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Instances sometimes are noticed, where, upon the first exhibition of divine truth, both the intellect and heart seem to receive it as just what the soul needs, and cheerfully to yield to its power, while the after life gives beautiful evidence of the influence of grace. It is in many cases, however, extremely difficult to judge correctly with regard to the real state of the heart, from the readiness with which they generally comply with the external duties of religion, and from the fact that in writing upon these subjects, and in the expression of their feelings, they often use language without proper discrimination, attaching to certain terms and phrases a meaning different from that which they convey to other minds. Persons who are unacquainted with the deaf-mute character are liable, for these reasons, to form very erroneous opinions concerning them, when no deception is intended on their part. We would not be understood to imply that the moral character of deaf-mutes differs in any respect from that of the community in which they live, or that the operation of truth upon their minds is not essentially the same as upon others, for we have abundant evidence to the contrary. But passing their early years as they do in utter seclusion from the direct influences of the gospel, it would be singular indeed if their translation into such "marvelous light" should not be attended with some phenomena peculiar to themselves.

The Asylum was designed by its benevolent founders to be preeminently a Christian institution, and to cause it to fulfil in this respect its high destiny, has ever been the desire and aim of the instructors. They esteem it a privilege, not only to lift from the imprisoned mind of the deaf-mute the mantle that shuts in so closely his intellectual horizon, but to open to him, the sublime vision of faith, and to fit him, as far as their influence can do it, to be a partaker in the blessed realities it reveals. Regarding the religious training of the pupils as a matter of the first importance, it is the daily endeavor of the instructors to impress upon their minds those great principles of revealed truth which may prepare them for the duties of the present and the enjoyments of the future life. Inasmuch, however, as the relatives of the pupils belong to the various denominations of Christians which are found in New England, the instructors do not deem it proper, or right, to give them any sectarian bias. They therefore refrain entirely from instruction upon the peculiar articles of faith which divide the Christian community into different sects, and present only those fundamental truths which are perceived in common by all evangelical denominations. Indeed, our pupils are generally ignorant, not only of the lines which divide Christians into different sects, but of the names of divisions. Instruction upon these points may be well enough in its proper place, but they are not subjects which the instructors feel called upon to explain. Even in cases where there is satisfactory evidence of piety, and a desire is expressed to join the visible church, we discourage such a step while they are members of the school, and prefer that it should be taken under the advice and supervision of their family friends. Those residing with us, who are already members of churches, commune with the churches to which they belong.

The routine of religious exercises pursued at the Asylum is as follows:

The pupils assemble in the chapel in the morning, a short time before the hour of school. The seats rise from the platform towards the door, so that every one in the room can have a distinct view of the person who officiates; the boys being arranged on one side, and the girls on the other. A text of Scripture, which has previously been written upon the large slates occupying one side of the room, is carefully explained by natural signs, (i. e. , by signs which represent directly, not words, but ideas,) and commented upon. They then rise, and prayer is offered in the same language. At the close of school in the afternoon the pupils again repair to the chapel. In the meantime the text explained in the morning has been committed to memory. Some one from the scores of hands up-lifted for the purpose is selected to spell the verse. They are examined upon the meaning of its various parts and its general import, and a prayer by signs closes the service. On Saturday morning, a lesson from a catechism of Scripture history is explained to the younger pupils. The older classes have a lesson in a catechism written for their benefit, comprising general expositions of the inspiration of the Scriptures, and of their duties to God, to themselves, and to their fellow men. These lessons are studied on the Sabbath, and recited in the school-room on Monday morning. The Sabbath services are similar to those in our churches, except in the language used, and the necessary absence of vocal praise. As a substitute for the latter, some stanzas of a hymn are often written upon the slate, and explained. This is followed by prayer. The text, and a general outline of the discourse, are also written in large characters upon the slate, so as to be easily read from all parts of the room. The more brief these outlined are, the better for immediate effect. They are desirable chiefly to keep before the mind of the pupil the general divisions of the subject, as the discourse advances. Sometimes, however, these notes are more extended, as the pupils copy them when the service is concluded, and preserve them in a volume for future reference. After they leave the Asylum, these books become valuable sources of instruction. But to return to the service. Skillful and apposite illustration is the great secret of effective lecturing to the deaf-mute. An abstract proposition, however evident and simple it may be, makes but a slight impression upon his mind. It is a matter of little interest to him, except as its relation to other truths is developed. He is not in the habit of generalizing, or of pursuing elevated processes of thought. The truth must be illustrated in the simplest manner, by showing its relation to facts in his own experience, or in the experience of others with which he is familiar.