§ 19. Petty sees the need of intercommunication of those who wish to advance any art or science. He complains that “the wits and endeavours of the world are as so many scattered coals or fire-brands, which for want of union are soon quenched, whereas being but laid together they would yield a comfortable light and heat.” This is a thought which may well be applied to the bringing up of the young; and the following passage might have been written to secure a training for teachers: “Methinks the present condition of men is like a field where a battle hath been lately fought, where we may see many legs and arms and eyes lying here and there, which for want of a union and a soul to quicken and enliven them are good for nothing but to feed ravens and infect the air. So we see many wits and ingenuities lying scattered up and down the world, whereof some are now labouring to do what is already done, and puzzling themselves to re-invent what is already invented. Others we see quite stuck fast in difficulties for want of a few directions which some other man (might he be met withal) both could and would most easily give him.” I wonder how many young teachers are now wasting their own and their pupils’ time in this awkward predicament. § 20. “As for ... education,” says Petty, “we cannot but hope that those who make it their trade will supply it and render the idea thereof much more perfect.” His own contributions to the more perfect idea consist mainly in making the study of “realities” precede literature, and thus announcing the principle which in later times has led to the introduction of “object lessons.” The Baconians thought that the good time was at hand, and that they had found the right road at last. By experiments they would learn to interpret Nature. After scheming a “Gymnasium, Mechanicum, or College of Tradesmen,” Petty says, “What experiments and stuff would all those shops and operations afford to active and philosophical heads, out of which to extract that interpretation of nature whereof there is so little, and that so bad, as yet extant in the world!”[104] And this study of things was to affect the work of the school-room, and redeem it from the dismal state into which it was fallen. “As for the studies to which children are now-a-days put,” says Petty, “they are altogether unfit for want of judgment which is but weak in them, and also for want of will, which is sufficiently seen ... by the difficulty of keeping them at schools and the punishment they will endure rather than be altogether debarred from the pleasure which they take in things.”