 The interest in cognitive psychology, child psychology and child welfare, and the anti-metaphysical and epistemological value of empiricism led him to defend the value of visual education. Quoting from the Victorian self-improvement author Samuel Smiles, he declared that ‘all persons are more or less apt to learn through the eyes rather than the ear… especially the case in early youth, when the eye is the chief inlet of knowledge’ (Neurath 1946, 100). This approach was consistent with Montessori’s and other contemporary educational theories as well as with scientific education. He repeatedly pointed to another Victorian hero of his, Britain’s foremost experimental scientist and popular science educator, Michael Faraday, and his Course of Six Lectures on the Chemical History of a Candle (1861), which was intended primarily for children. Given the importance he placed on scientific information, also socially, the main challenge he routinely took up became the concretization of abstract information, especially the visual communication of statistical information. More generally, he believed that visual education provided a unifying framework that bridged the gap between science and the humanities (Neurath 1945/1973, 234). 