Neurath was a practitioner and organizer in many ways. In relation to education, he did not express a philosophy, a theory of education. Neurath just practiced education, he arranged it for employees institutionally, personally, didactically and methodically. In a similar way, his methodical procedure of transformation, which is manifested in the pictorial presentation system of ISOTYPE, was not based on an explicit theory of depiction. He rather developed a concept, whose realization evolved due to a successful practice of transmission. However, in the practice of educational depiction, Neurath resorts to constants – instead of all gradual evolution and instead of all crudities – which are describable analytically as theoretical implications. In this respect, the present contribution points out the context of the educational and descriptive practice and its evolution out of Neurath's ideal texture on the one hand, out of the Wissenschaftliche Weltauffassung. In comparison to the educational landscape of Vienna on the other hand, commonalities and demarcations are illustrated to expatiate on the novelty of Neurath's legislating. In addition, the evolution of ISOTYPE will be retraced to define different levels of progression and to elaborate its principles and structure. In conclusion, there are factors described with regard to his educational ideal that illustrate the aim of education, the didactics used, the impact of the transmission method and the addressed form of reception. With regard to his concept of depiction, there are factors described that illustrate the principles of ISOTYPE, the addressed form of cognitive pattern and the intended field of validity.