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tion should be carefully kept in view-namely, that | into operation in the tuition of idiots, this is the of quickening the faculties, and creating clear con- most powerful and important. It fortunately hapceptions, so as to turn them to good account. We pens that so useful an agent is applicable in all should therefore be especially guarded against the cases, and may be made to bear with due efficacy temptation of stepping beyond the bounds of utility; upon each, taking, as the faculties become develwe should ever keep in mind what ought, rather oped, a higher range of action. It may be divided than what can, be accomplished. into three kinds or stages: first, the simple motions It is pleasing to discover, amidst much that is of the limbs; next, the handling of objects; and unattractive in these imperfect creatures, some pe- lastly, the moral influence of example in all that culiarities which are singularly interesting. Among relates to conduct and duty. The manner of causthese may be noticed the remarkable susceptibility ing the pupil to conceive and follow the various of the majority of idiots to musical sounds. Nearly positions of the tutor having been already described all are acutely sensible of this influence, though when speaking on the regulation of muscular action, they may be unable to utter a note or intelligible we proceed to the consideration of the more adsound; and many, ignorant and incapable in other vanced stage-namely, the method to be employed respects, manifest a remarkable power of imitating with a view of leading, by means of the imitative with the voice any simple air which has been care- tendency, to the use of various implements. fully and repeatedly executed for their benefit. This sensibility of the organ of hearing becomes important as a means of producing impressions and awakening emotions. By a judicious education of the ear, the tutor acquires both a capability of communicating pleasing sensations, and also an increased power of enforcing obedience by a careful and marked intonation of his own voice, when imparting the various necessary directions to his pupils. Although in general naturally acute, yet this sense should receive a like systematic culture with the others. In addition to the regular gradations of the gamut, impressions should be made by striking various sonorous bodies together, and by uttering the different vocal expressions indicative of the emotions of the mind. It may be here remarked that there appears to be a greater susceptibility to lively and well-marked instrumental music than to that produced by the voice.

The first step in this important procedure may he accomplished by placing on the table two pieces of wood, about the size and shape of ordinary building bricks. One of them being handed to the youth, the instructor takes the other, and placing it in a certain position, requires that the remaining piece shall be moved by the pupil so as to correspond with it in situation. At first, little or no idea of the intention is formed, and some assistance becomes necessary. In a short time, however, an appreciation of the object sought is engendered, and the pupil will readily cause his portion to assume the various positions of the opposite one. When this is accomplished, an increased number should be employed, and the faculty of imitation cultivated, by arranging one set in a certain order, to be followed by the pupil with the other set. Succeeding to this exercise, domestic implements may be introduced, and their uses taught through the power of imitation. Thus, by gradual and progressive steps, instruction in various easy occupations may ultimately be inculcated, and the apparently hopeless object rendered useful and happy by means at once simple and applicable.

In following out the foregoing directions respecting the cultivation of the senses, great discretion will be absolutely necessary on the part of the tutor in adjusting the exercises to each particular case, as well as to the relative imperfections of the different organs observable in the same individual. Care- From what has been already advanced, the reader ful observation, combined with a fair amount of tact, will perceive that the impressions received by a will, however, lead to an adaptation of suitable sound infant mind intuitively, require to be commumeans to each pupil. It may here be remarked, nicated by artificial means to the idiot. In pursuthat too rigid an observance of the above directions ing those higher branches of instruction which preshould not be enforced. Considerable latitude should pare him to enter on active and useful avocations, be taken by the tutor, lest, by following too rigidly the same principle must be carefully kept in view. the somewhat artificial, though scientific and pro- Before the attempt is made to instruct the pupil in gressive order of cultivating the senses, a degree of any handicraft employment, his ideas of form, and irksomeness might in some instances be produced. his capability of describing various figures in chalk, To prevent this, frequent opportunities should be must be fully cultivated. This is an exercise which made available of directing the notice of the pupil usually excites an agreeable impression among the to all ordinary objects which come within the range pupils, and is accordingly entered on with readiness of his observation. He should be made as familiar and pleasure. A blackboard being provided, the with their names and uses as his imperfect capacity tutor draws upon it, by means of a rule and chalk, will allow. He should be taught to handle various a single line; then requires that a similar one shall articles, to attend to personal cleanliness, to dress be imitated by each pupil in succession. The first and undress, as well as to take his food, without lesson is devoted to a perpendicular line, the next assistance. To accomplish all these objects, the to a horizontal, and the following one to an oblique. force of example must be brought into operation, As soon as the pupil has made each respective and much reliance must also be placed on the inge-line, he should be required to utter the word, up, nuity, judgment, patience, and perseverance of the instructor.

flat, slant, according as the line is perpendicular, horizontal, or oblique. After this combined exerIn pursuing a systematic course of training, it cise of both hands has been duly practised, he should will be found that the imitative tendency is strongly be taught to draw a straight line without the aid implanted in the objects before us. This is a fortu- of a rule. Then the three lines he has been taught nate circumstance, as by a judicious use of that being connected at each extremity, a triangle bewell-known influence which the stronger has over comes represented on the board. To familiarize the weaker mind, a valuable means of leading for- him, or rather to impress him, with a just concepward, regulating, and rendering useful the rudest tion of the nature of this picture, place in his hand and most inert materials is placed in our hands. the triangular piece of wood formerly employed to Of all the various elementary principles brought | impart ideas of form, and encourage him to compare

it with the figure on the board. By so doing, he becomes aware that the lines he has made constitute a representation of the substance he holds in his hand. A little reflection will convince us that the various steps embraced in this simple lesson are of great value in creating steadiness and capability of directing the hand, in perfecting the conception of form, and in generating a power to draw a representation of a simple object.

protruding the tongue, and moving it in every direction, should be practised. After these muscular actions have been many times exercised, a simple sound should be uttered by the tutor, and repeated till the pupil does the same. When he becomes perfect in uttering simple labials and linguals, he should be practised in uttering consecutive syllables.

The power of arrangement may be taught by placing several square and oblong pieces of wood Whenever some proficiency is attained in drawing so as to form a certain figure, to be imitated by the straight lines, the pupil should be taught to describe pupil. As soon as some knowledge of letters is a curve; first by the aid of the rule, one extremity communicated, he should be taught the sound of of which being fixed by the thumb, forms an axis, two letters combined, and then of those which form and becomes the centre of the circle. Subsequently, a word. The instruction in this department is the hands should be exercised in forming curves greatly facilitated by having the letters on separate without the aid of any instrument. After some portions of card, so that they can be selected and practice of the eye and hand, in proportion to the brought together. The first words formed should capacity of the pupil, these preliminary exercises in be substantives of one syllable only, as hat, cap, &c. the art of drawing should be followed up by efforts The object should also be presented at the time, so to impart the power of representing simple objects. as to impress the mind with the power of the letters This will be effected with the greatest ease, by pre-employed in forming the word. No words should senting the mathematical figures, shaped in wood be used of which the meaning has not been comfor imitation, beginning with the triangle, and pass-municated. ing to the square, circle, oblong, oval, &c. In due time, simple implements, with which the youth has become familiar, should be held up, that he may attempt a rude picture of them.

From substantives proceed to adjectives: show that a hat may be white or black; then to verbs: form the sentence "move the hat," and when moving it, point to the verb. So with prepositions, place an object in, on, under the hat, &c., repeating the respective preposition, and showing the word whenever the object is placed in these differ ent situations.

Several advantages ensue from this course of tuition. The object sought is not to make a painter, but to expand and cultivate the mind, to open out stores of improvement and enjoyment by this simplest of languages-the hieroglyphical. It also We now approach a most important department serves a most useful purpose in perfecting ideas of of tuition; namely, that of moral guidance. Owing shape, and a power of imitation which can ulti-to the inherent deficiencies already described, the mately be turned to good account in manual operations requiring a capacity to cut and work out rude materials into useful articles.

The first instruction in letters is founded on the preliminary exercise respecting a straight line and curve, the various combinations of which form the complete alphabet. This important branch of instruction is greatly facilitated, and precise ideas respecting the symbols of language are created, by first making known those letters which consist of simple lines, next the circle, and lastly those consisting of a straight line and portion of the circle. We may here remark, though not forming a part of this portion of instruction, that when a consonant is represented, the simple sound should be associated with it, not that compound with a vowel which is usually employed in ordinary schools. This both aids utterance, and prevents confused notions. Most idiots are mute; that is to say, they do not utter any intelligible sounds, owing to causes analogous to those which impede control over muscular action in other parts of the body. The means of cultivating the organ of speech consist in producing successive motions of the jaw, lips, and tongue. When the faculty of imitation is developed, and the pupil is able to control the muscles of those parts, the object may be easily attained if the tutor exhibit the necessary movements. But in some cases, both the tendency to follow the actions of others, and the power over the vocal apparatus, are so imperfect, that it becomes necessary to aid the muscles. The jaw should be opened and closed, the lips brought into various positions by the use of the fingers, and the tongue moved by means of a paper knife.

several actions of idiots, constituting conduct, belong in a great measure to that class termed evil. To check this unfortunate tendency, and to cultivate the moral sense, so as to engender ideas of duty and improved conduct, form the highest office of the tutor. Although certain influences about to be described may be said strictly to belong to the class of moral agents, yet it is to be observed that every step already taken bears on the same end in a most material degree. The faculties have been cultivated, knowledge imparted, and an affectionate regard for, and obedient reliance on, the tutor is felt. During the whole progress of intellectual training, it is vitally important that the moral sense be regarded, and that means should be taken to regulate and cultivate it. The first object to be accomplished is to prevent the pupil from committing any evil act; the next, to direct him to a more improved conduct by constant supervision; and lastly, to promote a desire and will to continue such conduct when no control is exercised over him. It will be perceived that, in training the moral sense, a course very similar to that adopted in the regulation of muscular action is recommended to be pursued; namely, first the prevention of vicious tendencies and habits; next, a judicious regulation under control; and lastly, a free and unrestrained power, stimulated by due excitants.

In accomplishing this latter and very exalted duty, the pupil should be taught to notice, compare, and judge-in fact, to reason, and then to will. He should be made to feel his wants both in food and clothing, and to supply them by fetching the necessary articles from a distant part of the establishment. When conducting this moral tuition, the first dawnWhen, however, imitation and power of motioning of a better disposition should be carefully looked are more perfect, the mechanical assistance is un- for, and made available when discovered. It is necessary. Such exercises as whistling, sucking probable that, after the perverse propensities have a ferule, holding a small body between the lips, been conquered, and the pupil has submitted to di

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rection in a better course, some manifestation of a any means be ascribed, as in other cases, to the new desire or will may become apparent. This, collective energies of his mind being turned into a if correct, should be actively encouraged, and other single channel. aids sought for to cultivate and gratify pure tastes and feelings. By these means, he will, in course of time, be made sensible of many rational enjoyments, the gratification of which can be turned to good account as rewards for improved conduct. Our remarks on the tuition specially adapted to the idiotic having already occupied so much space, we are unable to dwell at any length on the means applicable to those children in whom the development of the mental faculties has been retarded, owing to the occurrence of certain actions of the brain which have supervened after birth. The gymnastic exercises calculated to invigorate the bodily functions may be safely encouraged, but it will be advisable to adopt precautions respecting those agents destined to stimulate the brain in a direct manner, lest, by an injudicious excitement of a disordered organ, additional disturbance arise, which it may be difficult to allay. The advice of a medical man should be sought, who, taking into account the cause which has operated in preventing the expansion of the mind, will be able to suggest what exercises are likely to prove advantageous, and what prejudicial.

Something remains to be said respecting the properties of the individual required to execute this nice and delicate work of tuition. He who is employed in the task should possess many amiable qualities. A mild, gentle, persuasive, serene, and charitable nature should be sought for, but at the same time a weak and yielding disposition is to be avoided. With much calm self-possession should be united an equal share of firmness, consistency and perseverance. Those endowments of temper, address, forbearance, superior judgment, and strong determination, constituting a power to command, are especially needed; as well as that ready and decisive appliance of just means to every emergency, usually denominated tact. Considerable play and power of voice, gesture, and look, are necessary to fix attention, communicate an impression, and enforce obedience. A capability to enter with spirit on various games and pastimes, and a facility of expressing emotion, as well as a taste for music, are all desirable qualities.

The power of observation should be studiously applied, the peculiarities of each pupil carefully marked, and met with that discretion which can alone lead to success.

We have now traced some of the essential influences destined to elevate the most inert and degraded creature, by the education of the whole being to the likeness of man. The means are as simple and applicable as they are sound and philosophical, and it is only necessary to use them with energy and discretion, to secure happy results.

From Chambers' Journal.

TRUMAN HENRY SAFFORD.

He was born at Royalton, Windsor County, Vermont, on the 6th of January, 1836. His father is a farmer, and a person of considerable intelli. gence; and both his parents, during the earlie: portion of their lives, were instructors of youth. From his father he appears to have inherited his passion for mathematical studies, and from his mother a nervous temperament, so exquisite, "That one might almost say his body thought." In his first year, he was so delicate, so fragile, that perhaps no other mother could have reared him; but from the wan, unearthly lips of the infant there came questions that made the listeners start and thrill by their preternatural intelligence. It seemed as if he had come into the world with a craving for knowledge, which he waited only for the gift of speech to "wreak upon expression.' But it was not till his third year that the grand bias of his mind was suspected; nor did this fully develop itself till three years after. His parents had already amused themselves with his power of calculating numbers; but one day now, as we are told, he "remarked to his mother, that if he knew how many rods it was round his father's large meadow, he could tell the measure in barleycorns. When his father came in, she mentioned it to him; and he, knowing the dimensions of the field, made a calculation, and told the boy it was 1040 rods; the lad, after a few minutes, gave 617,760, as the distance in barleycorns, 'in his head,' as the phrase is."

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This was sufficiently remarkable in a child of six years of age; but before his eighth year, he had gone to the extent of the famous Zerah Colburn's powers, and had answered, in fifteen minutes, all the questions which more recently made the reputation of a negro boy, detecting three mistakes either of the press or the boy. But these feats were not achieved-and this is the most promising fact in his history-by the kind of intuition usually observable in such cases, but by means of study; and it was observed that he improved rapidly by practice, and lost proportionately when he neglected the cultivation of his powers. At this time he acquired from books some knowledge of algebra and geometry, and appeared to possess, "in addition to the power of performing lengthy calculations in his head, the higher power of comprehending and solving abstruse and difficult questions in the various branches of mathematics."

He was now attacked by typhus fever; and an incident of his illness is related which exhibits at once his passion for such studies and the extreme delicacy of his nervous temperament. "When the alarming crisis of his disease had passed, and he was slowly recovering, he plead most affectingly with his mother for Day's Algebra and his slate. His mother, aware of his extreme nervousness and irritability at the time, thought it would THIS is the name of a boy, now ten years of age, be better to gratify than to refuse him, and gave who, if he lives, and continues to enjoy mental and him the algebra and slate. He immediately comcorporeal health, will in all probability be one of menced making a long statement, which extended the most remarkable men America has ever pro- nearly across the slate; but before he could finish duced. He is not one of those "prodigies" in it, his little hand failed, his pencil dropped, and whom a single faculty is developed to a preter- giving up in despair, he burst into tears, and wept natural extent; for his general talent is nearly as long and bitterly." After his recovery, Hutton's conspicuous as his aptitude for mathematics. He Mathematics and the Cambridge Mathematics were has both the will and the power to learn in a very added to his few books, and in the winter of extraordinary degree, and his success cannot by | 1844-45 he studied hard. In the following spring,

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Dr. Chester Dewry, a mathematician well known prepared beforehand by a skilful mathematician, throughout the United States, writes of him thus: with the view of testing his powers to the uttermost. -"He is not one of the calculators by instinct, if "I went, firmly expecting to be able to confound I may use the language, but a real regular reasoner, him, as I had previously prepared myself with on correct and established principles, taking the various problems for his solution. I did not sup easiest and most direct course. As he had Hut- pose it possible for a boy of ten years only to be ton's Mathematics, and wanted some logarithms, able to play, as with a top, with all the higher his father told me he computed the logarithms from branches of mathematics. But in this I was dis1 to 60 by the formula given by Hutton, which appointed. Here follow some of the questions ] were afterwards found to be the same in a table of put to him, and his answers. I said, Can you logarithms for the same number of decimals. He is tell me how many seconds old I was last March, a wonderful boy. His mind seems bent on the the 12th day, when I was twenty-seven years old?' study of mathematics, and he takes his books about He replied instantly, 85,255,200.' Then said with him, that he may study some every day. He I, 'The hour and minute hands of a clock are exwas also much interested in three lectures on chem-actly together at 12 o'clock when are they next istry, that he attended. He seems very able to together?' Said he, as quick as thought, 1 h. make a practical application of his knowledge. 5 5-11 m.' And here I will remark that I had His mind is too active; and when roused in the only to read the sum to him once. He did not night, or made wakeful by his nervous tempera- care to see it, but only to hear it announced once, ment, it is often difficult to arrest the current of no matter how long. Let this fact be remembered his thoughts on some interesting calculation. The in connection with some of the long and blind sums study of mathematical relations seems to be amuse- I shall hereafter name, and see if it does not show ment to him." his amazing power of conception and comprehension. Also, he would perform the sums mentally, and also on a slate, working by the briefest and strictest rules, and hurrying on to the answer with a rapidity outstripping all capacity to keep up with him. The next sum I gave him was this: A man and his wife usually drank out a cask of beer in twelve days; but when the man was from home in lasted the woman thirty days. How many days would the man alone be drinking it?' He whirled about, rolled up his eyes, and replied at once, 20 days.' Then said I, What number is that which, being divided by the product of its digits, the quotient is three; and if 18 be added, the digits will be inverted?" He flew out of his chair, whirled round, rolled up his wild flashing eyes, and said, in about a minute, 24.' Then said I, Two persons, A and B, departed from different places at the same time, and travelled towards each other. On meeting, it appeared that A had travelled 18 miles more than B, and that A could have gone B's journey in 15 days, but B would have been 28 days in performing A's journey. How far did each travel?' He flew round the room, round the chairs, writhing his little body as if in agony, and in about a minute sprung up to me and said, 'A travelled 72 miles, and B 54 miles-did n't they? Yes.' Then said I, What two numbers are those whose sum, multiplied by the greater, is equal to 77, and whose difference, multiplied by the less, is equal to 12?' He again shot out of his chair like an arrow, flew about the room, his eyes wildly rolling in their sockets, and in about a minute said, '4 and 7.' 'Well,' said I, the sum of two numbers is 8, and the sum of their cubes 152. What are the numbers?' Said he instantly, 3 and 5.' Now, in regard to these sums, they are the hardest in Davies' Algebra.

He was now taken to Hanover, where he saw for the first time an extensive collection of books and mathematical instruments. The sight made the poor nervous student wild with excitement; and when taken away, he was drowned in tears. On returning home from a little tour, in the course of which he had been introduced to various scientific men, and had his library enriched by several useful acquisitions, he set about constructing an almanac, which was actually put to press in the autumn of 1845, having been cast when its author was just nine years and a half old. In the following year he calculated four different almanac calendars-one for Cincinnati, which was published with a portrait; one for Philadelphia; one for Boston; and one for his native Vermont. "While getting up the Cincinnati one, he became much abstracted in his manner, wandered about with his head down, talking to himself, &c., as is his manner while originating new rules. His father approached him, and inquired what he was doing, and found that he had originated a new rule for getting moon risings and settings, accompanied with a table which saves full one fourth of the work in casting moon risings. This rule, with a number of others for calculating eclipses, is preserved with his manuscript almanacs in the library of Harvard University." This almanac was placed upon a par by scientific men with the works of mathematicians of mature years; and the wonderful boy, who saw two editions of his book sold almost immediately-one of 7000, and one of 17,000 copies-became at once a public character. "Not satisfied," says the Rev. H. W. Adams of him at this time, "with the old, circuitous processes of demonstration, and impatient of delay, young Safford is constantly evolving new rules for abridging his work. He has found a new rule by which to calculate eclipses, hitherto unknown, so far as I know, to any mathematician. He told me it would shorten the work nearly one third. When finding this rule, for two or three days he seemed to be in a sort of trance. One morning very early he came rushing down stairs, not stopping to dress himself, poured on to his slate a stream of figures, and soon cried out, in the wildness of his joy, 'Oh, father, I have got it-I have got it! It comes-it comes !'"

We now proceed to give the results of a regular examination of the boy, in which the questions were

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"I took him into the mensuration of solids. Said I, What is the entire surface of a regular pyramid, whose slant height is 17 feet, and the base a pentagon, of which each side is 33.5 feet?' In about two minutes, after amplifying round the room, as his custom is, he replied 3354.5558.' How did you do it?' said Ï. He answered,

Multiply 33.5 by 5, and that product by 8.5, and add this product to the product obtained by squaring 33.5, and multiplying the square by the tabular area taken from the table corresponding to a pentagon.' On looking at this process, it is strictly scientific. Add to this the fact, that I was examin

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the exer

of passing away, as some anticipate, like the meteor
of a moment. One of these circumstances is what
appears to us to be the curious and interesting fact,
that in him the intellectual does not require to draw
upon the physical man for aid in extraordinary
emergencies. In ordinary cases, when the feats,
as in the present, are not performed by intuition,
but are the result of previous study, the calculator
or reasoner suspends, so far as he can,
cise of those faculties that are applied to the uses
of the body: he abstracts his senses from external
objects, and appears either to exact from them
some mysterious aid within, or at least to require a
strict neutrality. With the Vermont boy, on the
contrary, the external perceptions seem to quicken
in the mental excitement. The exercise of his
body goes on at the same moment with the exer-
cise of his mind; and if he is engaged in any
ordinary employment at the time, instead of sus-
pending it, he redoubles his energy. This affords
a hope that in his case the mind may not be worked
in any fatal disproportion.

ing him on different branches of the mathematics | nent place in the constellation of science, instead requiring the application of different rules, and that he went from one sum to another with rapidity, performing the work in his mind when asked, and the wonder is still greater. Then I desired him to find the surface of a sphere. Hence,' said I, required the area of the surface of the earth, its diameter being 7921 miles?' He replied as quick as thought,197,141,024 square miles.' To do it, he had to square 7921, and multiply the product by 3.1416. Then I wished him to give me the solidity of a sphere; therefore, said I, What is the solidity of the earth, the mean diameter being 7918.7 miles?' He writhed about, flew rapidly about the room, flashed his eyes, and in about a minute said, 259,992,792,083.' To do this, he multiplied-the cube of 7918.7 by 5236. I believe he used a few figures in doing this sum, but it was unnecessary, as he performed a much larger one in his mind, as I shall soon show. I then asked him to give me the cube root of 3,723,875. He replied quicker than I could write it, and that mentally, 155-is it not?' 'Yes.' Then said I, ' What is the cube root of 5,177,717? Said he, 173.' 'Of 7,880,599?' He instantly said, 199.' These roots he gave, calculated wholly in his mind, as quick as you could count one. I then asked his parents if I might give him a hard sum to perform mentally. They said they did not wish to tax his mind too much, nor often to its full capacity, but were quite willing to let me try him once. Then said I, Multiply, in your head, 365,365,365,365,365 by 365,365,365,365,365,365!' He flew round the room like a top, pulled his pantaloons over the top of his boots, bit his hand, rolled his eyes in their sockets, sometimes smiling and talking, and then seeming to be in agony, until, in not more than one minute, said he, 133,491,850,208,566,925,016,658,299,941,583,225!' The boy's father, Rev. C. N. Smith, and myself, had each a pencil and slate to take down the answer, and he gave it to us in periods of three figures each, as fast as it was possible for us to write them. And what was still more wonderful, he began to multiply at the left hand, and to bring out the answer from left to right, giving first 133,491,' &c. Here, confounded above measure, I gave up the examination. The boy looked pale, and said he was tired. He said it was the largest sum he had ever done!"

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Well, indeed, may the poor child have looked pale, after a three hours' examination like this! Such experiments resemble certain animal murders, in which the victim is tortured to death for the gratification of scientific curiosity. It is no wonder hat young Safford has been pronounced to be "fore-doomed." But more merciful inquirers have given a very different acccount of the relative working of his mind and body. They deny any distortion of features, any clouding of the brow, any diminution of the cheerful brightness of his boyish eye. They tell us that he walks with a free step round the room, threading his way behind chairs, gliding into corners, and looking up at the questioner as he passes with a smile, apparently no more fatigued than a boy with his usual play. It would seem clear from this that if he is foredoomed, it is not by nature, but by man. But the frail constitution, the delicate health, the small limbs, the brilliant eyes, the pallid countenance, are not necessarily indications of early death; and there are circumstances in the case before us which give every hope that if the boy only receives fair play, he may live long enough to obtain a perma

The value of that mind may be collected from the following statements by Mr. Adams, the gentleman who tested his powers so rigorously.

"But young Safford's strength does not lie wholly in the mathematics. He has a sort of mental absorption. His infant mind drinks in knowledge as the sponge does water. Chemistry, botany, philosophy, geography, and history, are his sport. It does not make much difference what question you ask him, he answers very readily. I spoke to him of some of the recent discoveries in chemistry. He understood them. I spoke to him of the solidification of carbonic acid gas, by Professor Johnston of the Wesleyan University. He said he understood it. Here his eyes flashed fire, and he began to explain the process.

"His memory, too, is very retentive. He has pored over Gregory's Dictionary of the Arts and Sciences so much, that I seriously doubt whether there can be a question asked him, drawn from either of those immense volumes, that he will not answer instantly. I saw the volumes, and also noticed that he had left his marks on almost every page. I asked to see his mathematical works. He sprung into his study and produced me Greenleaf's Arithmetic, Perkins' Algebra, Playfair's Euclid, Pike's Arithmetic, Davies' Algebra, Hutton's Mathematics, Flint's Surveying, the Cambridge Mathematics, Gummere's Astronomy, and several nautical almanacs. I asked him if he had mastered them all. He replied that he had. an examination of him, for the space of three hours, convinced me that he had; and not only so, but that he had far outstripped them. His knowledge is not intuitive. He is a pure and profound reasoner.'

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What to do with this remarkable boy was the question. A neighboring bank effered him a thousand dollars a year to enact the part of a machine for calculating interest. Another admirer of genius, equally disposed to turn the penny by it, advised his father to carry him about the country as a show; in the hope, no doubt, that his intellectual greatness might stand as well in the market as the physical littleness of General Tom Thumb. If this plan had been carried into effect, we should have had him in England no doubt; when, of course, her Majesty and her principal nobility would have treated him with at least the distinction they lavished, so honorably to themselves and to the

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