clothing and traveling expenses. This, however, includes medical attendance, medicine, and nursing in sickness, as well as books and stationery. If desired, clothing is also furnished, at an additional charge of fifty dollars a year.

The school-house is of the same dimensions as the central edifice, and stands directly in the rear of it, at the distance of nine or ten rods. In approaching it we pass through the corridors forming a communication between the eastern extremities of the three wings into similar corridors running at right angles with these, which lead to the school-rooms. The three floors all have the same plans a hall running lengthwise through the centre, with five class-rooms on each side. The French-roof, which, like the third story, has been recently added, affords an additional dormitory, accommodating one hundred and fifty boys. And, by-the-way, it appears that the boys here commonly outnumber the girls in the proportion of three to two. This disparity is not found among congenital mutes, about as many girls as boys being born deaf. The predominance of boys among those made deaf by sickness or accident, who compose nearly half the entire number, is supposed to be due to their greater exposure, and perhaps to a greater liability in infancy to certain forms of disease.

So much individual instruction is needed by deaf-mute pupils that it is not expedient to have a large number in one class. We shall seldom find more than twenty in a room; and if we watch the process of instructing them, we shall be satisfied that twenty such pupils are quite enough.

In describing how they are taught, perhaps I can not do better than simply to relate what I observed in some of my own visits to various classes while spending a week or two in the institution. If I had thought of it beforehand, I might have attempted a systematic visitation, beginning where the new-comers begin. But as it happened, no programme was marked out for me; and so, without much idea of what I was about to see, I found myself one bright morning in the class-room of Miss ______, a deaf-mute teacher. On being presented to her by my friend, Mrs. Brooks, I was received with great cordiality, and a very kind greeting was written upon the pocket-slate which educated mutes usually keep at hand.