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Notions of number will be generated if twenty or thirty circular pieces of white card are exposed to view in two different quantities, distinguishing each by the words larger and smaller. As soon as this conception is created, equal numbers should be presented, using at the time the word same or like. Subsequently, a single portion should be held up, and indicated by pronouncing the figure one, then two, and so on. Whenever ideas of quantity and number are thus formed, attempts should be made to impress the mind with the corresponding symbol. To effect this, a blackboard should be provided, having white spots painted upon it of the same size as the pieces of card, and with the figure corresponding to the number placed at the extremity of each line, thus: --
10
200
3000
A single line should be exposed separately, so as to show only one figure and the corresponding circles at the same time.

To those pupils who have the capacity, and with whom it is desirable to pursue instruction further respecting the power of numbers, the task will be much facilitated, and the object better attained, by employing the separate portions of card in preference to the arbitrary symbols. The design of tuition should be carefully kept in view -- namely, that of quickening the faculties, and creating clear conceptions, so as to turn them to good account. We should therefore be especially guarded against the temptation of slopping beyond the bounds of utility; we should ever keep in mind what ought, rather than what can, be accomplished.

It is pleasing to discover, amidst much that is unattractive in these imperfect creatures, some peculiarities which are singularly interesting. Among these may be noticed the remarkable susceptibility of the majority of idiots to musical sounds. Nearly all are acutely sensible of this influence, though they may be unable to utter a note or intelligible sound; and many, ignorant and incapable in other respects, manifest a remarkable power of imitating with the voice any simple air which has been carefully and repeatedly executed for their benefit. This sensibility of the organ of hearing becomes important as a means of producing impressions and awakening emotions. By a judicious education of the ear, the tutor acquires both a capability of communicating pleasing sensations, and also an increased power of enforcing obedience by a careful and marked intonation of his own voice, when imparting the various necessary directions to his pupils. Although in general naturally acute, yet this sense should receive a like systematic culture with the others. In addition to the regular gradations of the gamut, impressions should be made by striking various sonorous bodies together, and by uttering the different vocal expressions indicative of the emotions of the mind. It may be here remarked that there appears to be a greater susceptibility to lively and well-marked instrumental music than to that produced by the voice.

In following out the foregoing directions respecting the cultivation of the senses, great discretion will be absolutely necessary on the part of the tutor in adjusting the exercises to each particular case, as well as to the relative imperfections of the different organs observable in the same individual. Careful observation, combined with a fair amount of tact, will, however, lead to an adaptation of suitable means to each pupil. It may here be remarked, that too rigid an observance of the above directions should not be enforced. Considerable latitude should be taken by the tutor, lest, by following too rigidly the somewhat artificial, though scientific and progressive order of cultivating the senses, a degree of irksomeness might in some instances be produced. To prevent this, frequent opportunities should be made available of directing the notice of the pupil to all ordinary objects which come within the range of his observation. He should be made as familiar with their names and uses as his imperfect capacity will allow. He should be taught to handle various articles, to attend to personal cleanliness, to dress and undress, as well as to take his food, without assistance. To accomplish all these objects, the force of example must be brought into operation, and much reliance must also be placed on the ingenuity, judgment, patience, and perseverance of the instructor.

In pursuing a systematic course of training, it will be found that the imitative tendency is strongly implanted in the objects before us. This is a fortunate circumstance, as by a judicious use of that well-known influence which the stronger has over the weaker mind, a valuable means of leading forward, regulating, and rendering useful the rudest and most inert materials is placed in our hands. Of all the various elementary principles brought into operation in the tuition of idiots, this is the most powerful and important. It fortunately happens that so useful an agent is applicable in all cases, and may be made to bear with due efficacy upon each, taking, as the faculties become developed, a higher range of action. It may be divided into three kinds or stages: first, the simple motions of the limbs; next, the handling of objects; and lastly, the moral influence of example in all that relates to conduct and duty. The manner of causing the pupil to conceive and follow the various positions of the tutor having been already described when speaking on the regulation of muscular action, we proceed to the consideration of the more advanced stage-namely, the method to be employed with a view of leading, by means of the imitative tendency, to the use of various implements.