twenty decimal progressions, without confusion. But to show how much distinct names conduce to our well reckoning, or having useful ideas of numbers, let us set all these following figures in one continued line, as the marks of one number; v. g.
| Nonillions. | Octillions. | Septillions. | Sextillions. | Quintrillions. |
| 857324 | 162486 | 345896 | 437918 | 423147 |
| Quatrillions. | Trillions. | Billions. | Millions. | Units. |
| 248106 | 235421 | 261734 | 368149 | 623137 |
The ordinary way of naming this number in English will be the often repeating of millions, of millions, of millions, of millions, of millions, of millions, of millions, of millions (which is the denomination of the second six figures.) In which way it will be very hard to have any distinguishing notions of this number: but whether, by giving every six figures a new and orderly denomination, these, and perhaps a great many more figures in progression, might not easily be counted distinctly, and ideas of them both got more easily to ourselves, and more plainly signified to others, I leave it to be considered. This I mention only to show how necessary distinct names are to numbering, without pretending to introduce new ones of my invention.
Why children number not earlier.§ 7. Thus children, either for want of names to mark the several progressions of numbers, or not having yet the faculty to collect scattered ideas into complex ones, and range them in a regular order, and so retain them in their memories, as is necessary to reckoning; do not begin to number very early, nor proceed in it very far or steadily, till a good while after they are well furnished with good store of other ideas: and one may often observe them discourse and reason pretty well, and have very clear conceptions of several other things, before they can tell twenty. And some, through the default of their memories, who cannot retain the several combinations of numbers, with their names an-
