§ 21. The grand reform required is thus set forth; “Since few children have need of reading before they know or can be acquainted with the things they read of; or of writing before their thoughts are worth the recording or they are able to put them into any form (which we call inditing); much less of learning languages when there be books enough for their present use in their own mother-tongue; our opinion is that those things being withal somewhat above their capacity (as being to be attained by judgment which is weakest in children) be deferred awhile, and others more needful for them, such as are in the order of Nature before those afore-mentioned, and are attainable by the help of memory which is either most strong or unpreoccupied in children, be studied before them. We wish, therefore, that the educands be taught to observe and remember all sensible objects and actions, whether they be natural or artificial, which the educators must upon all occasions expound unto them.” § 22. In proposing this great change Petty was influenced not merely by his own delight in the study of things but by something far more important for education, by observation of the children themselves. This study of things instead of “a rabble of words” would be “more easy and pleasant to the young as the more suitable to the natural propensions we observe in them. For we see children do delight in drums, pipes, fiddles, guns made of elder sticks, and bellows’ noses, piped keys, &c., painting flags and ensigns with elderberries and cornpoppy, making ships with paper, and setting even nut-shells a-swimming, handling the tools of workmen as soon as they turn their backs and trying to work themselves; fishing, fowling, hunting, setting springes and traps for birds and other animals, making pictures in their writing-books, making tops, gigs and whirligigs, gilting balls, practising divers juggling tricks upon the cards, &c., with a million more besides. And for the females they will be making pies with clay, making their babies’ clothes and dressing them therewith; they will spit leaves on sticks as if they were roasting meat; they will imitate all the talk and actions which they observe in their mother and her gossips, and punctually act the comedy or the tragedy (I know not whether to call it) of a woman’s lying-in. By all which it is most evident that children do most naturally delight in things and are most capable of learning them, having quick senses to receive them and unpreoccupied memories to retain them” (_ad f._).