The Orbis Pictus. Johann Amos Comenius
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called in the artist. The result was the “Orbis Pictus,” a book which proved a favorite with young and old, and maintained its ground in many a school for more than a century. … I am sorry I cannot give a specimen of this celebrated book with its quaint pictures. The artist, of course, was wanting in the technical skill which is now commonly displayed even in the cheapest publications, but this renders his delineations none the less entertaining. As a picture of the life and manners of the seventeenth century, the work has great historical interest, which will, I hope, secure for it another English edition. —Quick’s Educational Reformers, 1868; Syracuse edition, p. 79.
But the principle on which he most insisted is that the teaching of words and things must go together, hand in hand. When we consider how much time is spent over new languages, what waste of energy is lavished on mere preparation, how it takes so long to lay a foundation that there is no time to lay a building upon it, we must conclude that it is in the acceptance and development of this principle that the improvement of education will in the future consist. Any one who attempts to inculcate this great reform will find that its first principles are contained in the writings of Comenius. —Encyclopaedia Britannica, 9th edition, vii. 674.
The first edition of this celebrated book was published at Nuremberg in 1657; soon after a translation was made into English by Charles Hoole. The last English edition appeared in 1777, and this was reprinted in America in 1812. This was the first illustrated school-book, and was the first attempt at what now passes under the name of “object lessons.”—Short History of Education, W. H. Payne, Syracuse, 1881, p. 103.
Of these, the “Janua” and the “Orbis” were translated into most European and some of the Oriental languages. It is evident that these practices of Comenius contain the germs of things afterwards connected with the names of Pestalozzi and Stow. It also may be safely assumed that many methods that are now in practical use, were then not unknown to earliest teachers. —Gill’s Systems of Education, London, 1876, p. 13.
The more we reflect on the method of Comenius, the more we shall see it is replete with suggestiveness, and we shall feel surprised that so much wisdom can have lain in the path of schoolmasters for two hundred and fifty years, and that they have never stooped to avail themselves of its treasures. —Browning’s Introduction to the History of Educational Theories, 1882, New York edition, p. 67.
The “Orbis Pictus,” the first practical application of the intuitive method, had an extraordinary success, and has served as a model for the innumerable illustrated books which for three centuries have invaded the schools. —Compayre’s History of Pedagogy, Payne’s translation, Boston, 1886, p. 127.
He remained at Patak four years, which were characterized by surprising literary activity. During this short period he produced no less than fifteen different works, among them his “World Illustrated” (Orbis Pictus), the most famous of all his writings. It admirably applied the principle that words and things should be learned together. … The “World Illustrated” had an enormous circulation, and remained for a long time the most popular text-book in Europe. —Painter’s History of Education, N.Y., 1886, p. 206.
Or, si ce livre n’est qu’un équivalent de la véritable intuition; si, ensuite, le contenu du tout paraît fort défectueux, au point de vue de la science de nos jours; si, enfin, un effort exagéré pour l’intégrité de la conception de l’enfant a créé, pour les choses modernes, trop de dénominations latines qui paraissent douteuses, l’Orbis pictus était pourtant, pour son temps, une oeuvre très originale et très spirituelle, qui fit faire un grand progrès à la pédagogie et servit longtemps de livre d’école utile et de modèle à d’innombrables livres d’images, souvent pires. —Histoire d’Éducation, Frederick Dittes, Redolfi’s French translation, Paris, 1880, p. 178.
Here Comenius wrote, among others, his second celebrated work the “Orbis Pictus.” He was not, however, able to finish it in Hungary for want of a skilful engraver on copper. For such a one he carried it to Michael Endter, the bookseller at Nuremberg, but the engraving delayed the publication of the book for three years more. In 1657 Comenius expressed the hope that it would appear during the next autumn. With what great approbation the work was received at its first appearance, is shown by the fact that within two years, in 1659, Endter had published a second enlarged edition. —Karl Von Raumer, translated in Barnard’s Journal of Education, v. 260.
The “Janua” had an enormous sale, and was published in many languages, but the editions and sale of the “Orbis Pictus” far exceeded those of the “Janua,” and, indeed, for some time it was the most popular text-book in Europe, and deservedly so. —Laurie’s John Amos Comenius, Boston edition, p. 185.
Gen. ii. 19, 20.
The Lord God brought unto Adam every Beast of the Field, and every Fowl of the Air, to see what he would call them. And Adam gave Names to all Cattle, and to the Fowl of the Air, and to every Beast of the Field.
Gen. ii. 19, 20.
Adduxit Dominus Deus ad Adam cuncta Animantia Terræ, & universa volatilia Cœli, ut videret quomodo vocaret illa. Appellavitque Adam Nominibus suis cuncta Animantia, & universa volatilia Cœli, & omnes Bestias Agri.
I. A. Comenii opera Didactica par. 1. p. 6, Amst. 1657. fol.
Didacticæ nostræ prora & puppis esto: Investigare, & invenire modum, quo Docentes minus doceant, Discentes vero plus discant: Scholæ minus habeant Strepitus, nauseæ, vani laboris; plus autem otii, deliciarum, solidique profectus: Respublica Christiana minus tenebrarum confusionis dissidiorum; plus lucis, ordinis, pacis & tranquilitatis.
The Author’s Preface to the Reader.
Instruction is the means to expel Rudeness, with which young wits ought to be well furnished in Schools: But so, as that the teaching be 1. True, 2. Full, 3. Clear, and 4. Solid.
1. It will be true, if nothing be taught but such as is beneficial to ones life; lest there be a cause of complaining afterwards. We know not necessary things, because we have not learned things necessary.
2. It will be full, if the mind be polished for wisdom, the tongue for eloquence, and the hands for a neat way of living. This will be that grace of one’s life, to be wise, to act, to speak.
3, 4. It will be clear, and by that, firm and solid, if whatever is taught and learned, be not obscure, or confused, but apparent, distinct, and articulate, as the fingers on the hands.
The ground of this business, is, that sensual objects may be rightly presented to the senses, for fear they may not be received. I say, and say it again aloud, that this last is the foundation of all the rest: because we can neither act nor speak wisely, unless we first rightly understand all the things which are to be done, and whereof we are to speak. Now there is nothing in the understanding, which was not before in the sense. And therefore to exercise the senses well about the right perceiving the differences of things, will be to lay the grounds for all wisdom, and all wise discourse, and all discreet actions in ones course of life. Which, because it is commonly neglected in schools, and the things which are to be learned are offered to scholars, without being understood or being rightly presented to the senses, it cometh to pass, that the work of teaching and learning goeth heavily onward, and affordeth little benefit.
See here then a new help for schools, A Picture and Nomenclature of all the chief things in the world, and of men’s actions in their way of living: Which, that you, good Masters, may not be loath to run over with your scholars, I will tell you, in short, what good you may expect from it.
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