Part 5

Such Condescensions as these, to the capacities of young Learners are certainly very reasonable, and wou’d be most agreeable to the Intentions of the Ingenious and worthy Author, and his design to suit whatever he taught, to their manner of apprehending it. Whose Excellency in the art of Education made him so famous all over Europe, as to be solicited by several States and Princes to go and reform the Method of their Schools; and whose works carried that Esteem, that in his own Life-time some part of them were not only translated into 12 of the usual Languages of Europe, but also into the Arabic, Turkish, Persian, and Mogolic (the common Tongue of all that part of the East-Indies) and since his death, into the Hebrew, and some others. Nor did they want their due Encouragement here in England, some Years ago; ’till by an indiscreet use of them, and want of a thorow acquaintance with his Method, or unwillingness to part from their old road, they began to be almost quite left off: Yet it were heartily to be wish’d, some Persons of Judgment and Interest, whose Example might have an influence upon others, and bring them into Reputation again, wou’d revive the COMENIAN METHOD, which is no other, than to make our Scholars learn with Delight and chearfulness, and to convey a solid and useful Knowledge of Things, with that of Languages, in an easy, natural and familiar way. Didactic Works (as they are now collected into one volume) for a speedy attaining the Knowledge of Things and Words, join’d with the Discourses of Mr. Lock and 2 or 3 more out of our own Nation, for forming the Mind and settling good Habits, may doubtless be look’d upon to contain the most reasonable, orderly, and completed System of the Art of Education, that can be met with.

Dr. Tabor’s Christian Schoolmaster.

Dr. Ob. Walker of Education.

Mr. Monro’s Essay on Education.

--His just Measures of the pious Institutions of Youth, &c.]

Yet, alas! how few are there, who follow the way they have pointed out? tho’ every one who seriously considers it, must be convinc’d of the Advantage; and the generality of Schools go on in the same old dull road, wherein a great part of Children’s time is lost in a tiresome heaping up a Pack of dry and unprofitable, or pernicious Notions (for surely little better can be said of a great part of that Heathenish stuff they are tormented with; like the feeding them with hard Nuts, which when they have almost broke their teeth with cracking, they find either deaf or to contain but very rotten and unwholesome Kernels) whilst Things really perfected of the understanding, and useful in every state of Life, are left unregarded, to the Reproach of our Nation, where all other Arts are improved and flourish well, only this of Education of Youth is at a stand; as if that, the good or ill management of which is of the utmost consequence to all, were a thing not worth any Endeavors to improve it, or was already so perfect and well executed that it needed none, when many of the greatest Wisdom and Judgment in several Nations, have with a just indignation endeavor’d to expose it, and to establish a more easy and useful way in its room.

’Tis not easy to say little on so important a subject, but thus much may suffice for the present purpose. The Book has merit enough to recommend it self to those who know how to make a right use of it. It was reckon’d one of the Author’s best performances; and besides the many Impressions and Translations it has had in parts beyond Sea, has been several times reprinted here. It was endeavor’d no needless Alterations shou’d be admitted in this Edition, and as little of any as cou’d consist with the design of making it plain and useful; to shun the offence it might give to some; and only the Roman and Italic Character alternately made use of, where transplacing of Words cou’d be avoided.

J. H.

London, July 13, 1727.

Orbis Sensualium Pictus,

A World of Things Obvious to the Senses drawn in Pictures.

Invitation. Invitatio.

The Master and the Boy. Magister & Puer.

M. Come, Boy, learn to be wise. M. Veni, Puer, disce sapere.

P. What doth this mean, to be wise? P. Quid hoc est, Sapere?

M. To understand rightly, to do rightly, and to speak out rightly all that are necessary. M. Intelligere recte, agere recte, et eloqui recte omnia necessaria.

P. Who will teach me this? P. Quis docebit me hoc?

M. I, by God’s help. M. Ego, cum DEO.

P. How? P. Quomodo?

M. I will guide thee thorow all. M. Ducam te per omnia.

I will shew thee all. Ostendam tibi omnia.

I will name thee all. Nominabo tibi omnia.

P. See, here I am; lead me in the name of God. P. En, adsum; duc me in nomine DEI.

M. Before all things, thou oughtest to learn the plain sounds, of which man’s speech consisteth; M. Ante omnia, debes discere simplices Sonos ex quibus Sermo humanus constat; which living creatures know how to make, and thy Tongue knoweth how to imitate, and thy hand can picture out. quos Animalia sciunt formare, & tua Lingua scit imitari, & tua Manus potest pingere.

Afterwards we will go into the World, and we will view all things. Postea ibimus Mundum, & spectabimus omnia.

Here thou hast a lively and Vocal Alphabet. Hic habes vivum et vocale Alphabetum.

Cornix cornicatur, à à The Crow crieth. A a

Agnus balat, b è è è The Lamb blaiteth. B b