DOCUMENT

picTorial sTaTisTics folloWing The MeThod1

Science tells us about stars, stones, plants, and animals, and likewise about people and their life together. Science supports its laws and observations based on experience. In its most modern incarnation, science is especially interested in preserving facts visually. Astronomical facts are being photographed directly, while the trajectories of stars, specters, and crystalline struc- tures are captured by photography in an indirect way. Photography shows us the behavior of ants and children, and even with audio recordings we are being acquainted through visualization. Where static photography is not suffi cient, cinema jumps into the fray. A fl eeting comparison between older and more recent research will teach us about this expansion of the visual protocol, with recording machines taking the place of manual entries. However, it is not only protocols that are using visual devices; the representation of results also increasingly uses them. Pedagogy seeks to invigorate the students’ activity not least by sub- jecting simple observations or scientifi c results to analysis, which in some cases may also include the combination of new forms. Especially since Comenius’s Orbis Pictus the problem of how to

1 “Bildstatistik nach Wiener Methode,” Die Volksschule 27, no. 12 (1931): 569–79.

108 © 2017 arTMargins and the Massachusetts institute of Technology doi:10.1162/arTM_a_00169 devices served these goals. these served devices optical of the part emerge; however, innovations asmall only hygienic and technical which under conditions social took note of the they and hygiene and of technology effects social on the touched also museum of types process both the In elimination. their and opment of diseases human body human to the themselves devoted museums hygiene the age—, modern of heroes the ancient of inventors—the achievement the as man’s treated was tool that followed suit. museums hygiene and fairs hygiene The masses. impressive of the an education vided have pro out of them developed that technology of museums the and fairs technology 19th-century The suit. following are Physics chemistry and astronomy,of fields the botany,geography,and zoology. mineralogy, globes. place of unwieldy the take that planispheres and niglobes pla the especially maps, and of plans kinds we countall these Among etc. seasons, of the rise the moon, the and sun of the show eclipses order to Renaissance—in from the dating designs special using often orbits of of planets— the representations spatial we countall these once at all perceiving of capable not is eye the that things of masses or facts of systems on aselection, or based scale at asmaller either sent, repre may models and images easily. Beyond that, grasped rate be any is onlystep shutterato small show mechanisms—it models in motion. toimages become ofearly kinds mobile—already primitive on, all using developedther representation. our means of visual From enabling we andhave assorted until oddities depictionfur ofthings individual be able to show howsuccessfully a system emergesgradually from the been treated again and again. and again treated been has of visualization help of methods the with spread enlightenment relations between them. between relations the and of things quantities of representation large avisual but with a simple, depiction more or less with schematic here not we are dealing since methods, elaborated carefully it demands casually; tackled be cannot aproblem conditionsis that of representation social visual The S of Mapping Visual The as as machine on the focused had museums technology Where the in dominant became early on images flat way or corporeal this In at can that facts reflect or models images simplest of cases, the In The The drawing and the image ocial Condi ocial , its composition and functions, the devel the composition, its functions, and are being joinedare being by the t ions model . We won’t . Among . Among - - - - - 109

Neurath | Pictorial Stati s t i c s 110 a r t m a r g i ns 6 : 1 tionship in question. in tionship rela proportional not is of apt the to leave memory agood insecurity visual ensuing volume. The larger even an and double size the than of more haveexpanse to represent an proportions, adjusted to regular will, doubled been has whose height figure sincethe son, especially means of a larger image of a person or of athing. aperson image of alarger means by of or people things to show is quantity agreater method widespread most The images. using facts to represent statistical decades—efforts who might respond well to quantitative relationships, are intimated by by intimated are relationships, to quantitative respond well who might to remember and grasp to easy life social facts. of representation social for the method pedagogical tional interna of an creation on the to work systematically 1924, in began, signs speaking of quantity alarger by represented be to is things of quantity Alarger representations: forrequirement such important therefore an are signs automobiles. as Speaking well as births refer to can column refers to. representation Agreen what the unclear pedagogically. analyzed be ofcan representation means graphic of the entirety the way this In others. from the isolated is that rectangle other one with ­rectangles aligned compare two donebe however, handily, to quantitatively is one’s with Whatcan eye. seen be it cannot mathematically; ­calculated be only can square of area another surface the twice has one square that fact The results. mathematical same the deliver whereeven they equivalent, not are pedagogically methods these that ­demonstrated [. ..] chapter Ihave another In page. same on the even book, same the throughout randomly shown were often curves and rectangles, circles, squares, for visualization: of methods array aconfusing use depicted. were to be facts when applied never social almost was method However, order of signs. this asystematic in divisions vidual indi their with corps military equipmentboth of quantified show the would armies fighting of two bataille ordre de the pages, two Over bers. num on their based signs ies) of conventional were means by entered (companies, squadrons, batter (companies, units squadrons, tactical the maps military On This rough method does not permit any serious visual compari visual serious any not permit does method rough This in recent frequently find—more we occasionally literature In important quantitative relationships of of relationships quantitative important making in consisted task The Economy and Vienna in of Society Museum the basis this On it remains that fact from the suffer visualizations graphic these All would representations popularizing and More scientific precise . Most people, including those those . Mostincluding people, . ------social proportions social to appreciate havesensitized be to first people Most edifice. alarger within them to integrate to others, numbers such of comparing possibility the lack but they upon chance, by stumbled of thing. kind this handling many, reason. Most people’s not not and is without capable memory of intimidate also areas surface and Curves representations. sociological or physical, astronomic, in appear they of whether regardless numbers, table completely. the under swept are groups of 10 people, fewer orMeanwhile 5million, may, million. be, 13 represent million if need 25 representing figure up, Rounded a best. at million 25 than of no less figures only capture graphically that approximations rough at such aghast are statisticians “whites.” as “yellows” many as roughly image: the ating conducive is Noneto Your cre of this Holiest Goods!” Preserve Europe, “Peoples of proclamation: of the reminded Far we are East,”and procreation”; the intense in yellows’ masses about about “the “yellow we hear steppes; and deserts its including territory national entire to the to apply this inclined even are and density” China’s “incredible We expressions. about hear emotional of imprecise full are publications Today’s intelligentsia? reading the among especially errors, grave such “whites.” as How “yellows” to explain many as roughly are there that World’s to forget to “The devoted Groups”panel unlikely are Ethnic the in [. themselves Economy and ..] Vienna in have engrossed Society however, of many. as Museum Those, at who the for example twice or times for three only settle will less education “whites.” People with as “yellows” many as about times are four there that to think inclined be will specialists, the not counting degree, academic an with als individu shows that people.” “white Experience quantity to the relates people” “yellow quantity the how to know approximately essential revolution, and or it about is war markets American and for European reasons. dental coinci out for entirely stand particularities mess from which teeming contours or a without entity an either becomes we learn else thing any to us, familiar basis astatistical Without constructed. cessfully humanity of scale the on for dimensions cially Some people may just about retain certain statistical details they they details statistical certain Some about just may retain people On the picture panel one figure signifies 100 million people.Many million 100 signifies one figure panel picture the On opportunities about export talking we are Whether example. An suc be economic and observations social can abasis on such Only . , espe ------111 Neurath | Pictorial Stati s t i c s 112 a r t m a r g i ns 6 : 1 to these depictions be cannot great Teachingenough. stimulate aids that representations shows care the weExperience that facts. of extend social collection sociological collection. azoological in animals stuffed or the of plants representations less the much them, who study those by not created also are maps geographical all, after images; quantitative the analyzing in especially consists task active student’s other. The to each next Publishers) Leipzig Institute Economy” (Bibliographical and folder “Society from the Religions Economic and Models World’s The as such Groups, we place panels if Ethnic raised are issues how many For instance, for point analysis. comparative departure figures. humanoid of drawn series unwieldy tedious, equally with of numbers series to replace tedious mistake ory. agrave It be would mem our from overloading We ourselves images. have to protect tive quantita many too with learner therefore not to present advisable the tools. educational provision of suitable the as well as time, up much too take to avoidthat is task detours pedagogue’s The himself. to teach dent has creative pedagogical work pedagogical creative presupposes Method” “Vienna The images. quantitative into bers of num series turns that apparatus not is an methods, graphic tional tradi other unlike Method,” “Vienna the that For clear it be should to overcome difficulties. used be such can that tricks of the thinking be will pedagogue experienced Any arise. may difficulties down rounding omit is the best teacher best the is omit to what understands best who one The highlighting. through fications, cise numbers cise morepre forget to than quantities of numerical images simplified memorize “ We, of the representatives dimensions. larger the of much mistakes makes constantly person average the forget that critics strident these not on automatically, semantics; but reduces based tographer scale car agood apedagogue, as that proportionally—and phers apply scale cartogra bad scale—only chosen the on based simplification is there Vienna Method Vienna The quantitative images are as it were the objective correlatives from the the from are images quantitative correlatives as it objective were the The a as images quantitative suitable choose will capable pedagogue The represented being to conducive is quantity numerical every Not We just conceded in all frankness that during the process of the during that frankness We all conceded just in cartography in even of forget precision that supporters critical The . it is better to to better is it that position the take ,” hand, other on the . The students should be familiarized with these these with shouldstudents . The be familiarized . This is true even in those cases where the stu where the cases those in even true is . This . You attain pedagogical effects through simpli through effects pedagogical . You attain . It is ------certain principles of Montessorithe certain method. great producers their responsibility. corresponds carry this with In part and help successful with activity Image courtesyofGerdArntz,c/oPictorightAmsterdam2016. Wirtschaft. BildstatistischesElementarwerk,Leipzig:BibliographischesInstitut,1930. Gerd Arntz/OttoNeurath,MächtederErde,1930.DetailfromGesellschaftund reliefs even though they pursue geography with the help of good atlases help of atlases the good with geography pursue they though even reliefs ble panels. impression compara by the created heighten things, other among axis, of amiddle left and right to the columns of structured arrangement The distance. temporal also is distance while present, the equals of From point view, observer’s proximity the lower right. the end in and corner left upper the in texts, of written spirit the in begin, Vienna Economy and in of Society Museum at presented the visualizations serial the all way this In to grasp. easier them make conventions certain . place second takes themselves students the by tive images Just as students may themselves create sketches of maps and small small of and maps sketches create themselves may Just students as that away such produced have in to be images quantitative The self-study are of that importance such The production of quantita production The - - 113 Neurath | Pictorial Stati s t i c s 114 a r t m a r g i ns 6 : 1 imperfect chalk. imperfect technically using without fluctuations quantitative changing ing for show especially and lessons to history dimension optical an adding for suitable very are data containing cards magnetic The enough. strong is magnetism their piece ofbecause paper on the iron signs place the It possible to ironis tablet. on the magnets onto four paper drawn amap to fasten enough be it will data statistical containing grams carto to demonstrate you If wish due adhere to magnetism. magnets to permanent tied signs to which iron tablets are These instruction. of group purposes for the especially Economy and designed are Society composed. museum’sfor being are the publications sketches and displays wall the from which produced combinable signs als from their 4th or 5th year and during the period of adult instruction adult of period the during and year 5th or 4th their from als individu accompany we have afew. mentioned of which aids They tional readymade elements of readymade composed be should images quantitative role. stage We atincreasing this recommend that an plays images of known imitation The detail. sively overloaded with remarkable. often is representation of area symbolic child’s competencethe in the period early this In of atree. branches the between climbers as correctly, ically who outside numer are group of kids the draw well may child amazing an town, in who Sunday spent outdoors Sunday to those their spent who to compare is children come fore. task to the the If fact” “statistical the will case every other. in Not each to them next glueand figures cut out potatoes, using them stamp rows of figures, draw They ways. of kinds old) all years in (5–9 youngest accomplished the by even fully considerably. image quantitative of a effect pedagogical the shift can changes small Even relatively of Hieroglyphs.” a“Renaissance this from Sweden called has critic colors and forms symbolic like by represented are always objects Like lesson. asociology in taught not whatbeing create is do where even they images quantitative produce may Method Vienna the learning those pedagogues, good by whose were maps drawn The “Vienna Method” disposes of a range of innovative instruc of innovative of arange disposes Method” “Vienna The for Museum Vienna at the displays magnetic innovative The has Economy and Vienna in of Society Museum the To aim, this As is to be expected, at higher levels, the images are often exces often are images the levels, at higher expected, to be is As success be can at school images of quantitative production The asystem. to form supplement other each images quantitative Good . .—A .—A . ------and with great confidence. great with and scale agrand on facts to survey educates it humanity fluctuations; great contrasts, great 200. 106, as 5,000, 108, 105, 102, or 680,000, such tuations fluc more 2are 6, accessible 5, as 8, than eye to such the Fluctuations statistics. pictorial through captured best are fluctuations large, ter from Eastern Europe. from Eastern ter lat the than Europe from Central more differentiated be easily can ics trop The French. from the English the for instance, Japanese than, the sites oppo great for representing suited particularly are statistics pictorial that say we can More from 1001 Nights. generally tales for the a substitute becomes products and inhabitants its with planisphere the in Life age. results. interesting yielded card magnetic a who werewith supplied agroup of among Montessori children Trials experienced by students when they confront piles of words they are are of confront words piles they when they students by experienced inferiority of feelings the spread are without connect of how things ing understand an and knowledge Method, Vienna on the based statistics youth for and disadvantaged stimulation, to optical moreto be susceptible who tend adults educated less for possibilities educational unattainable reading. through to assimilate unable be we would that image an in thing of notice some take quickly we still may tired When we are images. of series more and more and inspired images by are books read many who Even those masses. of responsible the broadly education for the are magazines and newspapers illustrated cinema, billboard, tional witnessing. whose development we are pedagogy of aimage-based part essential an become will they that It expected be may methods. teaching traditional asupplement as to useful eminently are statistics pictorial case, any In Im age-Based P age-Based . The English can be visually distinguished more plausibly from distinguished visually be can English . The In this way pictorial statistics pushes toward the representation of representation the toward pushes statistics pictorial way this In However, of area quantities the in early from avery children in exists in countries faraway interest An The experience in national education shows that through pictorial pictorial through shows that education national in experience The otherwise open to ameans is pedagogy image-based Beyond that, being an ocular all of first is man Modern . . In this way the eye assimilates what is essential swiftly swiftly whatessential is assimilates eye the way this . In edagogy , too, large . Advertising, the educa the . Advertising, , though not overly , though ------115 Neurath | Pictorial Stati s t i c s unable to master. This is why pictorial statistics is so desirable, espe- cially also for less gifted or less educated children. They gain the impression that they are able to handle social formations like units found in a construction kit. Beyond the results of polls and individual psychological experiments we will probably soon have access to more precise material. Experimental schools in Vienna and are now beginning to orient their instruction broadly—to the extent that this is possible already—toward pictorial statistics and image-based pedagogy. It is ­evident that pictorial statistics are very useful for helping instruction focus. [. . .] In terms of contents, pictorial statistics bring much inspira- tion, yet they may equally lead us into the realm of mathematics and graphics.

Gerd Arntz/Otto Neurath, Gewerkschaften der Erde, 1930. Detail from Gesellschaft und Wirtschaft. Bildstatistisches Elementarwerk, Leipzig: Bibliographisches Institut, 1930. Image courtesy of Gerd Arntz, c/o Pictoright Amsterdam 2016.

116 their quantitative images, organizational charts, and cartograms are are cartograms and charts, organizational images, quantitative their with pedagogy image-based and statistics pictorial material, image further fill. Supplemented by to difficult is that created is vacuum A stage. primitive at their possessed they stamina innocent lose the frequently they expressions, foreign within formations complex social of functioning the this, through and, Western languages learn tioned) Imen sense the (in illiterates these Once Western languages. great connect images divide, words or parties; ferent countries from dif people by demur without assimilated be can these quantities; on based images than themselves within elements more emotional Words relevance. carry international has statistics, pictorial especially Method.” “Vienna the following statistics pictorial with ered we have gath experience on the based schooling and education national for importance its acknowledge will essential pedagogy image-based difficulty. with only eliminate we can that meaning of devoid combinations using of possibility we have the language verbal in while formations poral spatiotem with onset from the operate statistics Pictorial empiricism. favors pedagogy image-based while perspective, empirical an against goes often that concepts and on words focused traditions scholastic logic. and arithmetic through later only fully able be to master will problems they with areas, other and this in dents, stu the acquaint to visually precocity optical of such advantage to take opportune surely is It figures. and surfaces of different quotients the between relationships of and establishing division capable of arithmetic are they before even three) from second a one, containing figures two a room containing distinguish can they example, (for difficulty much without distributions” “relative capable are of comparing ­children, visual information that can be dealt with onlyarithmetically much later math teaching that has been advocated by many. operations. Pictorial statistics go beyond suchsimplification visual of plies material for lessons in arithmetic, or as an illustration of certain a supplement to regular forinstruction, example as a reservoir that sup In addition, a large part of humanity is not yet using one of the not using is yet of humanity part alarge addition, In pedagogy, image-based that it not should go unnoticed Finally an in inherent Yet who do not possibilities those consider even the away from primarily to way turn however, acertain in means This, younger even six-year-olds, that We example: learning are An We should, however, be careful not to view pictorial statistics only as They can communicateThey . . - ­ - - - - 117 Neurath | Pictorial Stati s t i c s 118 a r t m a r g i ns 6 : 1 12. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. b of mankind. education of the beyond that but education of school not aquestion is only statistics timely. Pictorial no is doubt problems civilizational profound humanity’s with grappling direction. this in points quickly to read relatively maps abridge create and world more much immediately modern the capable of capturing i b liography Österreichische Gemeindezeitung Wiener.” of issue Österreichische Special die und “Wien in F. by Reidermeister M. and Bauermeister Articles Sachbild. Form Die Bild Das Volk, Jugend und Wien. Verlag für Deutscher press). (in Schule die und Methode Wiener nach Bildstatistik in Vorbereitung Wien Technik im Druck Economy, and Society Vienna. Kartogramme und Mengenbilder Economy, and of Society Vienna. Museum of the brochure in Deutschland Gewerbe und Landwirtschaft von Entwicklung Economy, Vienna. Wirtschaftsgeschichte Economy, Vienna. Weltwirtschaft Bilderbuch Welt. Bildstatistisches bunte Die Tafeln sechsfarbigen 100 mit Elementarwerk Bildstatistisches Wirtschaft. und Gesellschaft In this way the study of pictorial statistics within the context of context the within statistics of pictorial study the way this In . March 1927 to February 1930. 1927. March to February . Issue 2, January 1930. Article: Otto Neurath. Das Das Neurath. Otto 1930. Article: January . Issue 2, . Experience with nomadic tribes in Asia who learnt how who learnt Asia in tribes nomadic with . Experience . B/w brochure of the Museum of Society and and of Society . B/w Museum of the brochure . Deutscher Verlag für Jugend und Volk, Jugend und Wien. Verlag für . Deutscher . Bibliographisches Institut, Leipzig. Institut, . Bibliographisches . B/w brochure of the Museum of Society and and of Society . B/w Museum of the brochure . Deutscher Verlag für Jugend und Volk, Jugend und Wien. Verlag für . Deutscher . B/w brochure of the Museum of . B/w Museum of the brochure Transla . Verlag Wolf, Wien. t ed by sven spieker sven by ed . . B/w This article has been cited by:

1. Matthew J. Cull. 2021. Engineering is not a luxury: Black feminists and logical positivists on conceptual engineering. Inquiry 42, 1-22. [Crossref] 2. Elisabeth Nemeth. Visualizing Relations in Society and Economics: Otto Neurath’s Isotype-Method Against the Background of his Economic Thought 117-140. [Crossref] 3. Liam Kofi Bright. 2017. Logical empiricists on race. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 65, 9-18. [Crossref]