§ 23. In these writers, Dury and Petty, we find a wonderful advance in the theory of instruction. Children are to be taught about _things_ and this because their inward constitution determines them towards things. Moreover the subjects of instruction are to be graduated to accord with the development of the learner’s faculties. The giving of rules and incomprehensible statements that will come in useful at a future stage is entirely forbidden. All this is excellent, and greatly have children suffered, greatly do they suffer still, from their teachers’ neglect of it. There seems to me to have been no important advance on the thought of these men till Pestalozzi and Froebel fixed their attention on the mind of the child, and valued things not in themselves but simply as the means best fitted for drawing out the child’s self-activity. § 24. In several other matters we find Sir William Petty’s recommendations in advance of the practice of his own time and ours. He advises “that the business of education be not (as now) committed to the worst and unworthiest of men [here at least we have improved] but that it be seriously studied and practised by the best and abler persons.” To this standard we have not yet attained. § 25. Handwork is to be practised, but its educational value is not clearly perceived. “All children, though of the highest rank, are to be taught some gentle manufacture in their minority.” _Ergastula Literaria_, literary workhouses, are to be instituted where children may be taught as well to do something towards their living as to read and write.[105] § 26. Education was to be universal, but chiefly with the object of bringing to the front the clever sons of poor parents. The rule he would lay down is “that all children of above seven years old may be presented to this kind of education, none being to be excluded by reason of the poverty and unability of their parents, for hereby it hath come to pass that many are now holding the plough which might have been made fit to steer the state.”[106] § 27. From these enthusiasts for realities we find a change when we turn to their contemporary, a schoolmaster and author of a Latin Accidence, who was perhaps the most notable Englishman who ever kept a school or published a school-book.