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From Chambers' Journal.

AT the conclusion of our last article on the tuition of idiots, we dwelt briefly on the methods of exciting the senses of taste and touch. We now proceed to consider the means to be adopted with a view of acting on the organ of vision. In devising expedients for this purpose, as also in every other proceeding respecting the object in hand, the condition of the young subject must be carefully regarded, and the appliances made to bear on the individual in greater or less intensity, according to the peculiarity of the case. In most idiots a vacant wandering gaze is observable; the first aim of the tutor should therefore be directed so as to fix the eye of the pupil on some object. This may, in general, be accomplished by holding up a small substance in the axis of vision, and causing it to follow the varying motions of the eyeballs. As soon as the regard is attracted to whatever is thus presented, and the eye is noticed to dwell upon the object, it should be kept stationary until the attention is fixed upon it; and then being slowly moved backwards and forwards, so as to draw the eye in a corresponding direction, a regular and voluntary action of the muscles of the eyeball becomes excited. In most instances this preliminary exercise will be followed by the desired result; but should a more powerful stimulus be found necessary, it may be advisable to employ a luminous body. If this prove insufficient, the room ought to be darkened, and a beam of light permitted to enter through a small circular aperture in the shutter. To this point the face of the pupil should then be directed for a longer or shorter time; and when the object of fixing the attention by means of this strong impression is obtained, the exercises on the organ of sight, already described, may be adopted at a subsequent period.

As soon as the efforts to fix the regard prove successful, attempts may be made to impart an idea of color. To accomplish this, pieces of wood, of the same form and size, painted with the three primitive colors, red, blue, and yellow, as well as white and black, should be provided. These should be successively and slowly exhibited. In due time duplicates of each color ought to be placed on the table; and the tutor, selecting a particular piece from the one set, intimates that the pupil should take a corresponding one from the other set which are placed before him. Whenever an indication of appreciation of color is manifested by readiness in matching the portion presented by the tutor, it will be advisable to pronounce the name of each, so as to affect both the eye and the ear with a distinct impression in relation to the quality of the object held up for observation.

In like manner, some impression as to the different forms of objects may be engendered by placing on the table pieces of wood having distinct and marked shapes-such as square, circular, triangular, &c. The exercise with these may be pursued in a way precisely similar to that adopted to impart ideas of color -- namely, by first showing each separately, then by then placing whole before the pupil, and drawing from a duplicate set a particular piece to be matched, and at the same time pronouncing its form.

When conducting this exercise, it is advisable to bring the sense of touch, as well as that of sight, into play. The hand should be caused to pass over the surface of each figure, so as to distinguish the different sensations produced by objects differently shaped. At a more advanced period, it may serve a good purpose to bring each sense into operation independent of the other, with a view of quickening them in a still higher degree. To accomplish this, a bandage should be lightly passed over the eyes, and then each figure should be placed in the hands, in order that the sense of touch may be exercised to discover the form of the object without the aid of sight; and so, in a similar manner, the eye may be encouraged to discriminate without the assistance of the hands.

The continued action of the senses of sight and touch may, after the lapse of a short interval, be made serviceable to communicate the separate ideas of size and number. This can be accomplished by pursuing the principle adopted to impart notions of color.

To give instruction as to size of objects, procure several duplicate pieces of wood, some in the form of squares, others oblong, and another set in long pieces. Each set being successively placed before the pupil, his attention is to be directed to them; and if he has already conceived the idea of shape from the previous exercise, he will become conscious that the objects before him have the same figure, but are different in another particular -- namely, size. Whenever this conception is formed, the duplicate set may he produced, and the exercise pursued in the manner already described when speaking on the method of communicating ideas of color, using the words large or small as the corresponding fragments are presented. In conducting this, as well as every other exercise, care must be taken that no objects except those in use are exposed to view, otherwise the attention will become distracted, and the ideas confused. It is equally important to avoid wearying or irritating the pupil by continuing any effort too long, or by an unnecessary repetition of performances in which he is tolerably perfect. A judicious variety of action, passing from the simple to the more advanced, by bringing into play the several functions of the mind, prevents irksomeness, and promotes improvement in a material degree.