60
nce, have also been organized in Scotland.
The British institutions have admitted, to a very considerable extent, a class of pupils who are not properly idiots, but only persons of imbecile purpose, or simply awkward, and of partially developed intellects. Some of these, who have arrived even at the age of twenty-five or thirty years, have been greatly benefited, and, after two or three years' instruction, have left the institution with as much intelligence, apparently, as most of those in the same walk of life. This result is, and should be, a matter of great gratification to the managers; but it is hardly just to regard success in such cases as cures of idiocy. The greater part of the admissions to the Royal Institution are from the pauper and poor laboring classes; and the simple substitution of wholesome and sufficient food for a meagre and innutritious diet is alone sufficient to effect a marked change in them. The greater part of the pupils in that institution are instructed in some of the simpler mechanic arts, and the Reports assure us that they have generally acquired them with facility.
There can be no question of the benevolence of attempting the restoration to society, and to active and useful life, of these awkward, undeveloped, and backward youth,--of educating their hitherto undeveloped faculties, of eradicating those habits which rendered them disagreeable, and often almost unendurable; but these youths are not idiots, and no such analogy exists between them and idiots as would enable us to infer with certainty the successful treatment of the latter from the comparatively rapid development of the former.
In our own country more satisfactory data exist for determining this point. The movement for the instruction of idiots commenced almost simultaneously in New York and Massachusetts. The first school for idiots in this country was commenced at Barre, Massachusetts, by Dr. H.B. Wilbur, in July, 1848; and the Massachusetts Experimental School, by Dr. S.G. Howe, in October of the