3. Children being thus interested and the attention attracted, they may be furnished with the knowledge of the most important things by sport and merry pastime. In a word, this book will add pleasure to the use of the _Vestibulum_ and _Janua_, for which end it was at the first chiefly intended. The accounts of the things being given in the mother-tongue, the book promises three good things: (1) It will afford a device for learning to read more easily than hitherto, especially having a symbolical alphabet set before it, with pictures of the voices [creatures] to be imitated. The young ABC pupils will easily remember the force of every character by looking at the creatures, and the imagination will be strengthened. Having looked over a table of the chief syllables, the children may proceed to view the pictures and the inscriptions set under them. Simply looking upon the object pictured will suggest the name of the object and tell how the picture is to be read. Thus the whole book being gone over by the bare use of the pictures, reading cannot but be learned. (2) The book being used in the vernacular will serve for the perfect learning of the mother-tongue. (3) The learning of the vernacular words will serve as a pleasant introduction to the Latin tongue. The _Orbis pictus_ was translated for use in English schools in 1658 by Charles Hoole, a London schoolmaster. He observes in his introduction: “There are few of you (I think) but have seen, and with great willingness have made use of (or at least pursued), 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 into several countries, out of Latin into their native tongue. 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 of 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 have not formerly read, or so well observed; but to young children (whom we have chiefly to instruct), as to those that are ignorant altogether of things and words, and prove rather a mere toil and burden, 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.”