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Thus at last this school would indeed become a school of things obvious to the senses, and an entrance to the school intellectual. But enough: Let us come to the thing it self.

THE TRANSLATOR, TO ALL JUDICIOUS AND INDUSTRIOUS SCHOOL-MASTERS.

Gentlemen.

There are a few of you but have seen, and with great willingness made use of many of the Books of this well-deserving Author Mr. John Comenius, which for their profitableness to the speedy attainment of a language, have been translated in several countries, out of Latin into their own native tongue.

Now the general verdict that hath passed, touching those formerly extant, is this, that they are indeed of singular use, and very advantageous to those of more discretion, to help their memories to retain what they have scatteringly gotten here and there, to furnish them with many words, which they had not formerly read, or so well observed; but to young children 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 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 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 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, 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 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 be thus exercised.

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 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 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 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

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, 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 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 in some other School-Books of Mr. Hoole's translating, and found to succeed abundantly well.

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 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.

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

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

God. Deus.

Every where, and no where. Ubique & nullibi.

The World. Mundus.

The Heaven. Coelum.

Fire. Ignis.

The Air. A?r.

An Earthquake causeth gapings of the Earth, 6. Terrae motus facit Labes 6.

The Water. Aqua.

The Clouds. Nubes.

The Earth. Terra.

The Fruits of the Earth. Terrae Foetus.

Metals. Metalla.

Stones. Lapides.

And they glister being cut into corners. et micant angulati.

Tree. Arbor.

Fruits of Trees. Fructus Arborum.

Flowers. Flores.

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