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Abstract
At the turn of the 18th to the 19tb Century, pictures from books and leaflets developed into didactic wall charts. Between 1860 and 1960 the wall charts became the decisive medium of teaching. Three factors favoured this process: didactic theory formation, the invention of lithography, and compulsory schooling, which was gradually generalised during that period. Chance and the spirit of the time also had a role to play in the publication and presentation of wall charts, as well as the evolution in teaching methods. The selection of the pictures we will use, was governed by the principles of information, conceptualisation and aesthetic education. Reality itself served as a model for the illustrators, which can be demonstrated by pictures from history and geography lessons. Nevertheless, the didactic efforts to present as much information as possible on the one hand and to instruct the children with precise and highly desired conceptualisations of the reality on the other hand, led to an overloading of the context as well as to an unrealistic simplification of the complexities presented in the wall charts.