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Most idiots are mute; that is to say, they do not utter any intelligible sounds, owing to causes analogous to those which impede control over muscular action in other parts of the body. The means of cultivating the organ of speech consist in producing successive motions of the jaw, lips, and tongue. When the faculty of imitation is developed, and the pupil is able to control the muscles of those parts, the object may be easily attained if the tutor exhibit the necessary movements. But in some cases, both the tendency to follow the actions of others, and the power over the vocal apparatus, are so imperfect, that it becomes necessary to aid the muscles. The jaw should be opened and closed, the lips brought into various positions by the use of the fingers, and the tongue moved by means of a paper knife.

When, however, imitation and power of motion are more perfect, the mechanical assistance is unnecessary. Such exercises as whistling, sucking a ferule, holding a small body between the lips, protruding the tongue, and moving it in every direction, should be practised. After these muscular actions have been many rimes exercised, a simple sound should be uttered by the tutor, and repeated till the pupil does the same. When he becomes perfect in uttering simple labials and linguals, he should be practised in uttering consecutive syllables.

The power of arrangement may be taught by placing several square and oblong pieces of wood so as to form a certain figure, to be imitated by the pupil. As soon as some knowledge of letters is communicated, he should be taught the sound of two letters combined, and then of those which form a word. The instruction in this department is greatly facilitated by having the letters on separate portions of card, so that they can be selected and brought together. The first words formed should be substantives of one syllable only, as hat, cap, &c. The object should also be presented at the time, so as to impress the mind with the power of the letters employed in forming the word. No words should be used of which the meaning has not been communicated.

From substantives proceed to adjectives: show that a hat may be white or black; then to verbs: form the sentence "move the hat," and when moving it, point to the verb. So with prepositions, place an object in, on, under the hat, &c., repeating the respective preposition, and showing the word whenever the object is placed in these different situations.

We now approach a most important department of tuition; namely, that of moral guidance. Owing to the inherent deficiencies already described, the several actions of idiots, constituting conduct, belong in a great measure to that class termed evil. To check this unfortunate tendency, and to cultivate the moral sense, so as to engender ideas of duty and improved conduct, form the highest office of the tutor. Although certain influences about to be described may be said strictly to belong to the class of moral agents, yet it is to be observed that every step already taken bears on the same end in a most material degree. The faculties have been cultivated, knowledge imparted, and an affectionate regard for, and obedient reliance on, the tutor is felt. During the whole progress of intellectual training, it is vitally important that the moral sense be regarded, and that means should be taken to regulate and cultivate it. The first object to be accomplished is to prevent the pupil from committing any evil act; the next, to direct him to a more improved conduct by constant supervision; and lastly, to promote a desire and will to continue such conduct when no control is exercised over him. It will be perceived that, in training the moral sense, a course very similar to that adopted in the regulation of muscular action is recommended to be pursued; namely, first the prevention of vicious tendencies and habits; next, a judicious regulation under control; and lastly, a free and unrestrained power, stimulated by due excitants.

In accomplishing this latter and very exalted duty, the pupil should be taught to notice, compare, and judge-in fact, to reason, and then to will. He should be made to feel his wants both in food and clothing, and to supply them by fetching the necessary articles from a distant part of the establishment. When conducting this moral tuition, the first dawning of a better disposition should be carefully looked for, and made available when discovered. It is probable that, after the perverse propensities have been conquered, and the pupil has submitted to direction in a better course, some manifestation of a new desire or will may become apparent. This, if correct, should be actively encouraged, and other aids sought for to cultivate and gratify pure tastes and feelings. By these means, he will, in course of time, be made sensible of many rational enjoyments, the gratification of which can be turned to good account as rewards for improved conduct.

Our remarks on the tuition specially adapted to the idiotic having already occupied so much space, we are unable to dwell at any length on the means applicable to those children in whom the development of the mental faculties has been retarded, owing to the occurrence of certain actions of the brain which have supervened after birth. The gymnastic exercises calculated to invigorate the bodily functions maybe safely encouraged, but it will be advisable to adopt precautions respecting those agents destined to stimulate the brain in a direct manner, lest, by an injudicious excitement of a disordered organ, additional disturbance arise, of which it may be difficult to allay. The advice of a medical man should be sought, who, taking into account the cause which has operated in preventing the expansion of the mind, will be able to suggest what exercises are likely to prove advantageous, and what, prejudicial.