Chapter 2

Now the general verdict (after trial made) that hath passed, touching those formerly extant, is this, that they are indeed of singular use, and very advantageous to those of more discretion, (especially to such as already have a smattering of Latin) to help their memories to retain what they have scatteringly gotten here and there, to furnish them with many words, which (perhaps) they had not formerly read, or so well observed; but to young children (whom we have chiefly to instruct) as those that are ignorant altogether of things and words, and prove rather a meer toil and burthen, than a delight and furtherance.

For to pack up many words in memory, of things not conceived in the mind, is to fill the head with empty imaginations, and to make the learner more to admire the multitude and variety (and thereby, to become discouraged,) than to care to treasure them up, in hopes to gain more knowledge of what they mean.

He hath therefore in some of his latter works seemed to move retrograde, and striven to come nearer the reach of tender wits: and in this present Book, he hath, according to my judgment, descended to the very bottom of what is to be taught, and proceeded (as nature it self doth) in an orderly way; first to exercise the senses well, by representing their objects to them, and then to fasten upon the intellect by impressing the first notions of things upon it, and linking them on to another by a rational discourse. Whereas indeed, we, generally missing this way, do teach children as we do parrots, to speak they know not what, nay which is worse, we, taking the way of teaching little ones by Grammar only at the first, do puzzle their imaginations with abstractive terms and secondary intentions, which till they be somewhat acquainted with things, and the words belonging to them, in the language which they learn, they cannot apprehend what they mean. And this I guess to be the reason, why many great persons do resolve sometimes not to put a child to school till he be at least eleven or twelve years of age, presuming that he having then taken notice of most things, will sooner get the knowledge of the words which are applyed to them in any language. But the gross misdemeanor of such children for the most part, have taught many parents to be hasty enough to send their own to school, if not that they may learn, yet (at least) that they might be kept out of harm's way; and yet if they do not profit for the time they have been at school, (no respect at all being had for their years) the Master shall be sure enough to bear the blame.

So that a School-master had need to bend his wits to come within the compass of a child's capacity of six or seven years of age (seeing we have now such commonly brought to our Grammar-schools to learn the Latin Tongue) and to make that they may learn with as much delight and willingness, as himself would teach with dexterity and ease. And at present I know no better help to forward his young scholars than this little Book, which was for this purpose contrived by the Author in the German and Latin Tongues.

What profitable use may be had thereof, respecting chiefly that his own country and language, he himself hath told you in his preface; but what use we may here make of it in our Grammar-schools, as it is now translated into English, I shall partly declare; leaving all other men, according to my wont, to their own discretion and liberty, to use or refuse it, as they please. So soon then as a child can read English perfectly, and is brought to us to school to learn Latin, I would have him together with his Accidence, to be provided of this Book, in which he may at least once a day (beside his Accidence) be thus exercised.

I. Let him look over the pictures with their general titles and inscriptions, till he be able to turn readily to any one of them, and to tell its name either in English or Latin. By this means he shall have the method of the Book in his head; and be easily furnished with the knowledge of most things; and instructed how to call them, when at any time he meeteth with them elsewhere, in their real forms.

II. Let him read the description at large: First in English, and afterward in Latin, till he can readily read, and distinctly pronounce the words in both Languages, ever minding how they are spelled. And withal, let him take notice of the figures inserted, and to what part of the picture they direct by their like till he be well able to find out every particular thing of himself, and to name it on a sudden, either in English or Latin. Thus he shall not only gain the most primitive words, but be understandingly grounded in Orthography, which is a thing too generally neglected by us; partly because our English schools think that children should learn it at the Latin, and our Latin schools suppose they have already learn'd it at the English; partly, because our common Grammar is too much defective in this part, and scholars so little exercised therein, that they pass from schools to the Universities and return from thence (some of them) more unable to write true English, than either Latin or Greek. Not to speak of our ordinary Tradesmen, many of whom write such false English, that none but themselves can interpret what they scribble in their bills and shop-books.

III. Then let him get the Titles and Descriptions by heart, which he will more easily do, by reason of these impressions which the viewing of the pictures hath already made in his memory. And now let him also learn, 1. To construe, or give the words one by one, as they answer one another in Latin and English. 2. To Parse, according to the rules, (which I presume by this time) he hath learn'd in the first part of his Accidence; where I would have him tell what part of Speech any word is, and then what accidents belong to it; but especially to decline the nouns and conjugate the verbs according to the Examples in his Rudiments; and this doing will enable him to know the end and use of his Accidence. As for the Rules of Genders of Nouns, and the Præter-perfect-tenses and Supines of Verbs, and those of Concordance and Construction in the latter part of the Accidence, I would not have a child much troubled with them, till by the help of this Book he can perfectly practise so much of Etymology, as concerns the first part of his Accidence only. For that, and this book together, being thoroughly learn'd by at least thrice going them over, will much prepare children to go chearfully forward in their Grammar and School-Authors, especially, if whilst they are employed herein, they be taught also to write a fair and legible hand.

There is one thing to be given notice of, which I wish could have been remedied in this Translation; that the Book being writ in high-Dutch doth express many things in reference to that Country and Speech, which cannot without alteration of some Pictures as well as words be expressed in ours: for the Symbolical Alphabet is fitted for German children rather than for ours. And whereas the words of that Language go orderly one for one with the Latin, our English propriety of Speech will not admit the like. Therefore it will behove those Masters that intend to make use of this Book, to construe it verbatim to their young Scholars, who will quickly learn to do it of themselves, after they be once acquainted with the first words of Nouns, and Verbs, and their manner of variation.

Such a work as this, I observe to have been formerly much desired by some experienced Teachers, and I my self had some years since (whilst my own Child lived) begun the like, having found it most agreeable to the best witted Children, who are most taken up with Pictures from their Infancy, because by them the knowledge of things which they seem to represent (and whereof Children are as yet ignorant) are most easily conveyed to the Understanding. But for as much as the work is now done, though in some things not so completely as it were to be wished, I rejoyce in the use of it, and desist in my own undertakings for the present. And because any good thing is the better, being the more communicated; I have herein imitated a Child who is forward to impart to others what himself has well liked. You then that have the care of little Children, do not much trouble their thoughts and clog their memories with bare Grammar Rudiments, which to them are harsh in getting, and fluid in retaining; because indeed to them they signifie nothing, but a mere swimming notion of a general term, which they know not what it meaneth, till they comprehend particulars, but by this or the like subsidiary, inform them, first with some knowledge of things and words wherewith to express them, and then their Rules of speaking will be better understood and more firmly kept in mind. Else how should a Child conceive what a Rule meaneth, when he neither knoweth what the Latin word importeth, nor what manner of thing it is which is signified to him in his own native Language, which is given him thereby to understand the Rule? For Rules consisting of generalities, are delivered (as I may say) at a third hand, presuming first the things, and then the words to be already apprehended touching which they are made. I might indeed enlarge upon this Subject, it being the very Basis of our Profession, to search into the way of Childrens taking hold by little and little of what we teach them, that so we may apply ourselves to their reach: But I leave the observation thereof to your own daily exercise, and experience got thereby.

And I pray God, the fountain and giver of all wisdom, that hath bestowed upon us this gift of Teaching, so to inspire and direct us by his Grace, that we may train up Children in his Fear and in the knowledge of his Son Jesus Christ our Lord; and then no doubt our teaching and their learning of other things subordinate to these, will by the assistance of his blessed Spirit make them able and willing to do him faithful Service both in Church and Commonwealth, as long as they live here, that so they may be eternally blessed with him hereafter. This, I beseech you, beg for me and mine, as I shall daily do for you and yours, at the throne of God's heavenly grace; and remain while I live

Ready to serve you, as I truly love and honour you, and labour willingly in the same Profession with you,

CHARLES HOOLE.

From my School, in

_Lothbury, London, Jan. 25, 1658_.

_N.B._ Those Heads or Descriptions which concern things beyond the present apprehension of Children's wits, as, those of Geography, Astronomy, or the like, I would have omitted, till the rest be learned, and a Child be _better able to understand them_.

_The Judgment of Mr. _Hezekiah Woodward_, sometimes an _eminent Schoolmaster in LONDON_, touching a work of this Nature; in his _Gate to Science_, chap. 2._

Certainly _the use of Images or Representations is great_: If we could make our words as legible to Children as Pictures are, their information therefrom would be quickned and surer. But so we cannot do, though we must do what we can. And if we had Books, wherein are the Pictures of all Creatures, Herbs, Beasts, Fish, Fowls, they would stand us in great stead. For Pictures are the most intelligible Books that Children can look upon. They come closest to Nature, nay, saith Scaliger, Art exceeds her.

AN ADVERTISEMENT CONCERNING THIS EDITION.

As there are some considerable Alterations in the present Edition of this Book from the former, it may be expected an Account should be given of the Reasons for them. 'Tis certain from the Author's Words, that when it was first published, which was in Latin and Hungary, or in Latin and High-Dutch; every where one word answer'd to another over-against it: This might have been observ'd in our English Translation, which wou'd have fully answer'd the design of COMENIUS, and have made the Book much more useful: But Mr. Hoole, (whether out of too much scrupulousness to disturb the Words in some places from the order they were in, or not sufficiently considering the Inconveniences of having the Latin and English so far asunder) has made them so much disagree, that a Boy has sometimes to seek 7 or 8 lines off for the corresponding Word; which is no small trouble to Young Learners who are at first equally unacquainted with all Words, in a Language they are strangers to, except it be such as have Figures of Reference, or are very like in sound; and thus may perhaps, innocently enough join an Adverb in one Tongue, to a Noun in the other; whence may appear the Necessity of the Translation's being exactly literal, and the two Languages fairly answering one another, Line for Line.

If it be objected, such a thing cou'd not be done (considering the difference of the Idioms) without transplacing Words here and there, and putting them into an order which may not perhaps be exactly classical; it ought to be observed, this is design'd for Boys chiefly, or those who are just entering upon the Latin Tongue, to whom every thing ought to be made as plain and familiar as possible, who are not, at their first beginning, to be taught the elegant placing of Latin, nor from such short Sentences as these, but from Discourses where the Periods have a fuller Close. Besides, this way has already taken (according to the Advice of very good Judges,) in some other School-Books of Mr. Hoole's translating, and found to succeed abundantly well.

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[A] 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.

[Footnote A: Mr. Lock's Essay upon Education.

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.

I.

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.

[Illustrations]

[Transcriber's Note: Each item has a separate small illustration. Note that the letters of the alphabet refer to the sound, not to the English or Latin word.]

_Cornix_ cornicatur, à à The _Crow_ crieth. A a

_Agnus_ balat, b è è è The _Lamb_ blaiteth. B b

_Cicàda_ stridet, cì cì The _Grasshopper_ chirpeth. C c

_Upupa_ dicit, du du The _Whooppoo_ saith. D d

_Infans_ ejulat, è è è The _Infant_ crieth. E e

_Ventus_ flat, fi fi The _Wind_ bloweth. F f

_Anser_ gingrit, ga ga The _Goose_ gagleth. G g

_Os_ halat, hà'h hà'h The _Mouth_ breatheth. H h

_Mus_ mintrit, ì ì ì The _Mouse_ chirpeth. I i

_Anas_ tetrinnit, kha, kha The _Duck_ quaketh. K k

_Lupus_ ululat, lu ulu The _Wolf_ howleth. L

_Ursus_ murmurat, mum mum The _Bear_ grumbleth. M m

_Felis_ clamat, nau nau The _Cat_ crieth. N n

_Auriga_ clamat, ò ò ò The _Carter_ crieth. O o

_Pullus_ pipit, pi pi The _Chicken_ peepeth. P p

_Cúculus_ cuculat, kuk ku The _cuckow_ singeth. Q q

_Canis_ ringitur, err The _dog_ grinneth. R r

_Serpens_ sibilat, si The _Serpent_ hisseth. S s

_Graculus_ clamat, tac tac The _Jay_ crieth. T t

_Bubo_ ululat, ù ù The _Owl_ hooteth. U u

_Lepus_ vagit, va The _Hare_ squeaketh. W w

_Rana_ coaxat, coax The _Frog_ croaketh. X x

_Asinus_ rudit, y y y The _Asse_ brayeth. Y y

_Tabanus_ dicit, ds ds The _Breeze_ or _Horse-flie_ saith. Z z

II.

God. Deus.

_God_ is of himself from everlasting to everlasting. _Deus_ est ex seipso, ab æterno in æternum.

A most perfect and a most blessed _Being_. Perfectissimum & beatissimum _Ens_.

In his _Essence_ Spiritual, and One. _Essentiâ_ Spiritualis & unus.

In his _Personality_, Three. _Hypostasi_ Trinus.

In his _Will_, Holy, Just, Merciful and True. _Voluntate_, Sanctus, Justus, Clemens, Verax.

In his _Power_ very great. _Potentiâ_ maximus.

In his _Goodness_, very good. _Bonitate_ Optimus.

In his _Wisdom_, unmeasurable. _Sapientiâ_, immensus.

A _Light_ inaccessible; and yet all in all. _Lux_ inaccessa; & tamen omnia in omnibus.

Every where, and no where. Ubique & nullibi.

The chiefest _Good_, and the only and inexhausted Fountain of all good things. Summum _Bonum_, et solus et inexhaustus Fons omnium Bonorum.

As the _Creator_, so the _Governour_ and _Preserver_ of all things, which we call the _World_. Ut _Creator_, ita _Gubernator_ et _Conservator_ omnium rerum, quas vocamus _Mundum_.

III.

The World. Mundus.

The _Heaven_, 1. hath _Fire_, and _Stars_. _Coelum_, 1. habet _Ignem_ & _Stellas_.

The _Clouds_, 2. hang in the _Air_. _Nubes_, 2. pendent in _Aere_.

_Birds_, 3. fly under the Clouds. _Aves_, 3. volant sub nubibus.

_Fishes_, 4. swim in the _Water_. _Pisces_, 4. natant in _Aqua_.

The _Earth_ hath _Hills_, 5. _Woods_, 6. _Fields_, 7. _Beasts_, 8. and _Men_, 9. _Terra_ habet _Montes_, 5. _Sylvas_, 6. _Campos_, 7. _Animalia_, 8. _Homines_, 9.

Thus the greatest _Bodies_ of the World, the four _Elements_, are full of their own Inhabitants. Ita maxima _Corpora_ Mundi, quatuor _Elementa_, sunt plena Habitatoribus suis.

IV.

The Heaven. Coelum.

_The Heaven_, 1. is wheeled about, and encompasseth the _Earth_, 2. standing in the middle. _Coelum_, 1. rotatur, & ambit _Terram_, 2. stantem in medio.

The _Sun_, 3. wheresoever it is, shineth perpetually, howsoever dark _Clouds_, 4. may take it from us; _Sol_, 3. ubi ubi est, fulget perpetuo, ut ut _densa Nubila_, 4. eripiant eum a nobis; and causeth by his _Rays_, 5. _Light_, and the Light, _Day_. facitque suis _Radiis_, 5. _Lucem_, Lux _Diem_.

On the other side, over against it, is _Darkness_, 6. and thence _Night_. Ex opposito, sunt _Tenebræ_, 6. inde _Nox_.

In the Night shineth the _Moon_, 7. and the _Stars_, 8. glister and twinkle. Nocte splendet _Luna_, 7. & _Stellæ_, 8. micant, scintillant.

In the Evening, 9. is _Twilight_: Vesperi, 9. est _Crepusculum_:

In the _Morning_, 10. the breaking, and dawning of the Day. Manè Aurora, 10. & Diluculum.

V.

Fire. Ignis.

The _Fire_ gloweth, burneth and consumeth to ashes. _Ignis_ ardet, urit, cremat.