ed as to be able to provide for himself in manhood.

In the case of another boy, aged twelve years, the improvement has been
equally remarkable. The gentleman who first called attention to him, in
a recent note to Dr. Howe, published in the report, thus speaks of his
present condition: "When I remember his former wild and almost frantic
demeanor when approached by any one, and the apparent impossibility of
communicating with him, and now see him standing in his class, playing
with his fellows, and willingly and familiarly approaching me, examining
what I gave him,--and when I see him already selecting articles named by
his teacher, and even correctly pronouncing words printed on cards,--
improvement does not convey the idea presented to my mind; it is
creation; it is making him anew."

All the pupils have more or less advanced. Their health and habits have
improved; and there is no reason to doubt that the experiment, at the
close of its three years, will be found to have been quite as successful
as its most sanguine projectors could have anticipated. Dr. Howe has
been ably seconded by an accomplished teacher, James B. Richards, who has
devoted his whole time to the pupils. Of the nature and magnitude of
their task, an idea may be formed only by considering the utter
listlessness of idiocy, the incapability of the poor pupil to fix his
attention upon anything, and his general want of susceptibility to
impressions. All his senses are dulled and perverted. Touch, hearing,
sight, smell, are all more or less defective. His gluttony is
unaccompanied with the gratification of taste,--the most savory viands
and the offal which he shares with the pigs equally satisfy him. His
mental state is still worse than his physical. Thought is painful and
irksome to him.

His teacher can only engage his attention by strenuous efforts, loud,
earnest tones, gesticulations and signs, and a constant presentation of
some visible object of bright color and striking form. The eye wanders,
and the spark of consciousness and intelligence which has been fanned
into momentary brightness darkens at the slightest relaxation of the
teacher's exertions. The names of objects presented to him must
sometimes be repeated hundreds of times before he can learn them. Yet
the patience and enthusiasm of the teacher are rewarded by a progress,
slow and unequal, but still marked and manifest. Step by step, often
compelled to turn back and go over th