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Possibly the mode of giving lessons by objects may be abused, as every good thing may he abused, but it is very hard to conceive how the abuse shall be practised.

It may be said that this process of translating the language of one sense into that of another, and of forming general and abstract ideas from the evidence of all the senses, is a necessary and very important mental operation, and that, by presenting objects and the sensible qualities of objects to the different senses, we prevent the pupil from carrying on this operation, -- in other words, prevent him from exercising the power of abstraction. To this it may be answered, that the tendency to abstraction and generalization, like the tendency of the body to grow, is strong and irresistible; like that, it does not so much require encouragement as direction; no one fears that the boy will not grow, the only fear is that he may grow crooked or deformed.

When a child hears or reads a description of a thing, he must necessarily form some idea or other about it, and it is very important that his idea should be as nearly correct as is possible. The tendency and the danger is, that he will contract the habit of not examining closely the evidence given by the senses, and consequently that his ideas will be vague and indistinct. Inattention to those qualities of things which are the objects of sense leads to inattention to words which are the signs of these objects; and inattention to words makes the meaning of language obscure and equivocal, and obscurity of language causes evil without end both in school and in after life.

In the instruction of deaf and blind mutes, it is important to keep these principles always in view, and probably it would be so in other cases. To return to the illustration of the steam-engine; if the learner has a clear and distinct idea of the cylinder, piston, valve, cam, balance-wheel, and other parts, and of the principles of expansion, latent heat, friction, &c., so that when these words are used he knows exactly what they mean, then the engine or the model would be less indispensable. But the mischief is, that we often fail to require a knowledge of the component parts and principles, and a clear idea of the descriptive words, and we dispense with the model also. How many young persons, after studying years about geography, grammar, history, and natural philosophy, find out, for the first time, long after leaving school, what a harbour, a noun, a legislator, and a lever, really are!

In the case of Oliver Caswell, the difficulties could never be entirely overcome, even should he live to the age of Methuselah, and the little knowledge that can be given to him is with difficulty retained, unless it is illustrated by words which derive their meaning directly or indirectly from the sense of feeling or of smell. With regard to intellectual knowledge, then, he is still a child, and his tastes and pursuits are those of a child; but in his affections he is as tender and true as a woman; in his deportment he is as regular and discreet as a man.

What is most remarkable about him, perhaps, is the disparity between his mental powers and attainments, and his moral sentiments and social affections. His natural ability, as I said, is small, and his acquired knowledge very limited; but his sense of right and wrong, his obedience to moral obligations, and his attachment to friends, are very remarkable. He never wilfully and knowingly violates the rights or injures the feelings of others, and he seldom shows any signs of temper when his own seem to be invaded, but he bears even the teasing of little boys with gentleness and patience. He is very tractable, and always obeys respectfully the requests of his teacher. This shows the effect which kind and gentle treatment has had upon his character; for when he came here, he was sometimes very wilful, and showed occasional outbursts of temper which were fearfully violent. It seems hardly possible that the gentle and affectionate youth, who loves all the household and is beloved by all in return, should be the same who a few years ago scratched and bit, like a young savage, those who attempted to control him.

During the past year, his principal study has been that of language, of which his knowledge is still very limited and his command imperfect. He is instructed, for the most part, by familiar conversation, in which the teacher contrives to give him some knowledge of arithmetic, geography, &c. He is best pleased however, to be in the workshop, and he will probably become a good workman, and be enabled to support himself by his own labor after he leaves school.

Another child, ten years of age, has been brought to our school during the past year, whose case is a very interesting one.

She has a strong and vigorous frame, which, however, is evidently tainted with scrofula. She became nearly blind several years ago, and at the age of seven she lost her hearing entirely. Her parents, fearing that she would become entirely blind, brought her here in October last, and committed her to our charge.