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The first step in this important procedure may be accomplished by placing on the table two pieces of wood, about the size and shape of ordinary building bricks. One of them being handed to the youth, the instructor takes the other, and placing it in a certain position, requires that the remaining piece shall be moved by the pupil so as to correspond with it in situation. At first, little or no idea of the intention is formed, and some assistance becomes necessary. In a short time, however, an appreciation of the object sought is engendered, and the pupil will readily cause his portion to assume the various positions of the opposite one. When this is accomplished, an increased number should be employed, and the faculty of imitation cultivated, by arranging one set in a certain order, to be followed by the pupil with the other set. Succeeding to this exercise, domestic implements may be introduced, and their uses taught through the power of imitation. Thus, by gradual and progressive steps, instruction in various easy occupations may ultimately be inculcated, and the apparently hopeless object rendered useful and happy by means at once simple and applicable.

From what has been already advanced, the reader will perceive that the impressions received by a sound infant mind intuitively, require to be communicated by artificial means to the idiot. In pursuing those higher branches of instruction which prepare him to enter on active and useful avocations, the same principle must be carefully kept in view. Before the attempt is made to instruct the pupil in any handicraft employment, his ideas of form, and his capability of describing various figures in chalk, must be fully cultivated. This is an exercise which usually excites an agreeable impression among the pupils, and is accordingly entered on with readiness and pleasure. A blackboard being provided, the tutor draws upon it, by means of a rule and chalk, a single line; then requires that a similar one shall be imitated by each pupil in succession. The first lesson is devoted to a perpendicular line, the next to a horizontal, and the following one to an oblique.

As soon as the pupil has made each respective line, he should be required to utter the word, up, flat, slant, according as the line is perpendicular, horizontal, or oblique. After this combined exercise of both hands has been duly practised, he should be taught to draw a straight line without the aid of a rule. Then the three lines he has been taught being connected at each extremity, a triangle becomes represented on the board. To familiarize him, or rather to impress him, with a just conception of the nature of this picture, place in his hand the triangular piece of wood formerly employed to impart ideas of form, and encourage him to compare it with the figure on the board. By so doing, he becomes aware that the lines he has made constitute a representation of the substance he holds in his hand. A little reflection will convince us that the various steps embraced in this simple lesson are of great value in creating steadiness and capability of directing the hand, in perfecting the conception of form, and in generating a power to draw a representation of a simple object.

Whenever some proficiency is attained in drawing straight lines, the pupil should be taught to describe a curve; first by the aid of the rule, one extremity of which being fixed by the thumb, forms an axis, and becomes the centre of the circle. Subsequently, the hands should be exercised in forming curves without the aid of any instrument. After some practice of the eye and hand, in proportion to the capacity of the pupil, these preliminary exercises in the art of drawing should be followed up by efforts to impart the power of representing simple objects. This will be effected with the greatest ease, by presenting the mathematical figures, shaped in wood for imitation, beginning with the triangle, and passing to the square, circle, oblong, oval, &c. In due time, simple implements, with which the youth has become familiar, should be held up, that he may attempt a rude picture of them.

Several advantages ensue from this course of tuition. The object sought is not to make a painter, but to expand and cultivate the mind, to open out stores of improvement and enjoyment by this simplest of languages -- the hieroglyphical. It also serves a most useful purpose in perfecting ideas of shape, and a power of imitation which can ultimately be turned to good account in manual operations requiring a capacity to cut and work out rude materials into useful articles.

The first instruction in letters is founded on the preliminary exercise respecting a straight line and curve, the various combinations of which form the complete alphabet. This important branch of instruction is greatly facilitated, and precise ideas respecting the symbols of language are created, by first making known those letters which consist of simple lines, next the circle, and lastly those consisting of a straight line and portion of the circle. We may here remark, though not forming a part of this portion of instruction, that when a consonant is represented, the simple sound should be associated with it, not that compound with a vowel which is usually employed in ordinary schools. This both aids utterance, and prevents confused notions.