net gain,

III. ($38 X 600 + $24 X 800) ÷ 62 = $677.42, cost of goods sold at a gain of 20 per cent.; and $1,000 - $677.42 = $322.58, cost of goods sold at a loss of 11 per cent. P. R. MILLS. Pasadema, Cal.

Correct answers were also received from D. B. B., J. L. Lasley, James Keeling, C. E. Davis, S. A. Gossett, O. T. Corson, J. A. Oursler, Mrs. C. D. Hubbell, and M. C. Heminger.

Q. 10, p. 588.-Answers reserved until next month.

1.

QUERIES.

What advantages did Great Britain obtain from our civil war? I found this question in the latest "Ohio School Report," among the questions used at county examinations. If Great Britain reaped any benefit from our civil war, I confess that I am ignorant of it.

W. D. D.

2. What is attic salt? Give the origin of the term.
Who is "Davy Jones ?" Whence did the name originate?

3.

C. E. D.

4. If a note drawing annual interest and having payments indorsed, should reach the U. S. Court for collection, by what rule would the interest be computed? W. W. D.

5. When it is five minutes after twelve o'clock on Sunday morning at Honolulu, what is the hour and day of the week at Sydney, Australia ?

This problem is found in the new edition of Rays' Higher Arithmetic. The principal of a high school asks for a solution.

6. In two triangles erected on opposite ends of the same base, the hypothenuses are respectively 40 and 60 feet, and cut each other 15 feet from the base.

Required the base.

J. A. O.

7. A man bought two horses for $300, and sold them for $250 apiece; he gained 5 per cent. more on one than on the other; how much did he pay for each horse?

E. V. R.

S. Is than ever used as a preposition? If so, give an example.

J. A. O. 9. My teacher whipped me justly, as I think; wisely, as I believe; soundly, as I know. Parse "as." J. A. O.

IO.

I have just come from there.

Parse "there."

M. C. H.

II.

Three times three are nine. Parse words in italics.

F. H. B.

12. Parse words in italics. "I know we shall have him well to friend."

"What with you and the children, I'm made a perfect slave of." T. D. O. 13. The wall is ten feet six inches high. Parse words in italics. W. A. V.

AN ARITHMETICAL CURIOSITY.-Not the least of the curiosities of arithmetic is the fact that the squares of numbers ending with the same figure form a regular series, with a sort of quasi arithmetical ratio. The number to be added to one square to form the square of the next higher number ending with the same figure, is not, as in Arithmetical progression, a "common difference," i. e., a constant, but itself varies according to a fixed law. These addends form a true arithmetical series with the common difference of 200, as will be seen below. In each series, the first line contains the numbers; the second their squares; the third, the addends.

The same may be shown of numbers ending with any other figures than 1 or 2, but the examples given will suffice.

For the squares of the series of numbers ending with 3, the addends form the series 160, 360, 560, etc.; for the 4's, 180, 380, 580, etc.; for the 5's, 200, 400, 600, etc.; for the 6's, 220, 420, 620, etc.; for the 7's, 240, 440, etc.; for the 8's, 260, 460, etc.; for the 9's, 280, 480, etc.; and for the 10's, 300, 500, etc.-J. W. PEARCE, in Louisiana Journal of Education.

EDITORIAL DEPARTMENT.

THE COUNTY INSTITUTE OF THE FUTURE.

The paper of Superintendent Duff, with which this number opens, voices the sentiment of a large and increasing number of Ohio teachers, on the subject of which it treats. We are glad to lay before our readers so clear and full a statement of this view. Whatever difference of opinion may exist concerning the management of county institutes, all will agree that Mr. Duff has a direct and pleasing way of saying what he thinks, leaving no one in doubt concerning his meaning. It must be admitted, too, that the facts and figures presented have weight on his side of the question.

There is no doubt that the institute in many counties might be made much more fruitful than it is, and it is altogether probable that there is room for improvement in all. There are elements of good in Mr. Duff's plan, but it is not clear that it would prove a panacea. Some of the most stupid and stupefying work we have ever seen attempted in an institute, was conducted after Mr. Duff's plan of class instruction. In the institute as in the school, much less depends upon the plan or method than upon the character and spirit of the teacher. Hence we say unhesitatingly it would not be wise to limit institute committees to the employment of home talent. The true policy is to get the best instructors, no matter whether they are found in the home or the foreign field.

We do not agree with Mr. Duff in regard to the institute fund. It should be increased rather than diminished. The diminution which resulted from ex. tending the time of teachers' certificates, should be offset by increasing the fee. Formerly, certificates were granted for six, twelve, eighteen and twentyfour months; now, for one, two, three, four and five years. The time has been more than doubled; it would be no increase of the tax on the teachers to double the fee, and this the Legislature should promptly do. The bill to that end, as we understand, has passed one branch of the Legislature, and only awaits the action of the other branch. We do not think any teacher of reasonable mind and a spark of professional spirit will object.

We agree with Mr. Duff that the work of the institute should be closely fitted to the needs of the teachers; and to this end the instruction should be largely elementary. The young and inexperienced have the largest claim. Their desire for instruction in "those methods whereby a little child may be taught to read," and whereby he may be led "through the mazes of long division," should be gratified. But we do not believe it is a chief function of the teachers' institute to coach young teachers (or old ones either) for the county examination. Just here lies one of the chief obstacles to the success of Mr. Duff's plan. There is, in nearly every county of the State, a considerable element among the teachers, whose ideal of excellence is realized in the institute which affords most help to pass the ordeal of the county examiners. To yield to the

wishes of this class is to defeat the main purpose of the institute, and we fear that this would be the tendency under the plan proposed.

We have heard before of the "you-tickle-me-and-I'll-tickle-you" complaint, whose symptoms our essayist so vividly describes; but we are not aware that we have ever seen a case, though in the past thirty-five years we have sustained almost every possible relation to both county and city institutes—learner, committeeman, president, "home talent" and "foreign instructor." Perhaps the disease has been confined to "the next county," or it may be that we are not skilled in detecting the symptoms. We have seen, however, some bad cases of institute ring, caused by over-feeding on "home talent." We have heard recently of some chronic cases of this kind, which do not seem to yield under ordinary treatment.

More seriously, we suppose that abuses may grow out of any plan of conducting county institutes. As we have already intimated, more depends upon the character and spirit of the instructor than upon the plan or method. That is the best institute which imparts most of the spirit of the true teacher, which invigorates and inspires most, and does most in the direction of forming high ideals.

We bespeak for Mr. Duff's paper a careful reading. Its spirit is good, and its suggestions are worthy of thoughtful consideration by all concerned in the management of our county institutes.

The following extract from a private letter will explain itself:

After reading for the third time the article in the December MONTHLY on "Unconscious Tuition," I cannot refrain from writing to thank you for giving it to us. Surely it is a masterpiece. Sometimes when reading or hearing papers on our obligations as teachers, I have felt like crying out in despair, "Lay no more burdens upon us. Are we not already crushed beneath the weight of responsibility which we feel?" But this paper, while it reveals with singular vividness the duty resting upon us, yet carries with it such a helpful and strengthening power that it inspires determination and hope. It presents a most exalted ideal and neglects not to speak of the means by which it is attained. It brings commendation and joy to the few who are worthy, and has also the word of encouragement for the mass of us who have made, as yet, but little progress.

Such words stir the soul to its depths with unvoiced thoughts, and breathe forth a holy, sacred influence which is uplifting and purifying. At such times our eyes are opened and we see more clearly than ever before that character is the one thing which shall endure. E. M. N.

Cleveland, O.

There is something in the Word of God that awakens, enlightens and stimulates the human mind: it is the mind of God. And the children of Scotland had no more precious blessing in the land of their birth than to spell, pronounce, see the meaning and emphasize the thoughts of God revealed for the salvation of men. Protestant Christianity first thought out the common school that common people might learn to read the Bible; Protestant Christianity first founded the common school and put the Bible in it as a reading book; Protestant Christianity has kept the common school until to-day upon a firm