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In the reception room of the asylum at Earlswood, there may be seen, framed and hanging on the wall, an extract from the will of Dr. Reed, which reads thus: "I bequeath the four asylums to my beloved country, with an earnest prayer that, they may be watched over with wisdom and benevolence; that they may be kept free from abuse, preserved in efficiency, and remain, age after age, memorials of that divine charity which exalteth and glorifieth a people." From a personal observation, I am prepared to believe that this trust has been worthily fulfilled, in the management of the several institutions referred to. But to return to the history of such institutions in our own country. It must be confessed that the experiments were conducted under certain embarrassments which it may be well to refer to.

In the first place the enterprise was a new one, so far as this country was concerned. Those to whose immediate charge the details of its management were committed were of necessity without experience. They could only bring to a somewhat difficult task an earnest purpose to do all they could in the premises, learning as they went.

The first pupils whose friends availed themselves of the new charity, as a rule, were extreme cases; some dieased -sic-, some deformed, some unteachable, and all without previous discipline of any kind.

From the nature of the case, the unsuitable subjects thus presented were not ordinarily dismissed till their emptiness and unteachableness was fully proven. Time was requisite for this. Even when the trial period was passed dismissal did not always take place, for various reasons. Then, too, with the limited number of pupils at the outset, in any given school, there was little opportunity for classification. The instruction and the discipline was necessarily addressed to individuals rather than to numbers. At the beginning, also, in leased buildings, and amidst scanty grounds, they were simply schools; with no opportunity to give practical direction to the powers and faculties awakened in the school-room. Theoretically, the earlier in point of age deficient children are submitted to special training and instruction the greater their prospects of ultimate benefit. Acting upon this, the mass of pupils selected were too young to be applied to any practical industry. Just when they had reached an age when they could be taught something useful their terms of residence at the asylum would expire, and they be sent away to acquire elsewhere and under less favorable circumstances the real knowledge which they most needed. Thus, the ultimate end of all the educational efforts were made too remote for the observation and apprehension of the teachers.

Besides, these ultimate ends were to be determined, somewhat, by the social condition of the different pupils, inasmuch as a difference in this respect would effect their circumstances after leaving the institution.

Then unconsciously, perhaps, too much reference was had, in the experimental stage, to such intellectual and other exercises to what was seen, to make the most impression upon visitors. Too much deference was paid, in the instruction, to the wishes of the parents and friends, not always the best judges of the actual or relative condition of their children, or of the proper purpose of their training.

Such were a few of the embarrassments that have attended the early history of such institutions. As time has elapsed a change in all these respects has been going on for the better.

Experience has been acquired by those immediately engaged in the work. With the multiplication of institutions has come the opportunity of comparing experience, by one occupied with the same cares and duties. Faith and zeal have, in some instances, taken the place of misgivings and what was only pains-taking.

With the growth in number of pupils has come an average representation of the whole class of idiots. This average is of a higher and more hopeful character in the way of original endowments.

In like manner, experience has shown more clearly than formerly, where the line should be drawn in the reception of pupils. What class of cases will make adequate return for the labor of instruction bestowed upon them; and what may be considered hopeless.

It may be mentioned, that, as a rule, the rejected ones were either so manifestly diseased, that no attempt to educate them would have been made if their mental faculties had been unimpaired; or else had within them the seeds of serious chronic disease, that would manifest itself fatally at some no distant period.

Again, in an asylum, some time in operation, there are established grades of pupils, and scales of exercises; there is a fixed system of drill and discipline. The incoming pupil, whatever his peculiar condition, finds an appropriate place, both of association and instruction is borne along through an appointed routine, and is, in a measure, impressed or subdued, quite unconsciously, by the prevailing habit of order. Buildings erected specially for the purpose, and grounds, where the labor of the boys can be made available in the simplest forms, have rendered the proper care of the pupils much less onerous and have helped materially in the solution of the questions relating to practical industry that surrounded the subject at the outset.