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From 1851 eleven annual reports have been made, in each of which the condition of the Asylum, and the results attained, have been fully set forth by the trustees and the Superintendent, who have been flattered to believe that their management has been approved by the public, from the fact that the Legislature has invariably responded to the requisitions asked for its maintenance and growth; and, in like manner, the trustees further flatter themselves in the belief that the results attained, as stated in those reports, have secured to this novel enterprise in the field of philanthropy the lively interest and intelligent approval of the public.

In all efforts for the relief of suffering humanity, the main object should be positive and practical benefit to the beneficiary. Fanciful theories and all romance are wholly out of place in such efforts. Most obviously does this rule apply to the enterprise of "teaching and training idiots." Its claim for sympathy and support has the warrant of that rule in the experience of eleven year's efforts, and in the benefits resulting from those efforts to the pupils, and to all who may be in social relations with them. Although the enterprise does not work a miracle -- does not transform an idiot to the condition of one who possesses an intellect of normal character and measure -- still it does effect improvements of practical advantage to the beneficiary, and confers benefits of happy influence on society. In this connection the following extract from the superintendent (report of January, 1852) to the trustees is entirely apposite:

"Having thus described the immediate object of our special system of education, I am led to the question, which is the practical one in every wise and thoughtful consideration of the subject, what is the ultimate object and end of the education of idiots? What is to be the effect of this education upon their future lives, both with respect to themselves and to society? I answer then in general terms: Education is a means, not an end. It is a well established principle, that a proper education gives increased capacity for usefulness; increased understanding of, and subserviency to social and moral obligations, and increased capacity for happiness.

"But great as are the benefits of education in ordinary cases, its achievements are still greater when, instead of increasing the capacities of the pupils, it substitutes capacities for incapacities; when it restores a class of human beings, now a burden to community, destitute of intelligence, degraded and miserable, to their friends and society, more capable of development under the ordinary circumstances of human development; nearer to the common standard of humanity in all respects; more capable of understanding and obeying human laws, and of obtaining the greatest degree of comfort and happiness with their means. And will not this be the effect of the system of management and education for idiots, which I have imperfectly described? which confirms their health; which educates their various muscles till they are possessed of dexterity; which teaches them to observe of themselves the objects, facts and phenomena by which they are surrounded; which teaches them to compare those phenomena one with another, and to reason upon those observations and comparisons; no matter how simple, at the outset, are those exercises of observation, of comparison and of judgment, if they are only spontaneous, if they are only accomplished by the pupils themselves, they will necessarily be the stepping stones to higher mental operations of the same character.

I will venture to add, in speaking of the ultimate results, that the intrinsic usefulness, comfort and happiness of the subject of the special education is as much promoted in the case of the idiot as in that of the deaf mute, or the blind; that the comfort and happiness of the friends is in still greater measure promoted by such education in the case of the idiot than in the subject of other kindred charities."

Although, as stated above, no miracle has been performed in the Asylum, still the trustees claim the credit of having bestowed upon a large share of its beneficiaries all the advantages, and of having afforded to their friends all the relief which was promised at the outset of the enterprise. This satisfactory result, in a great measure, has been produced by the advantage possessed by our institution of having had from its commencement a superintendent of prominent qualifications and of self-sacrificing devotion. Great credit is also due to the teachers and attendants for the skill, patience and faithfulness with which they have performed their peculiar and trying duties.

HORATIO SEYMOUR, JAMES W. TITUS,
HORATIO BALLARD, HENRY N. POHLMAN,
V. M. RICE. FRANKLIN TOWNSEND,
GEO. H. MIDDLETON,
ALLEN MUNROE,
HIRAM PUTNAM,
LYMAN CLARY,
HAMILTON WHITE.