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From Chambers' Journal.

As superintendent of an asylum for the insane in one of the northern counties of England, I had for some time felt desirous of visiting Paris, for the purpose of examining the methods there pursued for cultivating the faculties and improving the habits of children of naturally weak intellect. This visit I was lately able to perform; and considering that what I saw may be usefully made known in my own country, I beg leave to do so through the medium of the Edinburgh Journal.*

* This paper has been forwarded to us from a respectable quarter, and though referring to a subject already noticed in these pages, its importance to society, not to speak of its consolatoriness to many an unhappy parent, induces us to give it a place -- ED. C. E. J.

The principal establishment for the reception of idiot children at Paris is the Bicêtre, a large hospital pleasantly situated on a rising ground a short way from town. Aware that the French begin their labors at an early hour, and anxious fully to examine the subject which attracted me to this famed institution, I set out from my hotel soon after break of day on a fine autumn morning in the month of October. Before reaching my destination the sun had completely risen, and shed his beams over the stately and venerable old palace, which, placed on a gentle eminence at the end of a long avenue of trees, formed a striking and imposing pile. Soon after passing the massive portals which form the main entrance, I found, on making inquiry, that I had arrived fully two hours before the time of opening the school for idiots. This circumstance, though causing a little loss of time, gave me, however, the opportunity of first walking through the whole establishment, and also of inquiring very narrowly into the state of several congenital idiots, who were loitering or playing in the yard adjoining the building devoted to their reception. After strolling about for some time, I stepped into one of the rooms, where several of the young inmates were separated from their fellows, owing to the prevalence of an epidemic ophthalmia which had recently broken out among them. The greater number were placed in bed, and were receiving the attention and appliances which their present condition rendered necessary. Three of them, who had recovered from the ophthalmia, were seated at a small table, partaking of excellent soup. They sat in an orderly and decorous manner, and took their food without scattering it or smearing the person -- a circumstance nearly always observable in the neglected idiot. At the request of the interne, who kindly accompanied me, the youngest of the three rose from his seat, and repeated one of Lamartine's fables very distinctly, and with much spirit. During this recitation the others ceased to eat, and appeared to listen with pleasure to the display made by their young friend. Conceiving that this child manifested a precocity and irregularity rather than a deficiency of intellect, I intimated my wish that his cap should be removed, so that I could have the opportunity of examining the shape of his head. He immediately made the attempt to comply, but finding that the strings had become knotted under his chin, he showed some signs of impatience at the obstruction. One of the idiots, seeing his difficulty, rose from his seat, and rendered him the necessary assistance, by carefully untying the knot. I remarked that this youth, who thus noticed the dilemma of his companion, and then immediately relieved him, had all the characteristic appearance of a genuine idiot. I could not observe this simple occurrence without becoming at once sensible that much had been done for these poor creatures, who, born with an imperfect mental organization, have been made capable of exercising the faculties of observation, comprehension, and a power of application, which, a few years ago, it would have been thought impossible to communicate to them.

After waiting a little while, the arrival of M. Vallée, the courteous and spirited instructor of the youths, was announced. I was conducted by him to a spacious room, in which were assembled about forty idiots. They were arranged along three sides of the room, and were standing still in a most orderly manner. The majority of them appeared to be about twelve or fourteen years of age; a few seemed to be not more than seven or eight; and a still smaller number had perhaps reached their twentieth year. There were no indications of impatience, no involuntary movements, gesticulations, nor any of those disagreeable moaning whining sounds known to be common among this class of persons. All seemed attentive, and ready to enter upon their exercises. I cast my eye around the room, with the view of ascertaining, from external conformation, whether the young people standing before me were truly congenital idiots. I recognized a few who had previously attracted my attention as having all the characteristics of this class in a marked degree, and most of the others presented similar indications, such as stinted growth, small and peculiarly-shaped head, and singular form and vacant expression of countenance. Satisfied that I saw before me a number of human beings born with that species of imperfect organization in which the understanding does not become developed, I waited with no small interest for the commencement of their exercises.

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At the request of their kind master, two of the younger boys advanced from the line in which they were arranged, and stood forward towards the centre of the room. Each placed his arm over the shoulder of the other without any degree of awkwardness or unsteadiness, and they remained thus for a short time, standing in an easy and graceful posture. At the sound of excellent music, played on several instruments by three or four old men, they began to dance, first performing a slow movement, and afterwards a quicker step. During the whole dance, each rested his arm embracingly on the shoulder of the other; and it was pleasing to observe the grace and uniformity of their various movements, as well as the accurate time kept by both to the music. They ceased the instant the performers ceased to play, and then retired to the places from which they had advanced. During this time the others remained standing in the same order as at first; there were no signs of restlessness, and many even seemed to regard the dancers with attention and pleasure, whilst only a few retained that vacant expression peculiar to their class. There were, however, no meanings or gesticulations, but each stood by his neighbor, forming three lines at the end and sides of the room.

After the completion of this dance, the whole of the boys were desired to sing one of the songs which had been composed for them. It was a very simple air -- such as those sung by the classes of Hullah in our own country -- and the words were well suited to their feeble comprehension. During this performance they were led by two assistants, who rendered important aid by singing with them, beating time, and encouraging them in a lively and spirited manner. A copy of the song was handed to me, so that I had an opportunity of noticing how far this congregation of idiots were capable of exercising the faculty of enunciation. The words were as distinctly, if not more distinctly, pronounced than we usually find to be the case with us by singers, and it was truly gratifying to follow them, line by line, through this beautiful little melody. It was sung with full force, but not over loud; the time was well kept; the pauses between each verse distinct; and, as far as I could judge, the tune appeared correct. In short, the whole piece was executed in a style quite equal, if not superior, to what we are in the habit of observing in the junior singing classes of Great Britain.

It may readily be conceived that the novel spectacle of so many unfortunate and hitherto -- considered incapable creatures harmoniously engaged in the execution of this simple but touching piece of music, was calculated to produce a new and lasting impression; and I shall not easily forget the sensations which I experienced at the time when listening to the performance of it. Although apparently an unmoved spectator, yet that strange mixture of feeling arising from sympathy with affliction, and rejoicing at its relief, was powerfully excited within me. Every faculty of attention seemed roused into action; and I felt the full importance of devoting the little time permitted me to observe, with the strictest accuracy, the demonstration about to be made.

In a little while one of the youths, with a drum slung across his shoulders, advanced to the middle of the room, and placed himself in an attitude of readiness to take part in the next exercise. This consisted of a martial air, sung by the boys, and accompanied at intervals by beat of drum. The drummer had every characteristic of a congenital idiot in a marked degree; and although he possessed only that imperfect power over his fingers which rendered a secure hold of the drumsticks difficult, yet he executed his part with marvelous accuracy, and evidently with no small enjoyment to himself. It was interesting to observe the pleasure he manifested during, and immediately after, the short and occasional beats which constituted his part of the performance and it was still more interesting to reflect on the consciousness he had, by education, been made to feel, so as to be able to appreciate the singing of the others, and understand the precise instant when his part required to be executed.

The next musical lesson showed that instruction in this department can be carried to a much higher degree of perfection than we could have supposed possible. The youths were arranged in three groups, each group taking a part of music different from the others, and each led by an assistant. One or two songs were surprisingly well performed, the respective sections singing different notes from the others, but all preserving the utmost harmony and exactness of execution.

A large black-board, on which were chalked, in large characters, a gamut, and the notes of an air, was now brought into the room, and placed in a conspicuous situation, so that each pupil could readily stand before it. Arranged in this manner, the youths were desired first to read the several notes; this they did by pronouncing simultaneously, and with great distinctness, as the stick of the tutor was pointed to the notes, la, sol, fa, &c. After thus reading the music in the natural voice, they were requested to give to each note its musical tone. Accordingly, as the wand was pointed to each note, they sang it. This exercise began by first passing regularly up and down the gamut, and then they were led from one note to another indiscriminately, showing a power of memory, and immediate application of it, which I was little prepared to expect. They then sang the air, the notes of which were chalked on the board. This, though more pleasing to the listener, did not, however, show an amount of mental capability equal to that evinced by the sudden and unexpected transition from one note to another in the previous exercise.

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During the latter performance I advanced forward amongst them, so as to be able to observe more accurately how far each youth took his portion, or whether some remained silent or not. This unfortunate step on my part disturbed their attention, and some irregularity as well as discord was the consequence, but only for a short time. Aware that my presence amongst them had unintentionally formed a cause of disturbance, I became sensible of my error, and was made conscious how slight a cause is sufficient to destroy the order and precision which has been created in these feeble and imperfect minds.

This completed the musical exercises, which were gone through in a manner that would have done credit to any juvenile class of singers enjoying the full use of all their faculties. The songs were sung with much clearness and great power. Indeed, such was the force of sound produced, that whenever any of the musicians took up their violins by way of an occasional accompaniment, the instrumental music was completely drowned by that of the united voices. The general effect was remarkably good, and such as would have met the approval of any person ignorant that the performers were composed of a class of imbeciles. The effect of music, at all times grateful, was in this instance exalted in a high degree by the contemplation that it formed a powerful means of exciting faculties which otherwise might forever have remained dormant. Its influence was manifest among this assemblage of persons, formerly supposed to be incapable of any amount of execution, still less of any capability of appreciating it. It was evident, however, that not only did each join with full spirit in the general chorus, but also that an exhilarating effect was produced throughout the whole body, well calculated to quicken the feeble and scanty germs of intellectual power bestowed on these forlorn creatures. Apart from this higher consideration, the evident delight they all manifested when engaged in singing their songs, was of itself very pleasing to witness; and I could not avoid thinking, that if it were to serve no other purpose than that of illuminating, by a momentary consciousness of happiness, an existence otherwise dark, blank, and joyless, it would be desirable to institute such exercises.

In a future article will be given a description of the various methods adopted to communicate to the pupils a knowledge of things and signs, of reading, writing, and calculating, as well as the mode of instruction pursued to enable them to follow various mechanical employments.

The means of educating the juvenile idiots at the Bicêtre, as formerly mentioned, consists of a variety of exercises, likely to rouse the dormant capacities of the pupils. Some of the exercises, not already described, consisted of marching in various figures, as arranged by small ornamented flags. These evolutions seemed to impart much pleasure.

The next series of exercises, though less attractive as a spectacle, were probably equally useful, if not more so, as a means of exciting attention and compliance with the particular directions of the instructor. At his request each pupil held up first the right hand, then the left, then both hands. Subsequently, the right hand was ordered to be pointed to the right side, and then to the left; the same also with the left hand; the corresponding leg and arm were now required to be advanced, then those of the opposite side; and lastly, they were desired to kneel and rise again at the word of command. They then embraced each other, and remained standing two and two in an easy and graceful posture, producing an appearance of mutual good-will and friendship. Indeed, it is more than probable that the mere assumption of such attitudes may become the means of exciting some small share of fellow-feeling and attachment between the different members of this singular community. These various positions and motions of the limbs were simultaneously performed by the whole of the pupils at the instant the order issued from their preceptor.

A large mat was now unrolled, and placed in the centre of the room, when various gymnastic exercises were entered upon by several couples. At this time it was especially gratifying to witness the amount of observation and attention excited in the bystanders, as was manifested by their hearty laughter, whenever a failure or accident happened. As only a few could be engaged in these gymnastics, the rest were left to their own discretion, and in a little while they became distributed in various parts of the room; the majority, however, remained watching those at play, others loitered near the musicians, touching, with simple curiosity, the various instruments which had performed an important part in leading and guiding their feeble and wandering faculties. Before entering on the next series of instructions, it was desirable that the whole should assume an orderly demeanor, and they were accordingly required to arrange themselves, and prepare to march round the room. Having done this once or twice, they were ordered to halt opposite the seats placed ready for them; then desired to be seated; each taking his place at once, and all seeming ready to attend to their next lesson.

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Several pieces of wood, cut in the shape of different geometrical figures, were now brought into the room. These were placed in the hands of different pupils, who named with much readiness the various forms -- as round, square, oval, oblong, &c. In order to exercise the sense of touch without the aid of that of sight, a bandage was placed over the eyes of one or two, and the different pieces were put into their hands, when each of them slowly passed his fingers along the edges, and when satisfied with the examination, named the form of the respective portions. In doing this, no error was committed. The utterance was of course imperfect; but although the words were pronounced in what to the visitors was a foreign tongue, no difficulty was felt by the other pupils in distinguishing what was said.

A large black-board was now brought forward and placed on a rest. One or two of the more proficient were desired by M. Vallée to draw upon it first a horizontal, then a perpendicular line, and afterwards to describe a circle, square, and hexagon. Words also were well and readily written in a good round, legible hand. The same feebleness and uncertainty of grasp, arising from an imperfect power over the fingers, was again observable, but the writing was fairly executed, and the figures correctly described. They were slowly done, it is true, but still they were well done. Remarking that the compasses used in describing the mathematical diagrams had a movable hinge, I was surprised to observe, that although there was so much apparent unsteadiness of muscle, yet such a degree of adjusting power over the motion of the fingers had been acquired, that the various points necessary to form the different figures were marked on the board without causing the least variation in the limbs of the instrument.

One of the more elderly of the pupils, but one who in England would be called a hopeless idiot, was now brought forward. His whole appearance and expression previous to the moment when he was desired to approach the table, were indicative of an utterly hopeless, mindless object. Being raised on a seat, a set of dominoes were placed before him, the sight of which caused evident signs of pleasure, and he proceeded to make preparations to enter on the game. Although having a very imperfect control over his hands, he selected from the set the required number, arranged them; and played a game with his instructor. This was done deliberately, but without any faltering or inaccuracy; and during the progress of the game he showed signs of satisfaction or discomfiture, according to his success or otherwise. The efforts to overcome the congenital imperfections in this poor fellow were strikingly successful; and it was not improbable that, had they been undertaken at an earlier period of his life, a capacity of standing in the erect position and of walking might possibly have been obtained, in addition to other educational exercises, patient and continued efforts had been made to create in him a power over the various muscles constituting the organ of voice. Although only capable of slow, imperfect and irregular utterance, he named the various letters of a word placed before him, first dividing then, into syllables, and then pronouncing the word. I subsequently saw him, at a later part of the day, seated in the workroom amongst his fellows, usefully employed in making very excellent list slippers. As I approached his bench, he evidently showed signs of recognition, and seemed pleased at the notice taken of his work. He handed me several pairs of slippers which he had finished, then showed the one he was engaged with, entered on his work again, and looking up from time to time as he proceeded with it, evinced the pleasure he felt in his employment, and the gratification he experienced in finding that it interested and met the approval of others.

The attention of the pupils assembled round a table was now directed to a large sheet of paper, on which was printed every variety of color. These tints were disposed in a confused manner, so as to prevent the liability which otherwise might arise of mere rote-work, or the utterance, from habit, of consecutive words without comprehending their meaning. In this, as in all other educational arrangements, the attention of the pupil was first directed to the simple and the more striking parts. On this occasion, consequently, the primitive colors were first named, and last the more compound, between which the shades of distinction are less marked. The perfection to which the sense of sight, the power of discriminating nice differences of color, and of remembering and uttering their respective names, was brought, in some of the pupils, was truly surprising.

Several examinations in the names of objects were now undertaken, such as the various articles of dress and pieces of furniture. Following these, the number of days in the week and months in the year were given ; then the names of each day and month, as well as the seasons of the year. The replies to these questions relating to names of objects and periods of time were quickly and readily given; and had I not already witnessed so many evidences of the excellent system of training of which these poor fellows have had the advantage, I should have been inclined to doubt whether a proper comprehension of their meanings was attached to the several words they uttered. I had, however, sufficient reason to believe that, to a limited extent at least, they understood what was meant when they gave answers to the questions proposed.

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Instructions as to the relation of objects to each other were now entered on. A small box being placed on the table, one of the youths, at the request of the master, first named the different parts of it -- top, side, bottom, &c.; and subsequently the relation of objects as respects position in regard to it. For instance, when anything was placed upon it, the word "sur" was given, and so also "sans," "dedans," &c., according as the little object was put in these various situations in relation to the box. Here was an evident advance on the other exercises, showing an increased capacity of comprehension. The simple, natural, and easy way in which such knowledge was communicated, was at once strikingly applicable, and was also admirably calculated to excite the mental faculties, by extending the very limited range of comprehension bestowed on these unfortunates.

A model clock was now brought out. It was constructed so that the relative position of the fingers could be altered at pleasure. Under the direction of the tutor, the different hours of the day were indicated, as well as the fractional parts of an hour. The face of the clock, thus varied, was presented to several pupils, when the time was correctly and exactly stated by each. During the progress of these examinations, several of the boys advanced from the main body who had remained seated around the room. The few who thus left their fellows gathered round the table, and seemed to take interest as well as pleasure in the proficiency manifested by their brethren. Every now and then they approached the place where I was seated, and looked up inquiringly, as if desirous to know what I thought of their proceedings. That they were capable of entertaining such feelings, was made evident by several simple occurrences excited by passing events during my stay among them. Some amount of interest in each other was also shown, and the extent to which care was exercised by the improved over the more ignorant and wayward was undoubted. I was particularly struck on one occasion by the manner in which an elder boy led back to the seat his younger and more restless companion, in whom the system of education had not yet produced that power of self-control which most of the boys had attained. The youth who rendered this service to his neighbor had attracted my notice when I first entered the room. He presented every appearance of an idiot of the most hopeless class, to such a degree that I singled him out as one worthy of particular observation, with a view of ascertaining how far the functions of an intelligent being could be imparted to one apparently so forlorn. I may here mention, that at a subsequent stage of the proceedings this same boy advanced to the table, and appeared to take an interest in what was going forward. Observing a small note-book I held in my hand, he took it up, opened it, and after turning over a few leaves, returned it to me, as if his curiosity was satisfied.

The mode of communicating ideas of numbers, and of their corresponding signs, (figures,) was as simple and successful as the methods adopted of imparting a knowledge of the properties and positions of objects. The result of their tasks in this department showed how applicable such a system was to their feeble understandings. Several circular pieces of ivory were first placed on the table, and then divided into two unequal portions, so as to communicate the idea of quantity by requiring the pupils to say which was the larger and which the smaller portion. A certain number were then placed together, say three or four, and the question was asked -- How many are there? The answer being given, the attention of the pupil was directed immediately to a board on which were painted the figures, and opposite to each figure a corresponding number of circular spots of the same size as the pieces of ivory. He here saw the figure placed opposite the number of pieces before him, and the idea of number was produced; thus several sums in addition and subtraction were now undertaken, and in the execution of these, the board was sometimes used as a means of fixing attention and assisting the memory. The more proficient, however, readily replied to the various questions put to them without calling into operation the aid of the sense of sight. They answered correctly, and without hesitation, such questions as -- How many do 6 and 8 make? Take 3 from 9, and how many remain?

I was particularly struck with the burst of feeling produced in one of the junior pupils when foiled in the performance of his task. He was seated at the table on which were laid the pieces of ivory. These were first divided into two unequal portions, and he was requested to point out the greater and the smaller set. Three of the circles were then given to him, and he was desired to take from the others an equal number. Having performed these tasks, an even number were placed before him, with the request that he would divide them into two equal portions: this he proceeded to do by taking out very slowly and carefully the half of the number. An uneven number, consisting of nine pieces, were now given to him with a like request; this he tried to comply with as before, by separating four on each side: he then hesitated, re-examined his numbers, seemed perplexed, and at length finding, after a little pause, that he could not perform what was required of him, he burst into tears, and showed, by the difficulty which was experienced in assuaging his grief, how deeply he was capable of feeling both disappointment and vexation at his supposed inefficiency. This little incident told plainly of an important influence brought into operation. It explained how much could be done by acting on the amour propre. The grief at discomfiture, as well as the pleasure excited by success, showed that this power was used as a key to unlock dormant faculties, and to open the portals of intelligence.

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My attention was now directed to a youth in whom the greatest difficulty had been, and was still experienced, in preventing a wandering and irregular action of the mind. Ideas of numbers, and a capability of counting, had been imparted to him; but unless his attention could be fixed by a simultaneous exercise of some of his senses, or by muscular movements, it was found difficult to induce him to advance from one number to another. Thus, when he was desired to count 1, 2, 3, &c., his eyes were bandaged, a triangle was held before him, and struck at regular intervals of time, so as to lead him on from one number to the next at each beat of the triangle. A ladder being placed against the wall, he was desired to mount it and count at the same time: this he did regularly and slowly, naming an advancing number at each step he took. Other gymnastic exercises, I was told, had been employed with a view of fixing attention, and producing a more regular succession of ideas. The ingenuity and aptness of the means used in this particular case speak eloquently of the spirit in which the work of regenerating these all but mindless fellow-creatures is undertaken.

The series of exercises in the schoolroom was terminated by the construction of words, and the addition of figures, by means of letters and figures cut out and fixed on small portions of wood. A word or a number being given by the master, the pupil proceeded to select the letters or figures, and placed them in the order indicative of the word or number. This lesson was executed with the same accuracy which had characterized the various proceedings which it was my good fortune to witness in this schoolroom at Bicêtre , and which served to excite within me a deep feeling of thankfulness for the opportunity I had enjoyed of becoming practically acquainted with the system in operation. As each successive and advancing demonstration was made before me of the extent to which the senses and faculties of these idiots had been educated, I could not avoid feeling a corresponding increase of the delight I at the first moment experienced in witnessing a sight so intensely interesting and important.