At the session of 1825-'6, Governor Pleasants communicated to the Legislature the first annual report of the trustees of the Kentucky institution, and also the ninth annual report of the Hartford Asylum. The first mentioned document is particularly important, inasmuch as it exhibits at once the success which attended a _first experiment_, under circumstances extremely disadvantageous. The report of the trustees made to the Kentucky Legislature was referred to a joint committee of the two Houses,--who visited the asylum at Danville, and who, among other things, stated, on their return, "that they were greatly gratified in witnessing the progress made by the pupils, whose facility and correctness in comprehending the signs made by the teacher, and expressing their ideas, exceeded any thing that could have been anticipated by the most sanguine friends of the institution." They further state the following extraordinary facts, which ought at once to dispel all prejudice, and unite all hearts in support of a system of instruction, attended by such beneficent results. "All those who had been instructed in the asylum for FOUR MONTHS, _wrote good hands, spelled correctly, and answered promptly and correctly, numerous questions that were proposed to them by the teacher and members of the committee_." It also appears that the whole number of pupils, at the end of the first year, was only twenty-one--a number, which, according to Governor Tazewell's theory, is not sufficient for the purpose of mutual communion, in their peculiar mode--but which, in the instance before us, would seem to establish the very reverse of that proposition. The report from the Hartford Asylum, which is dated in 1825, is particularly interesting, as furnishing extraordinary proofs of the progress of the pupils, both in moral and intellectual attainments. We think, if Governor Tazewell had been so fortunate as to light upon this document, he would scarcely have urged as a reason for _postponing_ an asylum in Virginia, that the science of instructing the deaf mute was continually advancing, and was likely to be more perfect some years hence than at present. Doubtless this peculiar and valuable art will improve, and so will many other branches of knowledge which are even now in a highly advanced state. Natural history, chemistry, and the physical sciences generally, are constantly enlarging their boundaries, and extending their acquisitions--but shall we, on that account, remain in ignorance of what they _now_ teach, in the vain hope that by and by they will reach the maximum of perfection? Strange doctrine truly!