---------------------------------------- ------- ,,works ,,on ,,economics1 ,,sociology1 ,,etc4 ---------------------------------------- ------- ,,adam ,,smith',s ,wealth of ,nations4 ,condensed edition1 with preface and introductions by ,hector ,mac,pherson4 #abmo1 #a4jj net4 ,,frederic ,c4 ,,howe',s ,taxation and ,taxes in the ,united ,states4 #abmo1 #a4ge4 ,,richard ,t4 ,,ely',s ,the ,coming ,city4 #fj cents net4 ,social ,aspects of ,christianity4 #ij cents4 ,socialism and ,social ,reform4 #abmo1 #a4ej4 ,j4 ,e4 ,,le ,,rossignol',s ,orthodox ,socialism4 #abmo1 #a4jj net4 ,state ,socialism in ,new ,zealand4 #abmo1 #a4ej net4 ,,bernhard ,e4 ,,fernow',s ,economics of ,forestry4 #abmo1 #a4ej net4 ,,frederick ,h4 ,,newell',s ,irrigation4 ,illustrated4 #abmo1 #b4jj net4 ,,amos ,g4 ,,warner',s ,american ,charities4 ,new edition1 revised and enlarged4 #abmo1 #b4jj net4 ,,frederick ,h4 ,,wines' ,punishment and ,reformation4 ,revised edition4 #abmo1 #a4ge net4 ,,thomas ,,travis' ,the ,young ,malefactor4 ,introduction by ,hon4 ,ben ,b4 ,lindsey4 ,revised edition4 #abmo1 #a4ej net4 ,,william ,p4 ,,trent',s ,southern ,statesmen of the ,old ,regime4 ,with portraits4 #abmo1 #a4ge4 ---------------------------------------- ------- ,,thomas ,y4 ,,crowell ,,company ---------------------------------------- ------- ,,the ,,deaf ,,their ,,position ,,in ,,society ,,and ,,the ,,provision ,,for ,,their ,,education ,,in ,,the ,,united ,,states ,,by ,,harry ,,best ,,new ,,york ,,thomas ,y4 ,,crowell ,,company ,,publishers ,,copyright1 #aiad1 ,,by ,,harry ,,best4 ,published ,april1 #aiad4 ,transcriber's ,note3 ,minor typographical errors have been corrected without note4 ,significant corrections have been listed at the end of the text4 ,the oe ligature has been transcribed as oe4 ,,to ,,the ,,deaf ,,of ,,the ,,land ,,and ,,to ,,those ,,who ,,love ,,them ,,foreword ,the aim of the present study is to ascertain as far as possible the standing of the deaf1 or1 as they are so often called1 the deaf and dumb1 in society in ,america1 and to examine the treatment that has been accorded to them--to present an account of an element of the population of whom little is generally known4 ,in this effort regard is had not only to the interests of the deaf themselves1 but also1 with the growing concern in social problems1 to the fixing of a status for them in the domain of the social sciences4 ,in other words1 the design may be said to be to set forth respecting the deaf something of what the social economist terms a survey1 or1 as it may more popularly be described1 to tell the story of 'the deaf and dumb4' ,the material employed in the preparation of the work has been collected from various documents1 and from not a little personal correspondence3 from the reports and other publications of schools for the deaf1 of organizations interested in the deaf1 of state charities1 education or other departments1 of the ,united ,states bureaus of education and of the census2 from the proceedings of bodies interested in the education of the deaf1 of organizations composed of the deaf1 of state and national conferences of charities and corrections2 from the statutes of the several states2 and from similar publications4 ,from the ,american ,annals of the ,deaf the writer has drawn unsparingly1 and to it a very considerable debt is owed4 ,valuable assistance has also been obtained from the ,volta ,review1 formerly the ,association ,review1 and from papers published by the deaf or in schools for the deaf4 ,other sources of information used will be noted from time to time in the work itself4 ,for all that has been set down the writer is alone responsible4 ,he is1 however1 keenly mindful of all the co-operation that has been given him1 and it would be most pleasant if it were possible to relate by name those who have been of aid4 ,mere words of thanks could but very little express the sense of obligation that is felt towards all of these4 ,indeed1 one of the most delightful features connected with the work has been the response which as a rule has been elicited by the writer's inquiries2 and in some cases so courteous and gracious have been the correspondents and informants that one might at times think that a favor were being done them in the making of the request4 ,to certain ones the writer cannot escape mentioning his appreciation3 to ,dr4 ,e4 ,a4 ,fay1 editor of the ,american ,annals of the ,deaf1 and vice-president of ,gallaudet ,college2 ,dr4 ,j4 ,r4 ,dobyns1 of the ,mississippi ,school1 and secretary of the ,convention of ,american ,instructors of the ,deaf2 ,mr4 ,fred ,deland1 of the ,volta ,bureau2 ,mr4 ,e4 ,a4 ,hodgson1 editor of the ,deaf-,mutes' ,journal2 ,mr4 ,e4 ,h4 ,currier1 of the ,new ,york ,institution1 and ,dr4 ,t4 ,f4 ,fox and ,mr4 ,ignatius ,bjorlee1 also of this institution2 ,dr4 ,joseph ,a4 ,hill1 of the ,census ,bureau2 ,mr4 ,alexander ,johnson1 formerly secretary of the ,national ,conference of ,charities and ,corrections2 ,dr4 ,h4 ,h4 ,hart1 of the ,russell ,sage ,foundation2 ,professor ,s4 ,m4 ,lindsay and ,dr4 ,e4 ,s4 ,whitin1 of ,columbia ,university2 and to the officials of the ,library of ,congress1 of the ,new ,york ,public ,library1 of the ,new ,york ,state ,library1 of the ,new ,york ,school of ,philanthropy ,library1 of the ,new ,york ,academy of ,medicine1 of the ,columbia ,university ,library1 of the ,volta ,bureau1 and of the ,gallaudet ,college ,library4 ,,contents ,,page ,,introduction xiii ,,part ,i ,,position ,,of ,,the ,,deaf ,,in ,,society ,,chapter ,i4 ,,the ,,deaf ,,in ,,the ,,united ,,states #c ,meaning of ,term ,deaf in the ,present ,study--,number of the ,deaf in the ,united ,states--,age when ,deafness ,occurred--,ability of the ,deaf to ,speak--,means of ,communication ,employed by the ,deaf4 ,,ii4 ,,the ,,deaf ,,as ,a ,,permanent ,,element ,,of ,,the ,,population #ac ,increase in the ,number of the ,deaf in ,relation to the ,increase in the ,general ,population--,the ,adventitiously ,deaf and the ,congenitally ,deaf--,adventitious ,deafness and its ,causes--,possible ,action for the ,prevention of ,adventitious ,deafness--,adventitious ,deafness as an ,increasing or ,decreasing ,phenomenon--,the ,congenitally ,deaf--,the ,offspring of ,consanguineous ,marriages--,the ,deaf ,having ,deaf ,relatives--,the ,offspring of ,deaf ,parents--,possible ,action for the ,prevention of ,congenital ,deafness--,congenital ,deafness as an ,increasing or ,decreasing ,phenomenon--,conclusions with ,respect to the ,elimination or ,prevention of ,deafness4 ,,iii4 ,,treatment ,,of ,,the ,,deaf ,,by ,,the ,,state #fc ,general ,attitude of the ,law towards the ,deaf--,legislation ,discriminatory respecting the ,deaf--,legislation in ,protection of the ,deaf--,legislation in ,aid of the ,deaf--,tenor of ,court ,decisions ,affecting the ,deaf--,present ,trend of the ,law in ,respect to the ,deaf4 ,,iv4 ,,economic ,,condition ,,of ,,the ,,deaf #ge ,the ,extent to which the ,deaf are a ,wage-earning and ,self-supporting ,element of the ,population--,views of the ,deaf as to their ,economic ,standing--,the ,deaf as ,alms-seekers--,homes for the ,deaf--,conclusions with ,respect to the ,economic ,position of the ,deaf4 ,v4 ,,social ,,organization ,,of ,,the ,,deaf #ia ,social ,cleavage from the ,general ,population--,desirability of ,organizations ,composed of the ,deaf--,purposes1 ,activities1 and ,extent of ,such ,organizations--,newspapers of the ,deaf4 ,,vi4 ,,popular ,,conceptions ,,concerning ,,the ,,deaf #ii ,viewed as a ,strange ,class--,viewed as a ,defective ,class--,viewed as an ,unhappy ,class--,viewed as a ,dependent ,class--,need of a ,changed ,regard for the ,deaf4 ,,vii4 ,,private ,,organizations ,,interested ,,in ,,the ,,deaf #ajg ,general ,societies ,interested in the ,deaf--,the ,volta ,bureau--,parents' ,associations for the ,deaf--,church ,missions to the ,deaf--,organizations ,interested in the ,education of the ,deaf--,publications ,devoted to the ,interests of the ,deaf4 ,,part ,,ii ,,provision ,,for ,,the ,,education ,,of ,,the ,,deaf ,,viii4 ,,the ,,education ,,of ,,the ,,deaf ,,prior ,,to ,,its ,,introduction ,,into ,,the ,,united ,,states #aai ,,ix4 ,,history ,,of ,,education ,,of ,,the ,,deaf ,,in ,,the ,,united ,,states #abi ,early ,attempts at ,instruction--,beginning of the ,first ,schools--,early ,ideas concerning the ,schools for the ,deaf--,aims of the ,founders--,extension of the ,means of ,instruction over the ,country4 ,x4 ,,organization ,,of ,,the ,,institutions ,,and ,,general ,,provisions #aga ,arrangements in the ,different ,states--,semi-,public ,institutions--,dual ,schools--,provision for the ,deaf-,blind--,provision for the ,feeble-minded ,deaf--,government of the ,different ,institutions--,procedure in ,states without ,institutions4 ,,xi4 ,,the ,,day ,,school ,,for ,,the ,,deaf #ahg ,inception and ,growth of the ,day ,school--,design and ,scope of ,day ,schools--,extent and ,organization of ,day ,schools--,arguments for the ,day ,school--,arguments against the ,day ,school--,evening ,schools for ,adults4 ,,xii4 ,,denominational ,,and ,,private ,,schools #bjb ,denominational ,schools--,private ,schools4 ,,xiii4 ,,the ,,national ,,college #bjf ,,xiv4 ,,provision ,,for ,,education ,,by ,,states #bji ,,xv4 ,,constitutional ,,provisions ,,for ,,schools #bdb ,extent of ,constitutional ,provisions--,language and ,forms of ,provisions4 ,,xvi4 ,,question ,,of ,,the ,,charity ,,connection ,,of ,,schools #bdh ,institutions ,sometimes ,regarded as ,educational3 ,sometimes as ,charitable--,charity in ,connection with ,schools for the ,deaf--,arguments for the ,connection with ,boards of ,charities--,arguments in ,opposition to the ,connection---,conclusions in ,respect to the ,charity ,connection of ,schools for the ,deaf4 ,,xvii4 ,,provisions ,,concerning ,,admission ,,of ,,pupils ,,into ,,schools #bfb ,rules as to the ,payment of ,fees--,provision for the ,collateral ,support of ,pupils--,age ,limits of ,attendance4 ,,xviii4 ,,attendance ,,upon ,,the ,,schools #bfh ,the ,proportion of the ,deaf in the ,schools--,the ,need of ,compulsory ,education ,laws for the ,deaf--,present ,extent of ,compulsory ,education ,laws4 ,,xix4 ,,methods ,,of ,,instruction ,,in ,,schools #bgg ,the ,use of ,signs as a ,means of ,communication--,rise and ,growth of the ,oral ,movement--,present ,methods of ,instruction--,courses of ,study and ,gradations of ,pupils--,industrial ,training in the ,schools4 ,,xx4 ,,cost ,,to ,,the ,,state ,,for ,,education #bic ,value of the ,property ,used for the ,education of the ,deaf--,cost of the ,maintenance of the ,schools--,form of ,public ,appropriations--,cost to the ,state for ,each ,pupil4 ,,xxi4 ,,public ,,donations ,,of ,,land ,,to ,,schools #bii ,grants by the ,national ,government--,grants by the ,states--,grants by ,cities or ,citizens4 ,,xxii4 ,,private ,,benefactions ,,to ,,schools #cjc ,donations of ,money--,gifts for ,pupils--,present ,tendencies of ,private ,benefactions4 ,,xxiii4 ,,conclusions ,,with ,,respect ,,to ,,the ,,work ,,for ,,the ,,deaf ,,in ,,america #cji ,,appendix ,a #cbe ,,table ,,with ,,respect ,,to ,,homes ,,for ,,the ,,deaf ,,in ,,america4 ,,appendix ,b #cbf ,,tables ,,with ,,respect ,,to ,,schools ,,for ,,the ,,deaf ,,in ,,america4 ,i4 ,,public ,,institutions #cbf ,,ii4 ,,public ,,day ,,schools #cbi ,,iii4 ,,denominational ,,and ,,private ,,schools #cca ,,index #ccc ,,introduction ,society as a whole knows little of the deaf1 or the so-called deaf and dumb4 ,they do not form a large part of the population1 and many people seldom come in contact with them4 ,their affliction to a great extent removes them from the usual avenues of intercourse with men and debars them from many of the social activities of life1 all tending to make the deaf more or less a class apart in the community4 ,they would seem1 then1 to have received separate treatment1 as a section not wholly absorbed and lost in the general population1 but in a measure standing out and differentiated from the rest of their kind4 ,thus it comes that society has to take notice of them4 ,by reason of their condition certain duties are called forth respecting them1 and certain provision has to be made for them4 ,the object of the present study of the deaf is to consider primarily the attitude of society or the state in ,america towards them1 the duties it has recognized in respect to them1 the status it has created for them1 and the extent and forms1 as well as the adequacy and correctness1 of this treatment4 ,hence in our study of the problems of the deaf1 the approach is not to be by the way of medicine1 or of law1 or of education1 though all these aspects will be necessarily touched upon4 ,nor is our study to deal with this class as a problem of psychology or of mental or physical abnormality1 though more or less consideration will have to be given to these points4 ,nor yet again are we to concern ourselves principally with what is known as the human interest question1 though we should be much disappointed if there were not found an abundance of human interest in what we shall have to consider4 ,rather1 then1 we are to regard the deaf as certain components of the state who demand classification and attention in its machinery of organization4 ,our attitude is thus that of the social economist1 and the object of our treatment is a part or section of the community in its relation to the greater and more solidified body of society4 ,more particularly1 our purpose is twofold4 ,we first consider the deaf1 who they are1 and their place in society1 and then examine the one great form of treatment which the state gives1 namely1 the making of provision for their education4 ,this we have attempted to do in two parts1 ,part ,i treating of the position of the deaf in society1 and ,part ,,ii of the provisions made for their education4 ,as we shall find1 the special care of the state for the deaf to-day has assumed practically this one form4 ,means of education are extended to all the state's deaf children1 and with this its attention for the most part ceases4 ,it has come to be seen that after they have received an education1 they deserve or require little further aid or concern4 ,but it has not always been the policy of the state to allow to the deaf the realization that they form in its citizenship an element able to look out for themselves1 and demanding little of its special oversight4 ,they have a story full of interest to tell1 for the way of the deaf to the attainment of this position has been long and tortuous1 being first looked upon as wards1 and then by slow gradations coming to the full rights and responsibilities of citizenship4 ,in this final stage1 where the state provides education for the deaf only as it provides it for all others1 and attempts little beyond1 the deaf find themselves on a level with citizens in general in the state's regard4 ,in ,part ,i1 after we have ascertained who are meant by the deaf1 and how many of them there are1 we are to find ourselves confronted by a question which is of the foremost concern to society2 namely1 whether the deaf are to be considered a permanent part of the population1 or whether society may have means at hand to eliminate or prevent deafness4 ,after this1 our discussion will revolve about the deaf from different points of view1 regarding them in the several aspects in which they appear to society4 ,we shall examine the treatment which the state in general accords the deaf1 how they are looked upon in the law1 and what changes have been brought about in its attitude towards them4 ,this may be said to be the view of the publicist or legalist4 ,next1 we shall attempt to see how far the deaf are really a class apart in the life of the community4 ,this will involve an examination1 on the one hand1 as to whether their infirmity is a bar to their independent self-support1 that is1 whether they are potentially economic factors in the world of industry1 how far their status is due to what they themselves have done1 and to what extent this result has modified the regard and treatment of society2 and1 on the other1 how far their want of hearing stands in the way of their mingling in the social life of the community in which they live1 whether the effect of this will tend to force the deaf to associate more with themselves than with the rest of the people1 and what forms their associations take4 ,these will be the views respectively of the economist and the sociologist4 ,then we shall consider the regard in which the deaf are popularly held1 the view of the man in the street1 and whether this regard is the proper and just one4 ,lastly1 we shall note what movements have been undertaken in the interests of the deaf by private organizations1 and to what extent these have been carried4 ,in ,part ,,ii we shall consider the provision that has been made for the instruction of deaf children4 ,first we shall review the attempts at instruction in the ,old ,world1 and then carefully follow the development of instruction in ,america1 considering the early efforts in this direction1 the founding of the first schools1 and the spread of the work over the land2 and noting how it was first taken up by private initiative1 in time to be seconded or taken over by the state1 and how far the state has seen and performed its duty in this respect4 ,public institutions have been created in nearly all the states1 and we shall examine the organizations of these institutions and the general arrangements in the different states4 ,the development of the work also includes a system of day schools1 a certain number of private schools and a national college1 all of which we shall consider1 devoting especial attention to the day schools and their significance4 ,following this1 we shall consider how each state individually has been found to provide for the instruction of the deaf1 observing also the extent to which the states have made provision in their constitutions1 and the extent to which the schools are regarded as purely educational4 ,next1 we shall proceed to inquire into the terms of admission of pupils into the schools2 and we shall particularly concern ourselves with the investigation of the question of how far the means provided for education by the state are actually availed of by the deaf4 ,the great technical problems involved in the education of the deaf will be outside the province of this work1 but we shall indicate1 so far as public action may be concerned1 the present methods of instruction4 ,this done1 we shall mark what is the cost to the state of all this activity for the education of its deaf children1 noting also how far the state has been assisted in the work by private benevolence4 ,in the final chapter of our study we shall set down the conclusions which we have found in respect to the work for the deaf on the whole in the ,united ,states4 ,,part ,i ,,position ,,of ,,the ,,deaf ,,in ,,society ,,chapter ,i ,,the ,,deaf ,,in ,,the ,,united ,,states ,,meaning ,,of ,,term ,,deaf ,,in ,,the ,,present ,,study ,by the deaf in the present study is meant that element of the population in which the sense of hearing is either wholly absent or is so slight as to be of no practical value2 or in which there is inability to hear and understand spoken language2 or in which there exists no real sound perception4 ,in other words1 those persons are meant who may be regarded as either totally deaf or practically totally deaf4#a ,with such deafness there is not infrequently associated an inability to speak1 or to use vocal language4 ,hence our attention may be said to be directed to that part of the community which1 by the want of the sense of hearing and oftentimes also of the power of speech1 forms a special and distinct class2 and is known1 more or less inaccurately1 as the deaf and dumb or deaf-mutes or mutes4 ,in our discussion it is with deafness that we are primarily concerned4 ,deafness and dumbness are1 physically1 two essentially different things4 ,there is no anatomical connection between the organs of hearing and those of speech2 and the structure and functioning of each are such as to preclude any direct pathological relation4 ,the number of the so-called deaf and dumb1 moreover1 who are really dumb is very small--so small actually as to be negligible4 ,almost all who are spoken of as deaf and dumb have organs of speech that are quite intact1 and are1 indeed1 constructively perfect4 ,it comes about1 however1 that dumbness--considered as the want of normal and usual locution--though organically separate from deafness1 is a natural consequence of it2 and does1 as a matter of fact1 in most cases to a greater or less extent1 accompany or co-exist with it4 ,the reason of this is that the deaf1 particularly those who have always been so1 being unable to hear1 do not know how to use their organs of speech1 and especially are unable to modulate their speech by the ear1 as the hearing do4 ,if the deaf could regain their hearing1 they would have back their speech in short order4 ,the character of the human voice depends thus on the ear to an unrealized degree4 ,,number ,,of ,,the ,,deaf ,,in ,,the ,,united ,,states ,according to the census of #aijj there were #cg1dbf persons in the ,united ,states enumerated as totally deaf2#b and according to that of #aiaj there were #dc1hab enumerated as deaf and dumb4#c ,hence we may assume that there are between forty and fifty thousand deaf persons in the ,united ,states forming a special class4#d ,the following table will give the number of the deaf in the several states and the number per million of population1 according to the census of #aiaj4e ,,number ,,of ,,the ,,deaf ,,in ,,the ,,several ,,states ,,no4 ,,per ,,no4 ,,per ,,million ,,of ,,million ,,of ,,no4 ,,population ,,no4 ,,population ,united ,states #dc1hab #dgf ,montana #aag #caa ,alabama #hjg #cgg ,nebraska #fcf #eca ,arizona #ec #bei ,nevada #bc #bha ,arkansas #gbi #dfd ,new ,hampshire #aia #ddc ,california #ghd #cbi ,new ,jersey #ffg #bfc ,colorado #bdc #cjd ,new ,mexico #agg #edj ,connecticut #ccb #big ,new ,york #d1gfj #ebb ,delaware #ei #bia ,north ,carolina #a1dba #fdd ,district of ,columbia #aad #cdd ,north ,dakota #bci #dad ,florida #baf #bhf ,ohio #b1ehb #eci ,georgia #ief #cff ,oklahoma #hbf #dia ,idaho #aad #cdi ,oregon #bda #cei ,illinois #b1fda #dfh ,pennsylvania #c1fef #dgg ,indiana #a1fgb #fai ,rhode ,island #bjh #chc ,iowa #iej #dbg ,south ,carolina #gce #dhe ,kansas #icd #eeb ,south ,dakota #cae #eci ,kentucky #a1eha #fij ,tennessee #a1bca #efc ,louisiana #ggd #dfh ,texas #a1hfd #dgh ,maine #cdj #deh ,utah #bcb #fba ,maryland #gdf #egf ,vermont #abf #ced ,massachusetts #a1jib #cbd ,virginia #a1abj #edc ,michigan #a1cae #dfh ,washington #cfh #cbc ,minnesota #a1jgg #eai ,west ,virginia #gac #ehd ,mississippi #gcg #daj ,wisconsin #a1bea #ecg ,missouri #a1hbc #eec ,wyoming #bd #aei ,from this table the largest proportions of the deaf appear to be found in the states rather toward the central part of the country1 and the smallest in the states in the far west and the extreme east4 ,the highest proportions occur in ,kentucky1 ,north ,carolina1 ,utah1 ,indiana1 ,west ,virginia1 ,maryland1 ,tennessee1 ,missouri1 ,kansas1 ,virginia1 ,new ,mexico1 ,ohio1 ,south ,dakota1 ,wisconsin1 ,nebraska1 ,new ,york1 and ,minnesota1 all these states having over #ejj per million of population4 ,the lowest proportions are found in ,wyoming1 ,arizona1 ,new ,jersey1 ,nevada1 ,florida1 ,delaware1 ,connecticut1 ,colorado1 ,montana1 ,washington1 ,massachusetts1 ,california1 ,district of ,columbia1 ,idaho1 ,vermont1 ,oregon1 ,alabama1 and ,rhode ,island1 in none of these states the number being over #djj per million4 ,why there should be these differences in the respective proportions of the deaf in the population of the several states1 we cannot say2 and we are generally unable to determine to what the variations are to be ascribed--whether they are to be set down to particular conditions of morbidity1 the intensity of congenital deafness1 or other influences operating in different sections2 or1 perhaps in some measure1 to the greater thoroughness with which the census was taken in some places than in others4 ,,age ,,when ,,deafness ,,occurred ,the vast majority of the deaf lost their hearing in early life1 and most of them in the tender years of infancy and childhood4 ,more than ninety per cent 7#ij4f1 according to the returns of the census7 became deaf before the twentieth year2 nearly three-fourths 7#gc4g per cent7 under five2 over half 7#eb4d per cent7 under two2 and over a third 7#ce4e per cent7 were born deaf4 ,deafness thus occurs in a strongly diminishing ratio with advancing years4#f ,these facts may be indicated by the following table1#g which shows the percentages of those who became deaf at different ages4 ,,the ,,deaf ,,according ,,to ,,age ,,of ,,occurrence ,,of ,,deafness ,at birth #ce4e ,after birth and under two #af4i ,under two years #eb4d #b and under #d #ag4a #d and under #f #g4c #f and under #h #d4e #h and under #aj #b4h #aj and under #ab #a4h #ab and under #ad #a4f #ad and under #af #a4c #af and under #ah #a4j #ah and under #bj #j4h ,under five #gc4g #e and under #aj #aj4e #aj and under #ae #d4j #ae and under #bj #b4d ,under #bj #ij4f #bj and under #dj #e4g #dj and under #fj #b4d #fj and under #hj #a4a #hj and over #j4b ,,ability ,,of ,,the ,,deaf ,,to ,,speak ,we have just seen that dumbness frequently follows upon deafness1 or that it is usually believed to be an effect of deafness4 ,it is true that with the majority of the deaf phonetic speech is not employed to any large extent2 but there is at the same time a fair number who can1 and do1 use vocal language4 ,this speech varies to a wide degree1 in some approximating normal speech1 and in others being harsh and understood with difficulty2 and it depends in the main upon three conditions3 #a4 the age at which deafness occurred1 this being the most important factor2 #b4 the extent to which the voice is cultivated2 and #c4 the remaining power of the ear 7which is found but seldom74#h ,of the deaf persons enumerated in the census1#i #ba4e per cent were reported able to speak well2 #ae4h per cent imperfectly2 and #fb4g per cent not at all4 ,in other words1 somewhat over a third of the deaf can speak more or less1 one-fifth being able to speak well1 and one-sixth imperfectly1 while over three-fifths do not speak at all4 ,the dependence of the ability to speak upon the age of becoming deaf is clearly in evidence here1 the proportion of those not able to speak showing a great decrease with the rise of this age4 ,thus1 of those born deaf1 #hc4e per cent cannot speak at all2 of those becoming deaf after birth and under five1 #gd4f per cent2 of those becoming deaf after five and under twenty1 #bf4e per cent2 and of those becoming deaf after twenty1 #c4d per cent4 ,some of the deaf are able to read the lips of the speaker1 or as it is better expressed1 to read speech1 or to understand what is being said by watching the motions of the mouth4 ,this in reality is a distinct art from the ability to speak1 though popularly they are often thought to be co-ordinate or complementary one to the other4 ,like the ability to speak1 it varies in wide degree1 from the ability to understand simple and easy expressions only1 to the ability to follow protracted discourse2 and like the ability to speak1 it is found in increasing frequency with the rise of the age of becoming deaf4 ,according to the census1#aj #ch4f per cent of the deaf are able to read the lips4 ,of those born deaf1 #bh4j per cent have this ability2 of those becoming deaf after birth and under five1 #cg4a per cent2 of those becoming deaf after five and under twenty1 #fd4c per cent2 and of those becoming deaf after twenty1 #dc4f per cent4#aa ,,means ,,of ,,communication ,,employed ,,by ,,the ,,deaf ,if the larger number of the deaf do not use the speech which is used by those who can hear1 how is it that their communication is carried on8 ,the chief method is a certain silent tongue peculiar to the deaf1 known as the sign language1#ab a part of which may be said to be the manual alphabet1 or the system of finger-spelling1#ac the two usually going hand in hand4 ,in this way most of the deaf are enabled to communicate with each other readily and fluently4 ,but this language1 or at least the greater part of it1 not being known to people generally1 the deaf frequently have to fall back on writing to convey their ideas in communicating with hearing persons4 ,this1 while slow and cumbersome1 is the surest and most reliable method of all4 ,in addition1 as we have seen1 a certain number of the deaf are able to use speech1 which of course has manifold advantages4 ,these are the several methods1 then1 of communication employed by the deaf2 but they are not usually employed singly1 as most of the deaf are able to use two or more4 ,according to the census1#ad the sign language alone or in combination with other methods is employed by #fh4b per cent1 or over two-thirds of the deaf2 finger-spelling by #eb4f per cent1 or over one-half2 writing by almost the same proportion--#ea4i per cent2 and speech by #ci4h per cent1 or some two-fifths4 ,it is probable1 however1 that the proportions employing the sign language1 finger-spelling and writing1 either singly or with other methods1 are really somewhat larger4 ,in this case1 likewise1 we find that the lower the age of becoming deaf1 the smaller is the proportion of the deaf with speech1 which shows again the connection of the ability to speak with the age of the occurrence of deafness4 ,of those born deaf1 speech alone or in combination with other methods is used by #ah4b per cent2 of those becoming deaf after birth and under five1 by #bg4d per cent2 of those becoming deaf after five and under twenty1 by #ge4c per cent2 and of those becoming deaf after twenty1 by #ig4g per cent4 ,,footnotes3 #a ,there are no sharply dividing lines between the different degrees of deafness1 but it is only those described that really constitute a special class4 ,persons whose hearing is such as to be of use even in some slight degree are rather to be distinguished as hard of hearing4 #b ,by this census both the partially deaf and the totally deaf were enumerated1 or #hi1bhg in all4 ,the former should not have been enumerated1 the enumerators being instructed not to include those able to hear loud conversation4 #c ,for the census returns for #aijj1 see ,special ,reports of the ,census ,office4 ,the ,blind and the ,deaf1 #aijf4 ,this report was under the special direction of ,dr4 ,alexander ,graham ,bell1 who has long been interested in the deaf4 ,the returns of the census for #aiaj are yet to be revised1 while at the same time additional data are to be secured to be published as a special report like that of #aijf4 ,as yet the census office has for #aiaj only the actual enumeration of the deaf and dumb in the various states1 and the returns with respect to other particulars regarding them are yet to be completed4 ,see ,volta ,review1 xiii41 #aiaa1 p4 #cii4 ,hence in our discussions we shall1 except for the number by states1 deal with the census of #aijj4 ,for a review of this census1 see ,american ,annals of the ,deaf1 ,sept41 #aijf1 to ,may1 #aijg 7li41 lii474 ,in a number of states certain county officers are required from time to time to enumerate the deaf4 ,for a census in one state1 see ,bulletin of ,labor of ,massachusetts1 ,july-,aug41 #aijg4 #d ,included in the census of #aijj were #dia deaf-blind persons 7totally deaf71 and in that of #aiaj1 #ehd4 #e ,from statistics kindly furnished by the ,census ,bureau4 #f ,this is just the opposite of the case with the blind4 #g ,special ,reports1 #aijf1 p4 #gi4 ,some #b1jjj cases were thrown out for indefinite replies1 leaving #ce1dgi1 upon which our percentages are based4 #h ,a somewhat frequent classification of the deaf in respect to their power to speak is to regard them roughly as falling into three great divisions3 #a4 ,deaf-mutes1 who come nearest to being deaf and dumb4 ,they have always been deaf1 and have never had natural speech4 ,what speech they may possess has come from special instruction1 with the result that it is more or less artificial4 #b4 ,semi-mutes1 who are deaf1 but who have once had hearing as well as speech2 and this speech they are able to use to a greater or less degree1 though in time it is likely to become more and more astray4 #c4 ,semi-deaf persons1 who are only partly deaf1 and possess a little hearing1 though it is too slight to be of real practical use2 and who have voices most nearly approaching the normal4 ,they belong somewhere between the really deaf and the hard of hearing4 #i ,special ,reports1 pp4 #hb1 #bdj4 #aj ,ibid41 pp4 #hg1 #bdj4 ,for #h1iff no returns were made4 #aa ,on the subject of lip-reading1 see especially ,e4 ,b4 ,nitchie1 ,lip-,reading3 its ,principles and ,practice1 #aiab4 #ab ,this sign language is referred to at somewhat more length in ,chapter ,,xix4 #ac ,sometimes called the deaf and dumb alphabet4 #ad ,special ,reports1 pp4 #hi1 #bdj4 ,for #b1cfe no returns were made4 ,,chapter ,,ii ,,the ,,deaf ,,as ,a ,,permanent ,,element ,,of ,,the ,,population ,,increase ,,in ,,the ,,number ,,of ,,the ,,deaf ,,in ,,relation ,,to ,,the ,,increase ,,in ,,the ,,general ,,population ,are the deaf to be a permanent element in the constitution of the population8 ,are they always to be reckoned with in the life of the state and the regard of society8 ,would it not be well to inquire whether or not deafness may be eliminated1 or at least reduced to an appreciable degree8 ,these are questions that present themselves at the outset in a consideration of the relation of the deaf to society1 and to them we now devote our attention4 ,our first inquiry in the matter is directed to the question whether deafness as a whole is increasing1 decreasing or remaining stationary1 in relation to the general population4 ,to determine this1 we have recourse to the census returns of the deaf in connection with those of the general population4 ,unfortunately1 however1 comparisons of the different censuses respecting the deaf are not altogether to be depended upon1 for the reason that they have not always been taken on the same basis1 and conclusions from them consequently have to be accepted with qualifications4 ,special census returns of the deaf have been made since #ahcj2 but the censuses of #ahcj-ahgj purport to be of the deaf and dumb2 the census of #ahhj1 of the deaf who became deaf under sixteen years of age2 that of #ahij1 of the deaf and dumb2 that of #aijj1 of the totally deaf2 and that of #aiaj1 of the deaf and dumb4 ,the results thus obtained are in the main analogous1 but there are a certain number of cases included on one basis that would be excluded on another1 and vice versa4#ae ,taking the statistics as they are1 we have the following table1#af which gives the number of the deaf as found in the several censuses1 according to the bases upon which they were made1 together with the ratio per million of population4 ,,number ,,of ,,the ,,deaf ,,according ,,to ,,the ,,censuses ,,of #ahcj-aiaj ,,no4 ,,per ,,million ,,of ,,year ,,number ,,population #ahcj 7the deaf and dumb7 #f1ajf #dge #ahdj 7the deaf and dumb7 #g1ffe #ddi #ahej 7the deaf and dumb7 #i1hjc #dbc #ahfj 7the deaf and dumb7 #ab1hba #djh #ahgj 7the deaf and dumb7 #af1bje #dbj #ahhj 7deafness occurring under sixteen7 #cc1hgh #fge #ahij 7the deaf and dumb7 #dj1eib #fdh #aijj 7the totally deaf7 #cg1dbf #dib #aiaj 7the deaf and dumb7 #dc1hab #dgf ,from this table there appears to be a steady decrease in the number of the deaf in relation to the general population from #ahcj to #ahfj1 this latter year seeming to be the low water mark4 ,from #ahfj to #ahgj there is a slight increase1 and from #ahgj to #ahhj a very large one1 due to some extent to the method of taking the census4 ,from #ahhj to #ahij there is a certain decrease1 though the proportion is still very high4 ,from #ahij to #aijj there is a very considerable decrease1 probably indicating a return to true conditions2 and a not negligible decrease from #aijj to #aiaj4 ,on the whole1 with respect to these statistics1 probably the most that we can safely say is that deafness is at least not on the increase relatively among the population1 while there is a possibility that at present it is decreasing4 ,for further determinations1 we shall have to seek other means of inquiry4 ,,the ,,adventitiously ,,deaf ,,and ,,the ,,congenitally ,,deaf ,we may perhaps best approach the problem of deafness as an increasing or decreasing phenomenon in the population1 if we think of the deaf as composed of two great classes3 those adventitiously deaf1 that is1 those who have lost their hearing by some disease or accident occurring after birth1 and those congenitally deaf1 that is1 those who have never had hearing4#ag ,in regard to the former class1 it follows that we are largely interested in the consideration of those diseases1 especially those of childhood1 which may affect the hearing1 and in their prevention or diminution we can endeavor to ascertain how far there are possibilities of reducing the number of the deaf of this class4 ,in the latter case we are called upon to examine some of the great problems involved in the study of heredity1 especially in respect to the extent that the offspring is affected by defects or abnormalities of the parent1 and to see what1 if any1 means are at hand to alter conditions that bring about this form of deafness4 ,we shall first discuss the causes of adventitious deafness1 together with the possibilities of its prevention and the likelihood of its diminution1 and then consider the questions involved in congenital deafness4 ,,adventitious ,,deafness ,,and ,,its ,,causes ,from three-fifths to two-thirds of the cases of deafness are caused adventitiously--by accident or disease4 ,to accidents1 however1 only a very small part are due1 probably less than one-fiftieth of the entire number4#ah ,nearly all adventitious deafness results from some disease1 either as a primary disease of the auditory organs1 or as a sequence or product of some disease of the system1 often one of infectious character1 the deafness thus constituting a secondary malady or ailment4 ,the larger portion is of the latter type1 probably less than a fourth resulting from original ear troubles4#ai ,in either case deafness occurs usually in infancy or childhood1 and does its harm by attacking the middle or internal ear4 ,from diseases of the middle ear results over one-fourth 7#bg4b per cent1 according to the census7 of all deafness1 and from diseases of the internal ear1 one-fifth 7#bj4g per cent71 very little 7#j4f per cent7 being caused by disorders of the outer ear4 ,of the classified cases of deafness1 according to the census1 #ef4c per cent are due to diseases affecting the middle ear1 and #db4g per cent to diseases affecting the internal4 ,of diseases of the middle ear1 #gb per cent are of suppurative character1 often with inflammation or abscess1 and #bh per cent non-suppurative1 or rather catarrhal in character4 ,of diseases of the internal ear1 #hi per cent are affections of the nerve1 and #aj per cent of the labyrinth4 ,it is to be noted that when the affection is of the internal ear1 the result is usually total deafness4 ,by specified diseases1 the leading causes of deafness are scarlet fever 7#aa4a per cent71 meningitis 7#i4f71 brain fever 7#d4g71 catarrh 7#c4f71 disease of middle ear 7#c4f71 measles 7#b4e71 typhoid fever 7#b4d71 colds 7#a4f71 malarial fever 7#a4b71 influenza 7#j4g71 with smaller proportions from diphtheria1 pneumonia1 whooping cough1 la grippe1 and other diseases4 ,a large part of deafness is seen to be due to infectious diseases1 the probabilities being that fully one-third is to be so ascribed1 with one-fifth from infectious fevers alone4 ,after birth and under two years of age1 the chief causes of deafness are meningitis1 scarlet fever1 disease of middle ear1 brain fever1 and measles4 ,from two to five scarlet fever and meningitis are far in the lead1 with many cases also from brain fever1 disease of middle ear1 measles1 and typhoid fever4 ,from five to ten scarlet fever alone outdistances all other diseases1 followed in order by meningitis1 brain fever and typhoid fever4 ,from ten to fifteen the main causes are meningitis1 scarlet fever1 brain fever1 and catarrh2 from fifteen to twenty catarrh and meningitis2 from twenty to forty catarrh1 colds and typhoid fever2 and from forty on1 catarrh4 ,the following table#bj will show in detail the several causes of deafness and their respective percentages4 ,,causes ,,of ,,deafness ,total classified #dh4e ,external ear #j4f ,impacted cerumen #j4b ,foreign bodies #j4a ,miscellaneous #j4c ,middle ear #bg4b ,suppurative #ai4f ,scarlet fever #aa4a ,disease of ear #c4f ,measles #b4e ,influenza #j4g ,other causes #a4g ,non-suppurative #g4f ,catarrh #c4f ,colds #a4f ,other causes #b4d ,internal ear #bj4g ,labyrinth #a4h ,malarial fever #a4b ,other causes #j4f ,nerves #ah4e ,meningitis #i4f ,brain fever #d4g ,typhoid fever #b4d ,other causes #a4h ,brain center #j4c ,miscellaneous #j4a ,unclassified #de4c ,congenital #cc4g ,old age #j4c ,military service #a4j ,falls and blows #b4h ,sickness #b4g ,fever #b4j ,hereditary #j4c ,miscellaneous #b4e ,unknown #f4b ,in fairly approximate agreement with the returns of the census1 are the records of the special schools for the deaf in respect to the causes of deafness in their pupils1 with information also as to the amount from the minor diseases4 ,the following table will give the causes by specific diseases1 as found in one school1 the ,pennsylvania ,institution1 for two years3#ba ,,causes ,,of ,,deafness ,,of ,,pupils ,,in ,,pennsylvania ,,institution #aijf #aijg ,,per ,,cent ,,per ,,cent ,total number #eaj #ajj4j #ejj #ajj4j ,born deaf #bac #da4h #bjf #da4b ,scarlet fever #dc #h4b #dg #i4d ,meningitis #cf #g4a #dj #h4j ,falls #bd #d4g #be #e4j ,diseases of ear and throat #ac #b4f #bc #d4f ,catarrh and colds #ac #b4f -- -- ,measles #ah #c4e #ah #c4f ,brain fever #ag #c4c #af #c4b ,convulsions #ad #b4h #ac #b4f ,abscesses #aj #b4j #ab #b4d ,la grippe #aj #b4j #g #a4d ,accidents 7not stated7 #i #a4h #g #a4d ,whooping cough #g #a4d #g #a4d ,typhoid fever #g #a4d #f #a4b ,diphtheria #f #a4b #f #a4b ,mumps #e #a4j #e #a4j ,paralysis #e #a4j #d #j4h ,marasmus #b #j4d #d #j4h ,pneumonia #d #j4h #b #j4d ,dentition -- -- #b #j4d ,dropsy of blood #b #j4d -- -- ,chicken pox #a #j4b #a #j4b ,poisoning #a #j4b #a #j4b ,intermittent fever #a #j4b #a #j4b ,blood clotting on brain #a #j4b -- -- ,cholera infantum #a #j4b -- -- ,gastric fever -- -- #a #j4b ,sickness 7not stated7 #aj #b4j #h #a4f ,unknown #cg #g4c #ch #g4f ,,possible ,,action ,,for ,,the ,,prevention ,,of ,,adventitious ,,deafness ,in respect to present activities for the prevention of adventitious deafness1 we find the situation very much like that of marking time4 ,deafness1 since the beginning of time1 has largely been accepted as the portion of a certain fraction of the race1 and any serious and determined efforts for its eradication have been considered for the most part as of little hope4#bb ,with the auditory organs so securely hidden away in the head1 entrenched within the protecting temporal bone1 and with their structure so delicate and complicated1 the problem may well have been regarded a baffling one even for the best labor of medicine and surgery4 ,hence it is that after deafness has once effected lodgment in the system1 a cure has not usually been regarded as within reach1 though for certain individual cases there may be medical examination and treatment1 with attempts made at relief4 ,for deafness in general1 it has been felt that there has been little that could be done in the way of prevention or cure beyond the preservation of the general health and the warding off of diseases that might cause loss of hearing4 ,as a matter of fact1 however1 altogether too little attention has been given hitherto to the possibilities of the prevention of deafness4 ,without question there is much at the outset that can be accomplished towards the prevention of those diseases that cause deafness4 ,a large part1 perhaps fully a third1 as we have seen1 are due to infectious diseases1 and it is probably here that measures are likely to be most efficacious4 ,a considerable portion likewise are the result of diseases affecting the passages of the nose and throat1 and help should be possible for many of these if taken in hand soon enough4 ,in certain diseases also1 as scarlet fever1 measles1 typhoid fever1 diphtheria1 and others1 there are not a few cases which1 so far as deafness as a development is concerned1 would prove amenable to skillful and persistent treatment4 ,at the same time due attention to primary ear troubles would in a number of instances keep off permanent deafness4 ,indeed1 it is possible that some thirty or forty per cent of adventitious deafness is preventable by present known means4#bc ,aside from direct medical treatment for those diseases that cause deafness1 there are other measures available in a program for the prevention of deafness4 ,one of the foremost essentials is the report to the health authorities of all serious diseases that are liable to result in deafness4 ,in this way proper medical care may be secured1 and due precautions may be taken to isolate infectious cases4 ,even with meningitis1 which is so hard usually to deal with and which is so severe in its ravages1 there is often some concomitant trouble1 and if made notifiable in all cases deafness from it might be checked in no inconsiderable measure4 ,the report of births is also especially needed1 and as it becomes obligatory in general1 with the consequent detection of physical ailments or disabilities1 early cases of deafness may come increasingly to notice1 and timely treatment may be availed of4 ,particular attention is likewise necessary in respect to the medical examination of school children4 ,the proportion of such children with impaired hearing is not slight1 even though no great part of them become totally deaf4 ,a committee on defective eyes and ears of school children of the ,national ,educational ,association in #aijc found that of #eg1jgb children examined in seven cities1 #b1jfg1 or #c4f per cent1 were extremely defective in hearing4#bd ,an investigation of the school children in ,new ,york ,city has disclosed the fact that one per cent have seriously defective hearing4#be ,under proper and adequate medical inspection of schools1 not only would the need of treatment for adenoids and similar troubles be brought to light1 with the result that a number of incipient cases might be stopped in time1 but in some instances of deafness already acquired beneficial treatment might be possible4#bf ,there is thus a considerable sphere for action towards the prevention of adventitious deafness both by legislation and by education4 ,for the ultimate solution of its problems1 however1 we have to look mainly to the medical profession4 ,in recent years medical science has won some great triumphs1 and in the field of the prevention of deafness no little may be in store to be accomplished in the years to come4#bg ,even now1 with more particular attention to the diseases of children1 and with stronger insistence upon general sanitary measures1 the probabilities are that there is less deafness from certain diseases than formerly--a matter which we are soon to consider4 ,though as yet there has been little direct action for the prevention of adventitious deafness1 there is an increasing concern in the matter1 and in this there is promise4 ,by medical bodies in particular is greater attention being given to the subject1#bh and in the widening recognition of their part as guardians of the public health it may be possible for them to do much for the enlightenment of the public4 ,in one state legislative action has been taken expressly for the protection of the hearing of school children4 ,this is ,massachusetts1 which requires the examination of the eyes and ears of the school children in every town and city1 the state board of education furnishing the tests4#bi ,in some states also general inspection of schools is mandatory by statute1 and in others permissive1 while in several there are local ordinances with the force of a state law4 ,in combating adventitious deafness1 then1 our attack is to be directed in the largest part upon those diseases1 especially infantile and infectious diseases1 that cause deafness2 and it is upon the checking of their spread that our main efforts for the present have to be concentrated4 ,at the same time the better safe-guarding of the general health of the community will insure a proportionate diminution of deafness4 ,beyond this1 we will have to wait upon the developments of medical science1 both in the study of the prevention of diseases and of their treatment2 and can trust only to what it may offer4#cj ,,adventitious ,,deafness ,,as ,,an ,,increasing ,,or ,,decreasing ,,phenomenon ,our main interest in the problem of adventitious deafness lies in the possible discovery whether or not it is relatively increasing or decreasing among the population1 and in what respects signs appear of a diminution4 ,we have just seen the likelihood of a decrease from certain causes2 but we are to find what is indicated by statistical evidence4 ,to be considered first is adventitious deafness as a whole4 ,respecting it our only statistics are in the returns of the censuses since #ahhj1 the different forms of deafness not being distinguished before this time4 ,the following table will show the number of the adventitiously deaf as reported by the censuses of #ahhj1 #ahij and #aijj1 with their respective percentages and ratios per million of population4#ca ,,number ,,of ,,the ,,adventitiously ,,deaf ,,in #ahhj1 #ahij ,,and #aijj ,,total ,,adventitiously ,,percentage ,,ratio ,,number ,,deaf ,,per ,,million ,,of ,,population #ahhj #cc1hgh #aj1ahg #cj4a #bj4c #ahij #dj1efb #af1gfg #da4a #bf4h #aijj #cg1dbf #ah1afd #dh4d #bc4i ,from this it appears that adventitious deafness is increasing in relation to total deafness1 which is most likely the case1 as congenital deafness1 as we shall see1 is evidently decreasing4 ,whether or not adventitious deafness is increasing in respect to the general population1 the table does not disclose definitely4 ,the statistics probably are not full enough to afford any real indication yet4 ,our next inquiry is in respect to the increase or decrease of adventitious deafness from the several diseases individually1 which is1 upon the whole1 the more satisfactory test4 ,here also1 unfortunately1 our statistics are very limited1 and our findings will have to fall much short of what could be desired4 ,the following table1 based on the returns of the censuses of #ahhj1 #ahij and #aijj1 so far as the approximate identity of the several diseases can be established1 will give the respective percentages found4#cb ,,causes ,,of ,,adventitious ,,deafness ,,in #ahhj1 #ahij ,,and #aijj #ahhj #ahij #aijj ,scarlet fever #g4i #aa4h #aa4a ,meningitis #h4d #g4h #i4f ,catarrh and catarrhal fevers #j4i #c4c #c4fcc ,diphtheria #j4b #j4e --#cd ,abscess and inflammation #a4j #b4e --#ce ,measles #a4c #b4e #b4e ,whooping cough #j4e #j4h --#cd ,malarial and typhoid fevers #a4g #a4h #c4f ,other fevers #a4a -- #b4j ,in this table the most noticeable thing is perhaps the persistency with which we find most of the diseases to recur1 with apparently no great change1 while in certain ones1 as catarrh and malarial and typhoid fevers1 there seems to be rather an increase4 ,it would be best1 however1 not to place very great confidence in these figures1 but1 so far as the census reports are concerned1 to wait for more precise and uniform statistics4 ,we have1 further1 the statistics published in the reports of certain schools for the deaf4 ,while these are perhaps not of sufficient extent to warrant full conclusions1 they may be regarded as quite representative2#cf and though to be taken with something of the caution as the census figures1 they may serve to throw some light upon the situation4 ,comparison of the proportions of pupils deaf from the several diseases at different times may be made in two ways3 by finding the respective proportions over a series of successive years from a certain time back down to the present1 and by contrasting the proportions in two widely separated periods1 one in the present and one in the past4 ,these will be taken up in order4 ,the following tables give the percentages of cases of deafness in pupils from the important diseases as found in six schools in successive years3 in the ,new ,york ,institution in the total annual attendance from #ahii to #aiab2 in the ,michigan ,school in the total biennial attendance from #ahhc to #aiab2 in the ,pennsylvania ,institution in the number of new pupils admitted quadriennially from #ahdc to #aiab2 in the ,western ,pennsylvania ,institution in the number admitted biennially from #ahhg to #aiab2 in the ,maryland ,school in the number admitted biennially from #ahhd to #aiaa2 and in the ,wisconsin ,school in the number admitted biennially from #ahhj to #aijh4 ,i4 ,,causes ,,of ,,deafness ,,in ,,new ,,york ,,institution ,,from #ahii ,,to #aiab #ahiiaijjaijaaijbaijcaijdaijeaijfaijgaij haiji ---------------------------------------- ---- ,total ,number #dff #dgf #dha #dgg #dfd #ejc #ejh #eaj #edc #eee #efe ---------------------------------------- ---- ,congenital #cf4jbg4abf4hdj4icf4bda4adf4bca4hcc4ccd4 dcd4i ,scarlet ,fever #aa4daj4a #h4i #g4a #f4e #f4i #f4e #d4i #e4c #e4j #e4g ,meningitis #i4e #i4d #g4g #g4i #g4h #g4iaa4jab4baf4hah4fag4g ,brain ,trouble #aj4a #i4b #h4c #h4a #g4b #e4i #e4i #g4a #i4j #h4c #h4g ,falls #i4j #g4b #e4d #d4e #c4i #d4b #c4h #e4b #e4i #f4a #f4j ,measles #e4a #c4h #c4h #b4a #c4i #d4e #d4a #d4a #d4h #d4g #d4d ,typhoid ,fever #c4g #b4c #a4f #a4j #j4i #a4b #a4j #a4j #a4c #a4c #a4b ,convulsions #c4b #d4d #c4b #b4i #b4f #j4b #a4h #a4h #a4i #a4e #a4i ,various ,fevers #b4e #a4e #a4d #a4j #a4g #a4f #a4f #a4f #a4e #a4c #j4g ,catarrh #b4c #b4a #a4i #a4h #a4f #a4b #a4j #b4j #a4i #a4i #a4d ,diphtheria #a4i #a4g #a4i #a4j #j4i #j4d #j4f #j4h #j4i #j4i #j4g ,pneumonia #a4e #j4h #j4h #j4f #a4a #j4b #a4j #a4a #a4a #j4i #a4a ,whooping ,cough #a4g -- #a4f #a4b #a4a #a4j #j4h #j4f #j4i #j4i #j4e ,miscellaneous and ,unknown #b4abj4dbf4gai4hah4fbc4gad4gbe4iae4dad4b ae4a #aiajaiaaaiab ------------ ,total ,number #egj #edf #eah ------------ ,congenital #cb4hcd4fcf4f ,scarlet ,fever #f4a #e4g #e4j ,meningitis #ag4iai4jai4g ,brain ,trouble #h4c #h4j #h4i ,falls #e4a #e4e #e4f ,measles #d4f #j4b #j4g ,typhoid ,fever #a4a #j4i #j4e ,convulsions #a4i #b4j #b4a ,various ,fevers #j4e #j4e #j4g ,catarrh #j4h #a4j #j4e ,diphtheria #j4g #j4g #j4e ,pneumonia #a4a #j4g #j4e ,whooping ,cough #j4e #j4e #j4b ,miscellaneous and ,unknown #ah4fbj4gah4e ,,ii4 ,,causes ,,of ,,deafness ,,in ,,michigan ,,school ,,from #ahhc ,,to #aiab #ahhcahheahhgahhiahiaahicahieahigahiiaij aaijc #ahhdahhfahhhahijahibahidahifahihaijjaij baijd ---------------------------------------- ---- ,total ,number #cjb #ccf #cdb #cej #cdc #cfe #dbh #dab #dda #ddg #dea ---------------------------------------- ---- ,congenital #g4jah4hbc4abf4cbd4bbf4cbe4bcj4cbh4hca4e cb4h ,meningitis #bh4hbh4abc4abc4aba4cae4hae4fad4eaj4b #i4b #d4f ,scarlet ,fever #ab4baa4hab4caa4b #i4j #i4f #i4e #i4g #i4e #i4c #g4f ,brain ,fever #f4b #f4e #d4h #c4g #e4b #f4i #f4f #f4c #e4d #c4h #c4h ,typhoid ,fever #d4f #c4f #d4a #d4c #d4g #a4i #a4h #a4d #b4e #b4b #a4c ,measles #c4f #d4a #c4i #b4i #b4f #a4d #j4h #a4i #c4b #c4a #b4i ,diphtheria #j4f -- -- #j4c #j4c #j4c #j4b #j4b #j4d #j4b #j4d ,catarrh #j4f #j4f #j4i #j4h #j4i #a4a #a4i -- #b4i #c4e #c4c ,various ,fevers #b4i #a4e #b4j #b4f #c4j #d4d #d4d #a4g #b4i #b4i #c4c ,whooping ,cough #a4c #a4b #a4e #a4e #a4e #c4j #c4h #c4f #b4g #b4e #c4a ,pneumonia -- -- -- -- -- -- -- -- #j4b #j4b #j4d ,la grippe -- -- -- -- -- -- -- -- #j4i #a4a #a4f ,miscellaneous and ,unknown #cb4bbc4hbd4cbc4cbg4cbi4ccj4bcj4dcj4dca4 ecd4i #aijeaijgaijiaiaa #aijfaijhaiajaiab ---------------- ,total ,number #djd #cfa #ced #cec ---------------- ,congenital #cf4fce4gce4jca4b ,meningitis #h4f #i4e #h4h #h4b ,scarlet ,fever #f4i #e4h #c4f #d4e ,brain ,fever #b4g #b4e #b4c #a4j ,typhoid ,fever #a4j #a4d #a4e #a4g ,measles #b4i #d4a #c4d #c4a ,diphtheria #j4e #j4b #j4c #j4c ,catarrh #b4h #a4i #b4e #j4h ,various ,fevers #b4e #j4e #b4j #a4d ,whooping ,cough #c4d #d4d #d4h #e4a ,pneumonia -- #j4g #j4f #j4h ,la grippe #a4e #c4j #b4c -- ,miscellaneous and ,unknown #cj4fcj4ccb4ida4i ,,iii4 ,,causes ,,of ,,deafness ,,in ,,pennsylvania ,,institution ,,from #ahdc ,,to #aiab #ahdcahdgaheaaheeaheiahfcahfgahgaahgeahg iahhc #ahdfahejahedahehahfbahffahgjahgdahghahh bahhf ---------------------------------------- ---- ,total ,number #ij #aaa #abe #adc #afg #aeb #aej #agh #bhb #bcc #bfa ---------------------------------------- ---- ,congenital #ed4deh4eef4jdf4hec4cdh4ddj4jdb4aca4bbd4 dcd4a ,scarlet ,fever #ac4cah4jab4haf4h #i4fai4gaf4jah4fah4aac4gad4i ,meningitis -- -- #j4h -- -- #b4j #a4c #i4fah4abe4gaf4d ,measles #a4a #b4g #a4f #b4h #b4d #c4c #d4j #a4a #a4g #b4f #a4i ,whooping ,cough #b4b #j4i #j4h #j4g #a4b #j4g #a4c #j4f #j4c #j4h -- ,catarrh -- #j4i -- -- -- -- #j4g #j4f #b4a -- -- ,brain ,fever -- -- #b4h #b4a -- #f4j #d4g -- -- -- #j4h ,typhoid ,fever -- -- -- #a4d #j4f #j4g #b4f #b4g #b4a #b4f #c4d ,diphtheria -- -- -- -- -- -- #j4g -- -- -- -- ,pneumonia -- -- -- -- -- -- -- -- -- -- -- ,la grippe -- -- -- -- -- -- -- -- -- -- -- ,mis4 and ,unknown #bi4jai4bbe4bbi4dcb4iai4bbh4gbd4gbf4ccj4 bbh4e #ahhgahiaahieahiiaijcaijgaiaa #ahijahidahihaijbaijfaiajaiab ---------------------------- ,total ,number #bjg #bdh #bej #bci #bdj #bhb #aeb ---------------------------- ,congenital #dg4cdf4hda4fcb4bce4hcc4gcd4b ,scarlet ,fever #ad4jad4aaa4b #f4caj4d #c4i #e4b ,meningitis #e4h #e4f #g4f #h4d #g4aag4dae4a ,measles #c4i #c4b #d4d #d4f #d4e #c4e #c4i ,whooping ,cough #j4e #j4d #j4h #a4g #j4g #b4i #a4c ,catarrh #c4i #d4h #f4h #d4b #a4b #b4e #a4c ,brain ,fever #b4i #e4b #d4j #c4d #a4g #b4i #b4f ,typhoid ,fever #b4i #c4f -- #b4e #j4g #c4i #a4c ,diphtheria #j4e #a4f #b4j #j4h #b4e #a4b #b4j ,pneumonia #j4e -- -- #j4h #j4d #a4b #d4h ,la grippe -- #j4d -- #b4a #a4b #j4c -- ,mis4 and ,unknown #ag4had4cba4fcc4jcc4hbf4fbh4c ,,iv4 ,,causes ,,of ,,deafness ,,in ,,western ,,pennsylvania ,,institution ,,from #ahhg ,,to #aiab #ahhgahhiahiaahicahieahigahiiaijaaijcaij eaijg #ahhhahijahibahidahifahihaijjaijbaijdaij faijh ---------------------------------------- ---- ,total ,number #fa #ef #eh #eh #di #dj #ej #da #aaj #ei #gc ---------------------------------------- ---- ,congenital #bd4fad4cbj4gcb4hdf4idj4fdj4jca4ich4bbe4 dcj4a ,scarlet ,fever #i4hba4d #h4faj4daj4b #e4j #f4jab4b #h4caa4h #h4b ,meningitis #af4ead4eac4haj4daj4bbj4jad4jag4a #g4baj4bac4g ,measles #d4i #a4i #e4baj4d #d4j -- #b4j #b4d #g4b #a4i #h4b ,catarrh #c4b -- #g4f #a4i #b4j #e4j #b4j #i4f #b4g #c4h #d4a ,brain ,fever #f4e #e4d #a4i #a4i -- #b4e -- #d4h #b4g #e4a #b4h ,typhoid ,fever -- #a4i #e4b -- #f4j #b4e -- -- #a4h #a4i #d4a ,whooping ,cough #a4f -- #a4i -- #b4j -- #f4j #b4d #a4h #a4i #b4h ,diphtheria #a4f -- #a4i -- -- -- #d4j #b4d #a4h -- #a4d ,la grippe -- -- -- -- #b4j -- #b4j -- -- #a4i -- ,pneumonia -- -- -- -- -- #b4e #b4j -- -- #a4i #a4d ,miscellaneous and ,unknown #ca4ccj4fcc4bcb4baf4gbb4ebb4jag4bbh4ccd4 bbc4b #aijiaiaa #aiajaiab -------- ,total ,number #ga #gc -------- ,congenital #dj4icf4e ,scarlet ,fever #aa4cab4g ,meningitis #ad4a #i4f ,measles #b4h #f4h ,catarrh #b4h #a4h ,brain ,fever #a4d #d4a ,typhoid ,fever #b4h -- ,whooping ,cough -- #a4h ,diphtheria #a4d #a4h ,la grippe -- -- ,pneumonia -- -- ,miscellaneous and ,unknown #bb4ebd4i ,v4 ,,causes ,,of ,,deafness ,,in ,,maryland ,,school ,,from #ahhd ,,to #aiaa #ahhdahhfahhhahijahibahidahifahihaijjaij baijd #ahheahhgahhiahiaahicahieahigahiiaijaaij caije ---------------------------------------- ---- ,total ,number #bh #bg #be #be #bi #cj #cj #ci #bi #cj #bh ---------------------------------------- ---- ,congenital #df4dfb4idd4dcf4jcg4idc4cdc4cfa4edd4hdc4 ceg4a ,meningitis #aj4gaa4a #h4jab4jaj4caj4f #f4g #b4fad4j #c4c #c4f ,scarlet ,fever #aj4g #g4dab4jaf4j -- -- #f4g #e4b #c4eaj4j #g4b ,measles #c4f -- -- -- #c4e #c4c #f4g -- #c4e #c4c -- ,diphtheria -- -- -- -- #c4e #c4c #c4c #b4f -- #c4c #c4f ,catarrh -- -- -- -- #c4e #c4c #c4c #e4b #c4e -- -- ,typhoid ,fever -- -- #d4j -- -- -- -- -- -- #f4g -- ,whooping ,cough #c4f -- -- -- -- -- -- -- #c4e -- -- ,pneumonia #c4f -- -- -- -- -- -- -- #g4j -- #c4f ,brain ,fever #g4b -- #d4j #h4j #c4e #c4c -- -- #g4j #c4c -- ,various ,fevers -- -- #d4j #h4j #c4e -- -- #b4f -- #c4c #c4f ,miscellaneous and ,unknown #ad4bah4fbc4fbj4jcd4ccb4ibh4abb4jaf4gbc4 eba4c #aijfaijh #aiaj #aijgaiji #aiaa --------------- ,total ,number #da #cbacecg --------------- ,congenital #ec4gcd4d #ea4h ,meningitis #b4dab4b #h4a ,scarlet ,fever #i4f #c4a #a4d ,measles -- #c4c #b4b ,diphtheria -- -- #j4g ,catarrh -- -- -- ,typhoid ,fever #b4d #c4a #b4b ,whooping ,cough -- #c4a #a4d ,pneumonia #b4d #c4a #b4b ,brain ,fever #d4h -- #b4i ,various ,fevers #d4h -- #b4b ,miscellaneous and ,unknown #ai4icg4g #bd4a ,,vi4 ,,causes ,,of ,,deafness ,,in ,,wisconsin ,,school ,,from #ahgi ,,to #aijh #ahgiahha #ahhc #ahheahhgahhiahiaahicahieahig #ahhjahhb #ahhd #ahhfahhhahijahibahidahifahih ---------------------------------------- --- ,total ,number #cf #ffbcacg #ef #fg #ej #dd #gb #fd #gb ---------------------------------------- --- ,congenital #ad4cca4h #ce4ace4gdi4cch4jej4jdj4cec4aeb4g ,meningitis #bg4gcc4c #cg4gcc4ibh4ccb4jae4iab4eca4bai4d ,scarlet ,fever #ad4c #f4j #ab4e -- #h4iab4jbj4daa4a #d4g #f4i ,measles #ab4h #c4j #a4e -- #b4i -- #b4c #d4a #c4a -- ,typhoid ,fever -- #f4j #g4d #a4h -- #b4j #b4c -- #a4f -- ,whooping ,cough -- -- #a4c #a4h #a4e -- -- -- -- #a4d ,diphtheria -- -- -- -- -- #b4j #d4f -- -- #a4d ,catarrh -- -- #a4c -- -- -- -- -- #a4f #e4e ,brain ,fever -- -- -- -- #b4i -- -- #aa4a -- -- ,miscellaneous and ,unknown #cj4iai4i #c4bbf4h #f4bad4j #d4ebj4i #d4gab4g #ahiiaijaaijcaijeaijg #aijjaijbaijdaijfaijh -------------------- ,total ,number #fb #cc #cc #fc #gj -------------------- ,congenital #fd4ccc4cdh4dcd4idj4j ,meningitis #af4a #i4a #c4j #f4c #e4g ,scarlet ,fever #d4g #f4a -- #i4e #h4f ,measles -- #c4j #c4f #a4f #d4c ,typhoid ,fever #c4b #f4a -- #c4b #a4d ,whooping ,cough -- -- -- #a4f #b4h ,diphtheria #a4f -- -- #c4b #a4d ,catarrh #a4f #c4j #i4a #c4b #b4h ,brain ,fever -- #f4a #c4f #d4h #d4c ,miscellaneous and ,unknown #h4ecc4cca4cca4gbh4g ,we may take these tables together to see how the proportions of deafness from the leading diseases have changed in the course of the several periods indicated1 proper allowance being made for the shorter length of time covered in some schools than in others4 ,in respect to scarlet fever1 one of the two foremost causes1 we find in the ,new ,york ,institution1 the ,michigan ,school and the ,maryland ,school1 a distinct and steady decline2 in the ,pennsylvania ,institution a decline of late years1 which is especially significant in view of the extended period covered by it2 and in the ,western ,pennsylvania and the ,wisconsin ,school little change1 though in the latter there is less than at the beginning4 ,in meningitis1 on the other hand1 the second of the two most important causes1 a marked increase is seen in the ,pennsylvania ,institution for the entire period1 while in the ,new ,york a sharp increase is found in the time designated1 this being all the more noticeable because of the large proportion already attributed here to convulsions1 often a trouble of kindred origin4 ,in the ,western ,pennsylvania ,institution and the ,maryland ,school little change is observed1 though in the latter some decline is apparent in the later years4 ,in the ,wisconsin and ,michigan schools a very strong decline is seen4 ,on somewhat the same order as meningitis is brain fever4 ,it1 however1 shows little change on the whole1 though in the ,michigan and ,maryland schools and the ,new ,york ,institution some decline is evident4 ,of the remaining diseases none plays singly a large part in the causation of deafness1 and in most of them the results are similar4 ,measles1 typhoid fever1 diphtheria1 pneumonia1 and whooping cough show1 with some fluctuations at times1 little change on the whole1 beyond certain local differences4 ,in the ,new ,york ,institution a decline is reported in nearly all4 ,in the ,pennsylvania ,institution a rather larger proportion for measles is seen in later than in earlier years4 ,in the ,michigan ,school an increase seems to be the case with whooping cough1 but a decrease with typhoid fever4 ,in catarrh the results are not so uniform4 ,in the ,new ,york and ,pennsylvania institutions a decline is manifest1 though in the latter a larger proportion is reported than at the beginning4 ,in the ,michigan and ,wisconsin schools rather an increase is noted4 ,la grippe is only reported occasionally of late years1 and its real effects cannot yet be ascertained4 ,with respect to general fevers1 their classification is found to be so varying that little can be determined4 ,we now proceed to make comparison of the proportions of deafness from the principal diseases in a series of years some time past with similar proportions in recent years4 ,the following tables give the several proportions in the ,american ,school 7,connecticut7 in the entire attendance from #ahag to #ahdd and from #ahag to #aheg1 and in the new admissions from #aija to #aiac2 in the ,ohio ,school in the entire attendance from #ahbi to #ahgb1 and in the average annual attendance in #aijd1 #aije1 #aijf1 and #aiaa2 in the ,iowa ,school in the entire attendance from #ahee to #ahgj and from #ahee to #aiab2 and in the ,new ,york ,institution in the entire attendance from #ahah to #ahec and in the average annual attendance from #ahii to #aiab4ch ,i4 ,,causes ,,of ,,deafness ,,in ,,american ,,school ,,from #ahag ,,to #ahdd1 ,,from #ahag ,,to #aheg1 ,,and ,,from #aija ,,to #aiac4 ,,period ,,total ,,number ,,congenital ,,scarlet ,,fever ,,meningitis ,,typhoid ,,fever ,,measles ,,whooping ,,cough ,,general ,,fevers ,,brain ,,fever ,,pneumonia ,,diphtheria ,,catarrh ,,unknown ,,and ,,mis4 ---------------------------------------- ------------------ #ahag-ahdd #gfadd4h #e4g #f4a --#a4fa4ff4g -- -- -- -- #cc4e #ahag-ahegajhaej4a #i4b #d4f --#a4ha4ce4c -- -- -- -- #bg4g #aija-aiac #cajce4b #g4g #aa4cc4ba4ca4ca4ie4hj4fa4ca4j #bi4d ,,ii4 ,,causes ,,of ,,deafness ,,in ,,ohio ,,school ,,from #ahbi ,,to #ahgb ,,and ,,from #aijd ,,to #aiaa4 ,,period ,,total ,,number ,,congenital ,,scarlet ,,fever ,,meningitis ,,typhoid ,,fever ,,measles ,,whooping ,,cough ,,general ,,fevers ,,brain ,,fever ,,pneumonia ,,diphtheria ,,catarrh ,,unknown ,,and ,,mis4 ---------------------------------------- ------------------ #ahbi-ahgbabebcc4haj4c #c4ja4hc4ba4gd4fe4g --#j4c -- #ce4f #aijd-aiaa --#ch4i #e4j #i4ba4db4ha4ga4ae4cj4ej4ec4e #cj4a ,,iii4 ,,causes ,,of ,,deafness ,,in ,,iowa ,,school ,,from #ahee ,,to #ahgj ,,and ,,from #ahee ,,to #aiab4 ,,period ,,total ,,number ,,congenital ,,scarlet ,,fever ,,meningitis ,,typhoid ,,fever ,,measles ,,whooping ,,cough ,,general ,,fevers ,,brain ,,fever ,,pneumonia ,,diphtheria ,,catarrh ,,unknown ,,and ,,mis4 ---------------------------------------- ------------------ #ahee-ahgj #bdehg4bac4d #c4ca4fb4ja4cf4aa4c -- -- -- #cc4h #ahee-aiabafgbbf4iaj4c #ad4ia4gb4ba4gj4ag4jj4cj4ha4g #cb4d ,,iv4 ,,causes ,,of ,,deafness ,,in ,,new ,,york ,,institution ,,from #ahah ,,to #ahec ,,and ,,from #ahii ,,to #aiab4 ,,period ,,total ,,number ,,congenital ,,scarlet ,,fever ,,meningitis ,,typhoid ,,fever ,,measles ,,whooping ,,cough ,,general ,,fevers ,,brain ,,fever ,,pneumonia ,,diphtheria ,,catarrh ,,unknown ,,and ,,mis4 ---------------------------------------- ------------------- #ahah-ahecaadhdb4i #g4b--ci --#a4ij4ga4f -- -- -- -- #de4g #ahii-aiab --#ch4j #f4h #ac4aa4cc4dj4ha4ch4aj4ij4ia4g #bc4g ,taking these tables also collectively1 we find in respect to scarlet fever a decline in all the schools1 this being especially pronounced in the case of the ,ohio4 ,in meningitis1 however1 there is an increase so heavy as to call in question the accuracy of the earlier records2 and it is possible that it failed to be entirely recognized then4 ,in most of the other diseases1 as in the previous case1 no very great change is perceptible4 ,in general fevers a decline is apparent in all1 in most being considerable2 and probably several diseases were formerly included which are now listed separately4 ,in measles rather a decline is found in the ,american and ,ohio schools1 but a slight increase in the ,iowa1 and a somewhat larger one in the ,new ,york ,institution4 ,in typhoid fever there is a slight increase also in the ,iowa ,school1 but a decrease in the ,ohio4 ,in brain fever a considerable increase is observed in the ,iowa ,school1 but a slight decrease likewise in the ,ohio4 ,in whooping cough there is an increase in the ,new ,york ,institution and the ,iowa ,school1 but a decrease in the ,american4 ,such diseases as pneumonia1 diphtheria and catarrh seem not usually to have been separately classified in the past1 though in the ,ohio ,school we find diphtheria noted1 and with somewhat smaller proportions than in later years2 while in several of the schools we find colds given in former times1 which may have been in part really catarrh4 ,combining now the results of our two groups of tables1 we may be able to reach some conclusions with respect to the increase or decrease of deafness from certain diseases1 though on the whole far less definite than we could wish4 ,in the first place1 it seems safe to affirm that deafness from scarlet fever is becoming relatively less with the years2 and it is possible that if it continues its present rate of decline1 it will in time cease to be one of the main causes of deafness4 ,on the other hand1 meningitis1 its great companion in evil1 shows a striking increase in comparison with past years1 as a cause of adventitious deafness2 while its accretion may be traced as well in a series of recent years in certain schools1 though not in others4 ,but how far there is an absolute increase in meningitis over the past1 and whether it is tending at present actually to increase1 may be a matter for question4 ,in view of the possibility that the disease was not sufficiently accounted for in the past1 and in the absence of any knowledge to indicate a reason for its less prevalence in earlier years1 at least not to the extent indicated by the statistics1 it may be that its increase is1 after all1 more apparent than real4 ,the fact1 moreover1 that in the series of recent years a marked increase is found in some schools1 but a marked decline in others1 may perhaps be taken to mean that at present meningitis may be on the increase only in certain sections1 depending possibly on local conditions4 ,with the greater medical skill of to-day1 and with a larger proportion of children in the schools1 it may be open to considerable doubt if the movement of this disease is really one of increase1 though it seems that we are on the whole making no great headway against it4 ,as to the minor diseases causing deafness1 our statistics do not indicate just to what extent and in what direction deafness from them is being affected1 and no precise conclusions can at present be set down4 ,it is probable1 however1 that with the increased attention to children's diseases1 as we have noted1 there is really less deafness from most of them than formerly4#dj ,,the ,,congenitally ,,deaf ,when we come to consider the question of congenital deafness1 which comprises a little over a third of the total amount of deafness1 we have an even more difficult problem on our hands1 for here we are to deal with some of the great questions of heredity--though hereditary deafness and congenital deafness are not altogether one and the same thing4#da ,for the purposes of our inquiry1 let us think of the congenitally deaf as divided into three great classes in respect to their family relations3 #a4 the offspring of parents who were cousins2 #b4 the offspring of parents who were themselves deaf or members of families in which there are other deaf relatives2 and #c4 the product of families without either consanguinity or antecedent deafness4 ,of these three classes the first two only will engage our attention4 ,of the last1 comprising1 according to the census1 nine-twentieths1 or #dd4d per cent1 of the congenitally deaf1 there is not much that we can say4 ,for a great part of it there no doubt exists in the parent1 or perhaps in a more remote ancestor1 some abnormal strain1 physical or mental1 in the nature of disease or other defect4 ,but in respect to such deafness we have too little in the way of statistical data to help us arrive at any real determination2 and for it as a whole we shall have to wait till we have greater knowledge of eugenics and the laws of heredity4#db ,,the ,,offspring ,,of ,,consanguineous ,,marriages ,not all the deaf born of consanguineous marriages are congenitally deaf1 but as the majority are so1 and as the fact of the parents being blood relatives is assumed to have at least a contributing influence in the result1 we may consider the matter in this place4 ,it is in fact closely connected with the question of deaf relatives in general4 ,in the census investigations1#dc of the number who answered on this point1 #b1ebe1 or #g4d per cent1 have parents who were cousins4 ,of these cases1 deafness occurred in #hg per cent before the fifth year of age1 and in #fj per cent at birth4 ,of all the deaf born without hearing1 #ac4e per cent are the offspring of consanguineous marriages4 ,the proportion of those born deaf is thus nearly twice as great when the parents are cousins as it is among the whole class of the congenitally deaf2 and the proportion is also nearly twice as great of the offspring of consanguineous marriages among the congenitally deaf as the proportion of the deaf from such marriages among the total number of the deaf4 ,moreover1 #ee4j per cent of the offspring of cousin-marriages have deaf relatives of some kind1 and of the congenitally deaf from cousin-marriages1 #fe4f per cent have deaf relatives2 while the respective proportions when the parents are not cousins are #be4e per cent and #dj4g per cent--in the one case less than half1 and in the other two-thirds1 as great4 ,further statistics bear out the findings of the census4 ,dr4 ,e4 ,a4 ,fay in his ,marriages of the ,deaf#dd--;a work we are soon to notice--finds that1 though consanguineous marriages form only about one per cent of the total number considered1 #cj4j per cent of the children of deaf parents who are cousins are deaf1 and that #de4a per cent of such marriages result in deaf offspring2 but that when the parents are not cousins1 the respective proportions are #h4c per cent and #i4c per cent--only about a fourth and a fifth as great4 ,in the ,colorado ,school1 out of #efg pupils in attendance from the beginning to #aiab1 in #ag1 or #c per cent1 the parents were related before marriage4 ,in the ,kentucky ,school1 out of #hc pupils admitted in #aiaj and #aiaa1 #ah1 or #ai4c per cent1 and out of #db admitted in #aiab and #aiac1 #h1 or #ai per cent1 were the offspring of parents who were cousins4 ,in the ,iowa ,school1 out of #fb admissions in #aiaa and #aiab1 #d1 or #f4e per cent1 and in the ,maryland ,school1 out of a total attendance in #aiaa of #ace1 #ac1 or #i4b per cent1 had parents who were cousins4#de ,consanguineous marriages1 so far as the effect on deafness is concerned1 are not of relatively frequent occurrence4 ,but where they do take place1 there is found a decided connection between them and deafness1 the increased tendency thus to transmit a physical abnormality being plain4 ,how far1 however1 if at all1 such deafness is to be directly ascribed to consanguineous marriages1 is a matter for question4 ,the main consideration seems to be that in such marriages the chances are at least doubled of the offspring acquiring the characteristics of the parents2 and that in them the liability is thus proportionately enhanced of transmitting deafness4#df ,,the ,,deaf ,,having ,,deaf ,,relatives ,we are now to examine what traces there may be of deafness in a family by noting what proportion of the deaf have deaf relatives1 and are to attempt to see what may be its bearings upon the question of heredity4 ,in the census investigations1#dg we find that out of #cd1ghj deaf persons who answered1 there are #aj1jcc1 or #bh4h per cent1 who have deaf relatives of some kind1 direct or collateral1 #h1agj1 or #bc4e per cent1 having deaf brothers1 sisters or ancestors4 ,in all of these we can without difficulty discover the influence of heredity4 ,in the congenitally deaf the trace of a physical defect is even more clearly indicated4 ,of these #dj4a per cent have deaf brothers1 sisters or ancestors1 and #df4b per cent have also deaf uncles1 cousins1 etc4#dh ,it is thus evident that there are certain families in society deeply tinged with deafness1 that it sometimes passes from parent to child1 from generation to generation1 and that like a cloud it hangs over a section of the race4 ,,the ,,offspring ,,of ,,deaf ,,parents ,all this argument leads up to one most pertinent question3 ,are the statistics which we have indicative that this deafness which passes so remorselessly in certain families will be found all the stronger in the children of deaf parents8 ,have we ground to believe or fear that this deafness will crop out far more surely than in the children of parents not deaf8 ,and can we determine to what extent possibilities are increased of the offspring of deaf parents being likewise deaf8 ,let us now consider the statistics which we have in this matter1 first examining the results of the census investigation4#di ,of the #h1jbb married deaf persons for whom statements are made1 we find that there are #aij who have deaf offspring1 or #b4d per cent4 ,of the #d1aaf deaf persons who are married to deaf persons1 #acg have deaf children1 or #c4c per cent2 and of the #c1ijf deaf persons married to hearing persons1 #ec have deaf children1 or #a4d per cent4 ,of the married deaf having deaf children1 #eb4e per cent have deaf relatives of some kind1 and #ed4g per cent are congenitally deaf1 the proportion of those having deaf relatives who are also congenitally deaf being #ff4g per cent4 ,of the deaf married to hearing partners1 who have deaf children1 #bf4d per cent are congenitally deaf1 while #ej4i per cent of the partners in such marriages have deaf relatives of some kind4 ,from the census statistics1 then1 it appears that the married deaf as a class do not have a large proportion of deaf children1 and that this proportion is only a little more than twice as great when the deaf are married to the deaf as when they are married to the hearing4 ,it appears also1 however1 that when there are deaf relatives involved in either kind of marriages1 or when there is congenital deafness in the deaf parent1 the effect is quite marked in the offspring4 ,besides the census returns1 we have the statistics presented in the reports of certain schools1 which are found to point1 as far as they go1 to the same conclusions4 ,in the ,kentucky ,school1 out of #hc pupils admitted in #aiaj and #aiaa1 there were none the children of deaf parents1 though #ce1 or #cj4a per cent1 had deaf relatives2 and out of #db admitted in #aiab and #aiac1 there were #b1 or #d4h per cent1 the children of deaf parents1 and #ab1 or #bh4h per cent1 with deaf relatives4 ,in the ,iowa ,school1 out of #fb admissions in #aiaa and #aiab1 #d1 or #f4e per cent1 had deaf parents1 and #ba1 or #cc4i per cent1 defective relatives4 ,in the ,michigan ,school1 with an annual enrollment of some three hundred1 there were from #aijc to #aijh but three children of deaf parents4#ej ,in the ,colorado ,school1 out of a total attendance since its founding to #aiab of #efg1 #c1 or #j4eg per cent1 were the children of deaf parents1 though #hc1 or #ad4f per cent1 had deaf relatives4 ,in the ,missouri ,school1 out of a similar attendance to #aiab of #b1agd there were #eb1 or #b4d per cent1 with deaf parents1 though there were #bce1 or #aj4h per cent1 with deaf relatives4#ea ,the most exhaustive study of the question of the liability of the deaf to deaf offspring is that of ,dr4 ,e4 ,a4 ,fay in his ,marriages of the ,deaf--covering the majority of the marriages of the deaf in ,america at the time it was made 7#ahih74eb ,statistical information is presented for #g1bbg deaf persons and for #c1jgh marriages with either deaf or hearing partners4#ec ,in the following table are summarized the results of this investigation4#ed ,,marriages ,,of ,,deaf ,,persons ,,number ,,of ,,number ,,of ,,marriages ,,children ---------------------------------------- ---------------------------- ,partners in ,marriage ,total ,resulting,per ,total ,deaf,per in deaf cent cent children ---------------------------------------- ---------------------------- ,one or both deaf #c1jgh #cjj #i4g #f1ghb #ehh #h4f ,both deaf #b1cgg #bbj #i4b #e1jgb #dbi #h4d ,one deaf1 other hearing #eii #ge #ab4e #a1ecb #aea #i4h ,one or both congenitally deaf #a1dgg #aid #ac4a #c1dja #dac #ab4a ,one or both adventitiously deaf #b1bab #abd #e4f #d1gja #aii #d4b ,both congenitally deaf #cce #hc #bd4g #ggi #bjb #be4i ,one congenitally1 other adventitiously deaf #had #ff #h4a #a1hbj #aai #f4e ,both adventitiously deaf #hde #cj #c4e #a1gbj #dj #b4c ,one congenitally deaf1 other hearing #aia #bh #ad4f #ebh #fc #aa4i ,one adventitiously deaf1 other hearing #caj #aj #c4b #gac #af #b4b ,both had deaf relatives #dcg #ajc #bc4e #a1jfj #bbb #bj4i ,one had deaf relatives1 other not #eda #cf #f4f #a1baj #gh #f4d ,neither had deaf relatives #dga #aa #b4c #a1jdd #ac #a4b ,both congenitally deaf ,both had deaf relatives #agb #di #bh4d #dbi #acj #cj4c ,one had deaf relatives1 other not #di #h #af4c #aje #ba #bj4j ,neither had deaf relatives #ad #a #g4a #bd #a #d4a ,both adventitiously deaf ,both had deaf relatives #eg #aj #ag4e #aad #aa #i4f ,one had deaf relatives1 other not #afg #g #d4a #ceg #aj #b4h ,neither had deaf relatives #bhd #b #j4g #eej #b #j4c ,partners consanguineous #ca #ad #de4a #ajj #cj #cj4j ,it is thus seen that #i4g per cent of the marriages of the deaf result in deaf offspring1 and that #h4f per cent of the children born of them are deaf--proportions far greater than for the the population generally4#ee ,a striking fact to be noted1 however1 is that these proportions are greater when one parent is deaf and the other hearing than when both are deaf4 ,the percentage of marriages resulting in deaf offspring when only one parent is deaf is #ab4e1 and when both are deaf1 #i4b2 while the percentage of deaf children born of them when only one parent is deaf is #i4h1 and when both are deaf1 #h4d4 ,this is apparently a very strange result1 though it probably may be accounted for in some part on the theory that it is not so much deafness itself that is inherited1 but rather an abnormality of the auditory organs1 or a tendency to disease1 of which deafness is a result or symptom1 and that with different pathological conditions in the parent there is less likelihood of deafness resulting4 ,the most significant part of the results seems to be found1 as before1 in respect to whether or not deaf parents are themselves congenitally deaf or have deaf relatives4 ,on the one hand1 when one or both of the parents are adventitiously deaf1 the percentage of marriages resulting in deaf children is #e4f1 and the percentage of deaf children is #d4b2 when both parents are so1 the percentages are lower3 #c4e and #b4c4 ,the percentages rise when one parent is adventitiously deaf1 and the other congenitally3 #h4a and #f4e4 ,in respect to deaf relatives of parents1 the percentages are very low when neither has such relatives3 #b4c and #a4b4 ,the lowest percentages of all are in the case where both parents are adventitiously deaf and neither has deaf relatives3 #j4g and #j4c4 ,on the other hand1 we find the proportion of marriages resulting in deaf offspring and the proportion of deaf children much greater when there is congenital deafness in one or both parents1 when one or both have deaf relatives1 and greatest of all when these influences are combined4 ,when one or both parents are congenitally deaf1 the percentage of marriages resulting in deaf offspring is #ac4a1 and the percentage of deaf children is #ab4a2 when both parents are so1 the percentages are doubled3 #bd4g and #be4i4 ,when one parent has deaf relatives and the other has not1 the percentages are #f4f and #f4d2 when both have1 the percentages are nearly four times as great3 #bc4e and #bj4i4 ,when both parents are congenitally deaf but neither has deaf relatives1 the percentages are #g4a and #d4a4 ,when both are adventitiously deaf and both have deaf relatives1 the percentages are #ag4e and #i4f4 ,when both are congenitally deaf and one has deaf relatives1 the percentages are #af4c and #bj4j2 and when both have deaf relatives1 the percentages are #bh4d and #cj4c4 ,the evidence is very strong1 then1 with regard to the form of deafness and the presence or absence of deaf relatives4 ,in cases where the parents are not congenitally deaf and have no deaf relatives1 the proportion of deaf children is very low4 ,when one or both parents are congenitally deaf or have deaf relatives--when the deafness is inherited or in the family--the likelihood becomes far greater1 and greater still when the two influences are in conjunction4 ,in general1 in respect to the influences of heredity upon deafness1 the main determinants seem to be found in the existence in the parties1 whether hearing or deaf1 of deaf relatives1 and1 to a less extent1 in the existence in parties who are deaf of congenital deafness4 ,,possible ,,action ,,for ,,the ,,prevention ,,of ,,congenital ,,deafness ,we come now to the consideration of the question of possible action for the prevention of congenital deafness4 ,this examination naturally centers about the matter of the regulation of marriage1 with due attention to the extent that action on the part of the state is to be regarded as desirable or feasible4 ,we have seen that congenital deafness may1 hypothetically1 be divided into three distinguishable classes3 that in which consanguineous marriages are concerned1 that in which there is antecedent deafness in the family1 and that in which neither of these conditions occurs2 and in our inquiry it has seemed best to take up each of these separately4 ,it may be1 however1 that there is in fact no very radical difference between these several forms1 and that with increased knowledge on the subject a more or less intimate relation will be found to exist4 ,of that form of deafness in which neither consanguineous marriages nor antecedent deafness is involved1 we are at present1 as we have noted1 able to say little definitely4 ,in most cases we may be convinced that there exists in the parent some peculiar state of morbidity or other affection1 latent or manifest1 perhaps to some extent of hereditary influence1 which has an effect on the organs of hearing of the offspring4 ,a certain proportion is quite possibly due to recognizable defects both of physical and mental character4 ,our statistical evidence1 however1 in respect to this form of congenital deafness is too slight to warrant any positive deductions2 and we will have to wait for further investigation to determine its nature fully4 ,none the less1 marriage of persons known to be liable to have ill effect on possible offspring is objectionable for not a few reasons1 from the standpoint of the interests of society2 and in their reduction there will probably be a greater or less diminution of congenital deafness4 ,with regard to consanguineous marriages and their effect on deafness we are on surer ground1 so far as may be indicated by statistical data4 ,this question is found in very great measure to be connected with that of deaf relatives in general4 ,the matter appears to be largely a part of a law of wide application1 namely1 that in the blood relationship of parents the possibilities are intensified of the perpetuation of a certain strain1 which holds true no less with the transmission of deafness4 ,consanguineous marriages are perhaps not of sufficiently frequent occurrence1 so far as concerns the effect on deafness1 to require special action2 but in the consideration of such marriages in general1 their part in the causation of deafness should have due weight2 and whatever may be said regarding them in other relations1 they are to be avoided if we wish to remove all chances of this kind of deafness resulting4 ,the problem of deaf relatives and their connection with congenital deafness is a very large one4 ,attention however1 has mostly been focused upon it in relation to the intermarriage of the deaf and its effect upon their offspring4 ,indeed1 in such unions there has already been more or less concern1 and there has even been question whether it is a wise or unwise policy to allow the deaf to marry other deaf persons4 ,the deaf1 as we shall discover1 not only find their companions for social intercourse among similar deaf persons1 but a fortiori very often seek such persons for their partners in marriage--in fact1 more often than they do hearing partners1 nearly three-fourths of the married deaf being married to deaf partners4#ef ,not only has it been feared that the offspring of such marriages might likewise be deaf1 but there has also been apprehension lest in their encouragement there might result a deaf species of the race4#eg ,from our discussion1 however1 we have found that in most of the marriages of the deaf we have but small reason for disquiet4 ,if deafness in the parent is really adventitious1 there is little possibility of its passing on to the offspring4 ,when the deafness in the parent is itself congenital1 the situation becomes more serious4 ,if in such case there is no added risk from the existence of deaf relatives1 the likelihood of transmitting deafness need not always be a matter of deep concern1 though the hazard is materially larger than for adventitious deafness4 ,when there are deaf relatives involved1 the peril1 made stronger if coupled with congenital deafness1 is most pronounced2 and1 indeed1 the existence of collateral deafness seems a more certain sign of warning than direct heredity itself4 ,finally1 even in the marriage of the deaf with the hearing1 the dangers are not in fact lessened if conditions otherwise unchanged are attendant4 ,what action should be taken in respect to that part of the deaf who may marry under conditions favorable to the production of deaf offspring is not at present clear4 ,legislation would not appear on the whole to be advisable2#eh and the exertion of moral suasion1 so far as possible1 in the individual cases concerned would seem a more acceptable course4 ,the matter1 however1 really belongs in the province of eugenics1 and we will probably do best to await the authoritative pronouncement of its decrees before full procedure is resolved upon4 ,,congenital ,,deafness ,,as ,,an ,,increasing ,,or ,,decreasing ,,phenomenon ,the final matter to be ascertained in respect to congenital deafness is whether it is relatively increasing or decreasing4 ,the following table will show the number of the congenitally deaf in the censuses of #ahhj1 #ahij1 and #aijj1 with their respective percentages and the ratios per million of population4#ei ,,number ,,of ,,the ,,congenitally ,,deaf ,,in #ahhj1 #ahij1 ,,and #aijj ,,ratio ,,per ,,total ,,congenitally ,,per ,,million ,,of ,,number ,,deaf ,,cent ,,population #ahhj #cc1hgh #ab1aee #ce4f #bdb #ahij #dj1efb #af1hff #da4b #bfi #aijj #cg1dbf #ab1fji #cc4g #aff ,from this it appears that congenital deafness is decreasing both in relation to all deafness1 and to the general population4 ,for further statistics1 we may revert to our tables under adventitious deafness4 ,in the tables relating to periods of successive recent years we find in respect to three schools1 the ,new ,york and ,western ,pennsylvania institutions and the ,maryland ,school1 with certain fluctuations1 no great change on the whole1 though the last named school shows still a very high proportion4 ,in two schools1 the ,michigan and ,wisconsin1 rather an increase is observed4 ,in the ,pennsylvania ,institution1 which covers a period of seventy years1 there is a decrease from over #ej per cent to less than #dj4 ,a better test perhaps lies in the comparison of the proportions found for congenital deafness in the tables relating to periods widely separated in time4 ,in these an increase is seen in the single case of the ,ohio ,school2 while a decrease is apparent in three1 namely1 the ,american and ,iowa schools and the ,new ,york ,institution4 ,these decreases in percentages are respectively from #dd4h and #ej4a to #ce4b2 from #cg4b to #bf4i2 and from #db4i to #ch4j4fj ,from the evidence that we have1 then1 taken together1 it seems reasonable to conclude that congenital deafness is1 though slowly1 becoming less in the course of the years4 ,,conclusions ,,with ,,respect ,,to ,,the ,,elimination ,,or ,,prevention ,,of ,,deafness ,most of what has been said in this chapter with respect to the elimination or prevention of deafness may be summed up as follows3 #a4 ,there are two kinds of deafness--adventitious and congenital4 ,of the total number of cases adventitious deafness comprises nearly two-thirds1 and congenital deafness a little over one-third4 #b4 ,nearly all adventitious deafness is caused by some disease of infancy or childhood attacking the middle or internal ear1 a large part being of infectious character4 ,the two chief diseases causing such deafness are scarlet fever and meningitis1 with a less amount from brain fever1 typhoid fever1 measles1 catarrh1 diphtheria1 whooping cough1 etc4 #c4 ,a considerable part of this deafness is preventable under enlightened action4 ,medical science is principally in control of the situation1 but there is also much that can be done in general measures for the protection of the health4 ,in attacking the problem1 the most immediate practical program lies in the arrest of those diseases1 especially infantile and infectious diseases1 that cause deafness4 #d4 ,our evidence is incomplete to determine definitely whether adventitious deafness is increasing or decreasing relatively among the population2 but it is hardly other than likely that it is decreasing4 ,although certain diseases producing deafness fail to show any extensive signs of abatement1 there are other diseases from which there can be little doubt that deafness is decreasing4 #e4 ,in the outlook there is1 on the whole1 promise1 both in respect to the treatment of deafness itself and of the diseases that lead to deafness1 though it cannot be said in any sense that any large or general relief is at present in sight4 #f4 ,of congenital deafness nearly half occurs in families often without any positively known strain to indicate a predisposition to deafness4 ,though concerning this deafness little in the present state of our knowledge can be predicated1 it is likely that with measures to secure a race sound in all particulars there will be a reduction to a greater or less extent of such deafness4 #g4 ,consanguineous marriages do not take place1 so far as deafness as an effect is concerned1 to any great extent2 though where they do the consequences are very marked4 ,their relation to deafness consists apparently for the greatest part in the fact that the chances of its transmission are thereby intensified1 there being also a very strong connection with the question of deaf relatives in general4 #h4 ,there are a certain number of families in society deeply tainted with deafness1 in evidence both lineally and collaterally1 and this deafness may be transmitted from parent to offspring4 #i4 ,children of deaf parents are far more likely to be deaf than children of hearing parents4 #aj4 ,the great majority of the children of deaf parents1 however1 are able to hear1 the proportion of those who are not being small4 #aa4 ,the likelihood of deaf offspring is not necessarily greater when both parents are deaf than when one is deaf and the other hearing4 #ab4 ,the liability to deaf offspring depends in the greatest degree upon the presence or absence in the parents1 deaf or hearing1 of deaf relatives1 and1 to a less extent1 upon whether or not the existing deafness is congenital--being especially great under a combination of these two conditions4 #ac4 ,action in respect to marriages of the deaf likely to result in deaf offspring seems for the present rather to be limited to moral forces4 #ad4 ,congenital deafness appears1 from all the evidence1 to be decreasing relatively among the population1 though probably only at a very slow rate4 #ae4 ,finally1 with respect to our original inquiry1 it is to be said that there are no indications that deafness will disappear from the human race within any time which we can measure2 and hence that the deaf are to be in society not only for a season1 but for a period apparently as yet indefinite4 ,nevertheless the situation is not without encouragement4 ,from the data in our possession regarding deafness as a whole1 it seems certain that deafness is not on the increase relatively among the population4 ,from our knowledge concerning adventitious deafness1 the probabilities are that1 if anything1 it is decreasing2 while the evidence as to congenital deafness is that it is decreasing4 ,it is likely1 then1 that deafness in general is tending to decrease2 and we are thus justified in believing that the number of the deaf will in time become less4 ,,footnotes3 #ae ,moreover1 later censuses are probably taken more thoroughly than former1 with a consequent discovery of a larger number of the deaf2 while at the same time greater care is employed in preparing the later censuses1 with the more rigorous elimination of doubtful cases1 all in some measure1 however1 tending to even up the differences4 ,on the difficulty of making comparisons of the censuses of the deaf1 see ,special ,reports1 pp4 #ff-fi2 ,annals1 li41 #aijf1 p4 #dhg4 #af ,ibid4 #ag ,deafness has also been divided into three classes3 adventitious deafness1 congenital or hereditary deafness1 and infantile or sporadic congenital deafness1 the last class including many cases where there are other antecedent defects1 mental or physical1 or where the deafness occurred shortly after birth with the exact cause not definitely determined4 ,see ,proceedings of ,international ,otological ,congress1 ix41 #aiac1 p4 #di2 ,volta ,review1 xiv41 #aiab1 p4 #cdh2 xv41 #aiac1 p4 #bji4 #ah ,of the cases usually ascribed to accidents1 as falls1 blows and the like1 the probabilities are that a large part are really to be attributed to some other cause4 ,deafness is not often likely to result from such occurrences4 #ai ,see ,proceedings of ,international ,otological ,congress1 ix41 #aiac1 p4 #di2 ,volta ,review1 xiv41 #aiab1 p4 #cdh4 #bj ,special ,reports1 pp4 #aaj1 #abb1 #abd4 ,see also ,annals1 xxxiii41 #ahhh1 p4 #aii2 lii41 #aijg1 p4 #afh4 ,in the table are given only the specified causes that represent at least #j4g per cent of the total amount of deafness4 ,in respect to external ear trouble1 impacted cerumen is usually found to result from water in the ear1 or wax in the ear4 ,other diseases of the middle ear of suppurative character are diphtheria1 pneumonia1 erysipelas1 smallpox1 tonsilitis1 teething1 bronchitis1 and consumption4 ,other non-suppurative diseases of the middle ear are whooping cough1 scrofula1 exposure and cold1 disease of the throat1 thickening of eardrum1 croup1 etc4 ,of the internal ear1 other causes affecting the labyrinth are malformation1 noise and concussion1 mumps1 and syphilis2 affecting the nerve1 paralysis1 convulsions1 sunstroke1 congestion of brain1 and disease of nervous system2 and affecting brain center1 hydrocephalus and epilepsy4 ,among unclassified causes are also adduced neuralgia1 childbirth1 accident1 medicine1 heat1 rheumatism1 head-ache1 fright or shock1 overwork1 lightning1 diarrhea1 chicken-pox1 operation1 and other causes4 #ba ,proceedings of ,national ,conference of ,charities and ,corrections1 #aijf1 p4 #bej2 ,ceremonies of ,laying of ,corner ,stone of ,rhode ,island ,school1 #aijg1 p4 #bg4 #bb ,there are no general or organized movements on foot for the prevention of deafness as there are for the prevention of blindness4 ,this is perhaps chiefly because there are believed to be nothing like so many preventable cases of the one as of the other1 so much of blindness being due to diseases that might have been avoided without great difficulty1 and to accidents and other injuries to the eye4 #bc ,it has been estimated that three-fourths of deafness from primary ear diseases1 and one-half from infectious diseases1 is preventable4 ,see ,proceedings of ,international ,otological ,congress1 loc4 cit42 ,volta ,review1 xiv41 #aiab1 pp4 #bea1 #cdh4 #bd ,proceedings1 #aijc1 p4 #ajcf4 #be ,volta ,review1 xv41 #aiac1 p4 #acf4 ,see also ibid41 v41 #aijc1 p4 #dae2 ,outlook1 civ41 #aiac1 p4 #iig4 #bf ,see ,medical and ,surgical ,monitor1 vii41 #aijd1 p4 #dg2 ,new ,york ,medical ,journal1 lxxxiii41 #aijf1 p4 #haf2 ,annals1 lv41 #aiaj1 p4 #aib2 ,volta ,review1 xiii41 #aiaa1 p4 #ccb4 #bg ,the possibilities1 for instance1 in the use of antitoxins and vaccines in certain diseases are just beginning to be known1 and some results as affect deafness may be expected from such operations4 #bh ,in #aiji a special committee in regard to the prevention of deafness was created by the ,otological ,section of the ,american ,medical ,association1 and in #aiaj both by the ,american ,laryngological1 ,rhinological and ,otological ,society and by the ,american ,otological ,society4 ,see ,laryngoscope1 xx41 #aiaj1 pp4 #eif-ffe2 ,volta ,review1 xii41 #aiaj1 pp4 #bfg1 #ede4 #bi ,laws1 #aijf1 ch4 #ejb4 #cj ,on the possibilities of the prevention of adventitious deafness1 see ,dr4 ,j4 ,k4 ,love1 ,deaf-,mutism1 #ahif2 ,archives of ,otology1 xxiv41 #ahie1 p4 #ej2 ,journal of ,american ,medical ,association1 liii41 #aiji1 p4 #hi2 ,new ,york ,medical ,journal1 l41 #ahhi1 p4 #bje2 lxxxix41 #aiji1 p4 #ajjg2 xcv41 #aiab1 p4 #aahi2 ,new ,york ,state ,journal of ,medicine1 xii41 #aiab1 p4 #fij;ff42 ,maryland ,medical ,journal1 lv41 #aiab1 p4 #cc2 ,pediatrics1 xxiv41 #aiab1 p4 #cce2 ,popular ,science ,monthly1 xlii41 #ahib1 p4 #baa2 ,progress in ,amelioration of ,certain ,forms of ,deafness and ,impaired ,hearing1 ,proceedings of ,american ,association to ,promote the ,teaching of ,speech to the ,deaf1 iv41 #ahid2 ,annals1 xxxiv41 #ahhi1 p4 #aii2 lvi41 #aiaa1 p4 #baa2 lviii41 #aiac1 p4 #aca2 ,volta ,review1 xii41 #aiaj1 p4 #adc2 xv41 #aiac1 p4 #cjc2 ,new ,york ,times1 ,april #f1 #aiac2 ,public ,school ,health ,bulletin1 ,eyes and ,ears1 by ,superintendent of ,public ,instruction of ,north ,carolina1 #aiaj4 #ca ,census ,reports1 #ahhj4 ,report on ,defective1 ,dependent and ,delinquent ,classes of the ,population of the ,united ,states1 #ahhh1 p4 #djb;ff42 ,census ,reports1 #ahij4 ,report on ,insane1 ,feeble-minded1 ,deaf and ,dumb and ,blind1 #ahie1 pp4 #ajh;ff41 #fdh2 ,special ,reports1 #aijf1 p4 #abb4 #cb ,ibid4 #cc ,probably with the fevers the proportion would be larger4 #cd ,less than #j4g per cent4 #ce ,probably included with certain of the suppurative diseases4 #cf ,not a large number of schools1 it is greatly to be regretted1 give1 regularly and over an extended period of time1 such information in statistical form and upon the same basis from year to year4 #cg ,total attendance4 #ch ,these tables are based upon statistics given in the reports of the schools1 and given in ,annals1 vi41 #ahed1 p4 #bcg2 xv41 #ahgj1 p4 #aac2 xvii41 #ahgb1 p4 #afg4 #ci ,one case reported4 #dj ,letters of inquiry as to whether or not total deafness appeared to be decreasing were sent by the writer to the professors of diseases of the ear of the medical schools of ,johns ,hopkins ,university1 ,university of ,pennsylvania1 ,columbia ,university1 ,cornell ,university1 ,harvard ,university1 ,university of ,chicago1 ,northwestern ,university1 ,university of ,michigan1 and the ,jefferson ,medical ,college of ,philadelphia4 ,the opinion of four of these is that such deafness is clearly decreasing2 of three that little or no decrease is apparent2 while by two no opinion can be vouched yet4 ,the greatest encouragement is found in respect to treatment for middle ear affections and infections from fevers4 ,by ,dr4 ,s4 ,mac,cuen ,smith1 of the ,jefferson ,medical ,college1 it is believed that there is a decrease1 largely due to the fact that not only the general medical profession1 but the public at large1 are recognizing the importance of having the minor aural lesions promptly and properly cared for4 ,this being the case1 it is no longer possible for children in the public schools to continue their studies when suffering from diseased tonsils and enlarged adenoid vegetations4 ,from this cause alone1 many cases of impairment of hearing which usually occur later in life will be prevented in the future4 ,by ,dr4 ,e4 ,a4 ,crockett1 of ,harvard ,university1 it is believed that1 although there is a larger amount of deafness from measles1 there is less1 not only from scarlet fever1 but also from chronic suppurations1 from adenoid and throat troubles in general1 and even from meningitis1 owing to the use of serums4 ,regarding his own observations1 within a period of twenty-five years the number of extremely deaf persons and deaf-mutes has very materially diminished4 #da ,hereditary deafness is sometimes of a kind that manifests itself some years after birth1 often with certain relatives similarly affected4 ,this is especially true of catarrhal and middle ear affections1 though their results may more often be partial rather than total deafness4 #db ,in a part of such deafness1 and also in a portion of that occurring shortly after birth1 the cause is said to be syphilis4 ,see ,proceedings of ,international ,otological ,congress1 ix41 #aiac1 p4 #di2 ,volta ,review1 xiv41 #aiab1 p4 #cdh2 xv41 #aiac1 p4 #bji4 #dc ,special ,reports1 pp4 #abe1 #bcf4 ,there were #c1cda who failed to answer1 and if all had made reply1 our percentage would probably be higher yet4 #dd ,p4 #ajh4 #de ,in the ,louisiana ,school #aj per cent of the pupils are said to have parents who were blood relatives2 in the ,illinois1 #e per cent2 and in the ,kansas1 from #e to #e4e per cent4 ,report of ,louisiana ,school1 #aijf1 p4 #ag4 ,see also ,transactions of ,american ,medical ,association1 xi41 #aheh1 pp4 #cba-dbe2 ,proceedings of ,conference of ,principals1 iii41 #ahgf1 p4 #bjd2 ,annals1 xxii41 #ahgg1 p4 #bdb4 #df ,on this subject1 see ,francis ,galton4 ,natural ,inheritance1 #ahhi1 p4 #acb;ff4 ,see also ,g4 ,b4 ,l4 ,arner1 ,consanguineous ,marriages1 #aijh1 p4 #fe;ff42 ,c4 ,b4 ,davenport1 ,heredity in ,relation to ,eugenics1 #aiaa1 p4 #abd;ff4 #dg ,special ,reports1 pp4 #abh1 #bce1 and passim4 #dh ,these proportions are further indicated in the succeeding section4 #di ,special ,reports1 p4 #ace;ff4 #ej ,report1 #aijh1 p4 #ca4 #ea ,out of #ajg children born to former pupils of the ,minnesota ,school up to #ahib1 #b1 or #a4i per cent1 were deaf4 ,report1 #ahib1 p4 #ci4 ,out of #haa children born to former pupils of the ,american ,school up to #ahia1 #aje1 or #ab4i per cent1 were deaf4 ,report1 #ahia1 p4 #bj4 #eb ,the study had been originally planned by ,dr4 ,f4 ,h4 ,wines for the ,international ,record of ,charities and ,corrections4 ,see issue for ,october1 #ahhh4 ,the work was published by the ,volta ,bureau4 ,for a discussion of the results1 see ,association ,review1 ii41 #aijj1 p4 #agh2 ,publications of ,american ,statistical ,association1 vi41 #ahii1 p4 #cec2 ,biometrika 7,london71 iv41 #aijd-e1 p4 #dfe4 ,see also charts in current numbers of ,volta ,review4 #ec ,from the total number of marriages1 #igd were deducted1 being cases concerning the offspring of which no information could be obtained1 and also #dcd cases where there were no offspring4 #ed ,from p4 #acd4 ,it has also been computed by ,dr4 ,fay from his data that of #e1dee married deaf persons1 #cjj1 or #e4e per cent1 have deaf offspring4 ,annals1 lii41 #aijg1 p4 #bec4 #ee ,the proportions for the general population are hardly over #j4c per cent and #j4je per cent respectively4 #ef ,the proportion of the married deaf who are married to deaf partners is found by ,dr4 ,fay to be #gb4e per cent1 and of those married to hearing partners1 #bj per cent1 there being no information for the remaining #g4e per cent4 ,the census returns1 however1 give the respective proportions as #ea4c per cent and #dh4g per cent4 #eg ,see ,proceedings of ,national ,conference of ,charities and ,corrections1 #ahgi1 p4 #bad2 ,a4 ,g4 ,bell1 ,the ,formation of a ,deaf ,variety of the ,human ,race1 ,memoirs1 #ahhc1 ii41 part #d1 p4 #agg2 ,proceedings of ,conference of ,principals1 i41 #ahfh1 p4 #ia2 v41 #ahhd1 p4 #bje2 ,a4 ,g4 ,bell1 ,marriage1 an ,address to the ,deaf1 #ahih2 ,evidence before the ,royal ,commission on the ,deaf1 etc41 #ahib1 ii41 pp4 #gd-abi2 ,annals1 xxix41 #ahhd1 pp4 #cb1 #gb2 xxx41 #ahhe1 p4 #aee2 xxxiii41 #ahhh1 pp4 #cg1 #bjf2 ,popular ,science ,monthly1 xvii41 #ahhe1 p4 #ae2 ,science1 ,aug41 #ahij1 to ,march1 #ahia 7xvi41 xvii472 ,arena1 xii41 #ahie1 p4 #acj2 ,association ,review1 x41 #aijh1 p4 #aff2 ,volta ,review1 xiv41 #aiab1 p4 #ahd2 ,proceedings of ,reunion of ,alumni of ,wisconsin ,school for the ,deaf1 vi41 #ahia1 p4 #df2 ,national ,association of the ,deaf1 iv41 #ahic1 p4 #aab2 ix41 #aiaj1 p4 #fi2 ,report of ,board of ,charities of ,new ,york1 #aiaa1 i41 p4 #aej4 #eh ,no statutory action seems ever to have been taken in the matter4 ,in ,connecticut1 however1 in #ahie when a law 7,laws1 ch4 #cbe7 was enacted forbidding the marriage of the feeble-minded and epileptic1 a provision respecting the congenitally deaf and blind came near being included4 ,annals1 xl41 #ahie1 p4 #caj4 #ei ,census ,reports1 #ahhj4 ,report on ,defective1 ,dependent and ,delinquent ,classes of the ,population of the ,united ,states1 #ahhh1 p4 #djb;ff42 ,census ,reports1 #ahij4 ,report on ,insane1 ,feeble-minded1 ,deaf and ,dumb and ,blind1 #ahie1 pp4 #ajh;ff41 #fhd2 ,special ,reports1 #aijf1 p4 #abb4 ,the ages of the deaf were reported less fully in #ahhj than in #ahij1 and less fully in #ahij than in #aijj2 and if we take the numbers of those whose ages were reported in these three censuses1 we have the following table1 showing the proportion of the congenitally deaf4 ,,the ,,congenitally ,,deaf ,,according ,,to ,,numbers ,,in ,,which ,,age ,,was ,,reported ,,number ,,whose ,,age ,,congenitally ,,per ,,was ,,reported ,,deaf ,,cent #ahhj #bb1dgc #ab1aee #ed4g #ahij #cg1bjd #af1hff #de4h #aijj #ce1dgi #ab1fji #ce4c ,if we assume that the proportion of the congenitally deaf to all the deaf in each census was the same that it was among the cases in which the age of the occurrence of deafness was reported1 we have this table to show the number of the congenitally deaf and the ratio of the deaf among the population4 ,,the ,,congenitally ,,deaf ,,according ,,to ,,numbers ,,assumed ,,assumed ,,number ,,of ,,ratio ,,per ,,congenitally ,,million ,,of ,,deaf ,,population #ahhj #ah1eca #cfi #ahij #ah1cge #bic #aijj #ac1bhf #age ,these tables are taken from ,annals1 li41 #aijf1 p4 #dhg4 #fj ,in the three schools where an increase in congenital deafness appears to be found1 namely1 those of ,michigan1 ,wisconsin and ,ohio1 a partial explanation probably lies in the fact that in these states a number of day schools have been created of late years1 which are not likely to draw congenitally deaf pupils to the extent that the institutions do1 thus leaving a larger proportion for the latter4 ,see also ,e4 ,a4 ,fay1 op4 cit41 p4 #abe4 ,,chapter ,,iii ,,treatment ,,of ,,the ,,deaf ,,by ,,the ,,state ,,general ,,attitude ,,of ,,the ,,law ,,towards ,,the ,,deaf ,after examination of the question of how long the deaf are to be an element of the population1 our discussion turns to their position at present as an actual part of society4 ,the first relation to be considered is that of the state to them4 ,the state acts on men through the law1 and in the law is represented not only its authority1 but its attitude as well towards the problems that confront society1 including the treatment of the various elements of its population4 ,in this chapter it is our purpose by a study of the law in respect to the deaf to discover the attitude of the state towards them and the treatment which it has accorded them4 ,generally in ancient and even in more modern days the deaf1 especially the congenitally deaf without education1 have been held in the eyes of the law more or less as though they were an abnormal element in the state1 at times being regarded as though they were of defective minds1 and now and then being considered practically as idiots4 ,though there was usually meditated no unduly harsh treatment of the deaf1 they were for the most part deemed incapable of performing the full duties of citizenship1 certain of the rights that belonged to their fellowmen were denied to them1 and they were held in considerable degree in what amounted to legal bondage4 ,it was only in the course of time in most countries that the law came to look upon the deaf differently1 to regard them more as normal persons1 and to grant them in greater measure the rights of other men4#fa ,in ,america the attention of the law has been directed to the deaf both by legislation relating to them1 and by court decisions affecting them4 ,in addition1 in the constitutions of a number of states1 as we shall see1 provision is made for institutions for the education of the deaf2 and in one state1 ,mississippi1#fb a provision is found exempting the deaf from the payment of a poll tax4 ,the law cannot be said to have concerned itself extensively with the deaf1 but the light in which they have been viewed has been indicated fairly clearly4 ,judicial dicta and opinions have been of less frequency and importance than legislation1 and have rather dealt with the mental capacity of the deaf in certain legal relations and proceedings1 as in their responsibility for crimes1 the making of wills1 the appointment of interpreters1 etc4 ,legislation itself has not often been engaged in providing for the deaf as a special class1 beyond maintaining schools for the education of the young4 ,where this legislation has taken place1 it may be said to be of three kinds4 ,first1 the deaf have been regarded as mentally deficient or incapable of certain civic acts1 and discriminatory laws have been enacted4 ,next1 the deaf have been thought to need special consideration or protection on the part of the state1 and laws have been passed for the appointment of guardians or otherwise for their security or benefit4 ,the third class of legislation is where the state bases its action upon the supposed weakness of the deaf1 their physical disability1 as it is frequently termed1 and here we have a series of what may be called negative benefactions1 designed to make less hard the way of the deaf4 ,such special provision has consisted chiefly in the remission of taxes in certain instances or of some other form of more or less direct assistance4 ,,legislation ,,discriminatory ,,respecting ,,the ,,deaf ,legislation which may be termed discriminatory in respect to the deaf has really been of but slight extent4#fc ,in ,georgia we find an enactment of #ahdj1fd in which the deaf were to be regarded pro tanto as idiots1 so far as concerned the managing of their estates1 though this was in fact intended for their protection4 ,in ,new ,mexico a law has been enacted1 forbidding those deaf by birth from making wills1 unless their intention is declared in writing2#fe and in ,louisiana a deaf man is incapable of acting as a witness to a testament4#ff ,in several states1 as ,new ,york and ,massachusetts1 there have been enactments in regard to deaf-mute immigrants together with other classes who might be likely to become a public charge1 with the exaction of bond as security4#fg ,in ,georgia#fh there is an enactment in reference to various itinerant concerns which might leave deaf persons1 as well as others1 in the state as public charges4#fi ,,legislation ,,in ,,protection ,,of ,,the ,,deaf ,legislation of the second class1 where the deaf are thought to require particular consideration or protection1 has likewise been infrequent4 ,the first instance is an enactment of ,massachusetts in #aggf1gj relating to the appointment1 on certain occasions1 of guardians for the deaf1 especially those deaf from their nativity1 together with other persons--which is probably the earliest statutory reference to the deaf in ,america4 ,a later example is an enactment in ,georgia in #ahah1ga and still in force1 providing for the appointment of guardians1 on somewhat the same order as that which we have indicated1 for deaf and dumb persons incapable of managing their estates4 ,in ,new ,jersey in #ahchgb a law was enacted1 forbidding deaf persons under seventeen years of age to be bound out as apprentices4 ,in ,ohio a statute also of #ahchgc provided for guardians for the deaf1 and several modern statutes are somewhat of this nature4 ,in ,maine the deaf cannot be sent to the reform school4#gd ,in ,arkansas#ge and ,missouri#gf it is provided that the court may appoint guardians for deaf persons from fourteen to twenty-one years of age in case of the death of a parent4 ,of somewhat different character1 but still for the protection of the deaf1 is the enactment in several states1 as ,wisconsin#gg and ,virginia1#gh where injury or abuse of the deaf is made a matter of special attention in the law4 ,,legislation ,,in ,,aid ,,of ,,the ,,deaf ,examples of legislation designed to be of material aid to the deaf are rather more common1 the chief of which1 as we have noted1 is the exemption from the payment of some personal or property tax4#gi ,thus in ,missouri we find a statute of #ahdchj allowing a deaf man to be exempt from the poll tax and the tax on property up to #cjj4 ,indiana in #ahdhha exempted its deaf and blind citizens from a poll tax and a property tax up to #ejj4 ,mississippi#hb exempted these classes from the road duty in #ahgh1 and two years later from the poll tax as well1 this exemption being incorporated in the state constitution1 as we have seen4 ,tennessee#hc in #ahie also exempted from the poll tax the deaf1 the blind and those incapable of labor4 ,in ,pennsylvania legislation seems to have gone the furthest in its desire to be of material help to the deaf1 for here we find the deaf with the blind exempted from the penalties which usually apply to tramps4#hd ,such are instances of this form of legislation1 but similar legislation has been enacted in other states4 ,very rare are instances where the state makes special provision for the care of1 or extends special poor relief to1 any of its deaf population4 ,the chief example seems to be the action of some of the ,new ,england states with their so-called missions for the deaf4 ,these are associations1 composed in great part of the deaf and engaged in various forms of mission work1 and to them state funds are granted to aid the aged1 infirm and helpless deaf4 ,by this plan ,maine is said to have been without a deaf-mute pauper in ten years4 ,the amounts allowed1 however1 for this purpose are not large1 being #bjj a year in ,maine and #aej in ,new ,hampshire4#he ,in ,ohio the counties are allowed to contract with private homes for the maintenance of the aged and infirm deaf--there being but one such in the state1 that supported by the deaf themselves--and the state board of charities is given power to remove deaf persons thereto from the county infirmaries4#hf ,instances are likewise rare where the state makes a distinct appropriation of money for the benefit of the deaf other than for schools4 ,we have one instance in ,new ,york where the state for a certain number of years allowed a small sum to the publishers of a paper for the benefit of poor deaf-mutes4#hg ,as a last species of legislation in aid of the deaf1 we have a single enactment of quite different character from that which we have hitherto found1 and of later appearance4 ,this is the law enacted in ,minnesota in #aiac1hh which provides for a division for the deaf in the state bureau of labor4 ,its duties are to ,collect statistics of the deaf1 ascertain what trades or occupations are most suitable for them and best adapted to promote their interests1 444 use its best efforts to aid them in securing such employment as they may be best fitted to engage in1 keep a census and obtain facts1 information and statistics as to their condition in life with a view to the betterment of their lot1 and endeavor to obtain statistics and information of the conditions of labor and employment and education in other states with a view to promoting the general welfare of the deaf in this state4 ,such legislation may prove highly beneficial to the deaf1 not only in rendering very desirable aid to them1 but also in offering means of learning very important facts as to their condition4 ,,tenor ,,of ,,court ,,decisions ,,affecting ,,the ,,deaf ,the opinions of the courts of law in regard to the deaf have1 as we have noted1 rather revolved upon the mental capacity of the deaf in certain proceedings1 and upon their competence in certain legal relations4 ,these judicial expressions have in the main referred to four relations of the deaf in the law3 #a4 in their responsibility for crime2 #b4 in acting as witnesses2 #c4 in requiring guardians2 and #d4 in the making of wills and contracts generally4 ,as to the responsibility of the deaf man for his misdeeds1 there has been in times past more or less presumption against it1 especially if he were born deaf and were without education2 but to-day he is quite generally held fully answerable for his crimes and misdemeanors1 and his deafness cannot mitigate his punishment4#hi ,as a witness1 the deaf man under proper circumstances is now allowed to appear without hindrance before virtually any court4#ij ,as to special guardians1 these will be accorded the deaf when there appears sufficient need1 though there is less of this than formerly4#ia ,with respect to the testamentary capacity of the deaf1 we find that in times past the deaf were often said to be more or less incapable of making wills1 though this presumption could always be overcome4 ,naturally their wills were subjected to considerable scrutiny for the purpose of preventing fraud2 but if written and apparently genuine1 they could usually stand4 ,to-day the deaf are practically everywhere held to be quite capable in this respect1 and probably nowhere would a will be set aside for reason of the deafness of the testator alone4 ,likewise the deaf are now generally held capable of entering into all contractual relations4#ib ,,present ,,trend ,,of ,,the ,,law ,,in ,,respect ,,to ,,the ,,deaf ,in most of the statutes and decisions to which we have referred there appears a distinct trend towards treating the deaf quite as normal persons1 and the tendency may be considered to be general to-day to hold them very much as other citizens4 ,the greater part of all the special legislation has ceased of late years1 and it is seldom now that a particular enactment is placed upon the statute books4 ,where such does occur1 it arises chiefly where some peculiar protection of the deaf has been felt to be needed4 ,discriminatory legislation has practically disappeared1 as has also beneficial legislation of the old sort1 the only kind likely to be enacted in the future being along the new lines pointed out4 ,in judicial proceedings likewise particular usage in respect to the deaf has almost entirely passed away1 and the deaf to-day receive little distinctive treatment4 ,practically the sole special consideration now accorded them is in the procurement of interpreters for proper occasions4 ,on the whole1 then1 the present attitude of the law may be said to be to regard the deaf more and more fully as citizens1 to allow them all the rights and duties of such1 and to consider them in little need of particular aid or attention4#ic ,,footnotes3 #fa ,the legal treatment of the deaf1 however1 in past times has not been as severe as has been often supposed4 ,both the ,justinian ,code and the ,civil ,law1 as well as the ,common ,law1 granted a number of rights to the deaf1 these being in some cases as far as the policy of the law would permit4 ,in a few instances a not unsympathetic attitude was displayed towards them4 ,in the early ,roman law and in some other systems word of mouth was necessary to accomplish certain legal acts1 and this of course bore hardly upon the deaf4 ,in all cases it was the deaf-mute from birth who suffered most4 ,on this subject1 see ,a4 ,c4 ,gaw1 ,the ,legal ,status of the ,deaf1 #aijg2 ,h4 ,p4 ,peet1 ,legal ,rights and ,responsibilities of the ,deaf1 #aheg 7,proceedings of ,convention of ,american ,instructors1 iv41 p4 #ag74 #fb ,constitution1 #ahij1 sec4 #bdc4 ,the blind are also included in the exemption4 #fc ,in ,new ,york we find an early reference to the deaf in the rules adopted in #agfa by the state assembly regarding suffrage qualifications in the election of its own members1 one of which rules declared that no man deaf and dumb from his nativity has a vote1 though this may have been partly due to the fact that nearly all voting then was viva voce4 ,william ,smith1 ,history of the ,late ,province of ,new ,york1 #ahcj1 ii41 p4 #ceh4 #fd ,laws1 p4 #aaj4 ,a ,kentucky statute refers to idiots and those by speech or sign incapable of understanding 7,stat41 #ahid1 ,sec4 #badi71 but the deaf may not necessarily be included4 #fe ,cod4 ,laws1 #ahfe1 ch4 #c1 ,sec4 #b2 #ahhd1 ,sec4 #acgh4 #ff ,civ4 ,code1 #ahch1 ,sec4 #aheb2 #ahih1 ,sec4 #aeia4 #fg ,in #ahdi ,new ,york required the masters of ships landing in ,new ,york ,city to report to the mayor what passengers were deaf1 blind or insane4 ,laws1 ch4 #cej4 ,see also ,laws1 #ahea1 ch4 #ebc2 #ahha1 ch4 #dbg4 ,see ,public ,statutes of ,massachusetts1 #ahhb1 p4 #dfh4 ,the present ,united ,states immigration laws do not directly exclude the deaf1 but they have been thought at times to have been made to bear unduly upon them4 #fh ,code1 #aiaa1 ,sec4 #eei4 ,the application is to proprietors of circuses and other migratory companies4 #fi ,in a few states1 as ,california and ,new ,york1 attempts have been made to secure laws barring the deaf from licenses to run automobiles4 ,such measures1 however1 are to be regarded less as discrimination against the deaf than for the public safety4 #gj ,laws1 #aggf1 ch4 #bj4 #ga ,laws1 #ahah1 p4 #cdb2 #ahdj1 p4 #cde2 ,code1 #aiaa1 ,sec4 #cjhi4 #gb ,laws1 p4 #abh4 #gc ,laws1 #ahch1 p4 #dj2 #ahda1 p4 #egc4 #gd ,rev4 ,stat41 #ahhc1 ch4 #adb1 ,sec4 #b4 #ge ,digest1 #ahid1 ,sec4 #cega2 #aijd1 ,sec4 #cgfj4 #gf ,stat41 #ahgb1 p4 #fgb2 ,rev4 ,stat41 #aiji1 ,sec4 #djg4 ,in ,kansas by opinion of the attorney-general1 the juvenile court laws do not apply to the deaf4 #gg ,gen4 ,stat41 #ahih1 p4 #bfgb4 ,abuse or ill-treatment of an inmate of a state institution for the deaf1 the blind and other classes may be punished by fine or imprisonment4 #gh ,laws1 #aijh1 p4 #ee4 ,it is made a misdemeanor to abduct or kidnap inmates of deaf and dumb and blind hospitals4 #gi ,in several states there are provisions in regard to the employment of interpreters for the deaf4 ,see ,code of ,georgia1 #aiaa1 ,sec4 #ehfd2 ,gen4 ,laws of ,rhode ,island1 #aiji1 ,sec4 #chee4 #hj ,laws1 p4 #bjb4 #ha ,laws1 ch4 #gf4 #hb ,laws1 #ahgh1 ch4 #eb2 #ahhj1 p4 #bj4 #hc ,laws1 #ahie1 ch4 #abj2 ,ann4 ,code1 #ahif1 ,sec4 #fhf4 #hd ,purdon's ,digest1 #aijc1 p4 #ejbc4 ,in ,georgia persons deaf and blind are expressly permitted to make wills if properly scrutinized4 ,code1 #aiaa1 ,sec4 #chdd4 #he ,see ,laws of ,new ,hampshire1 #ahie1 ch4 #aca4 ,this relief is here known as the ,granite ,state ,mission4 ,see also ,deaf-,mutes' ,journal1 ,feb4 #i1 #aiaa4 #hf ,see ,laws1 #ahif1 p4 #dai2 #ahih1 p4 #bab2 #aijj1 p4 #cfi4 #hg ,this seems to have been begun in #ahci1 and continued nearly fifty years4 ,see ,laws1 #ahci1 ch4 #cbi2 #aheh1 ch4 #edf2 #ahhf1 ch4 #ccj4 ,the sum of #ajj was first granted to the ,radii1 and later appropriations to succeeding publications4 #hh ,laws1 p4 #ccj4 ,the law was secured by the efforts of the deaf themselves4 ,see ,deaf-,mutes' ,journal1 ,may #bb1 #aiac4 #hi ,see ,houst4 ,crim4 ,cas4 7,del471 #bia2 #h ,jones ,l4 7,n4 ,c471 #acf2 #ad ,mass41 #bjg4 ,this last case was one of larceny4 ,see also ,i4 ,l4 ,peet1 ,psychical ,status and ,criminal ,responsibility of the ,totally ,uneducated ,deaf and ,dumb1 #ahgb 7,journal of ,psychological ,medicine1 ,jan41 #ahgb72 ,annals1 xvii41 #ahgb1 p4 #fe4 #ij #cg ,s4 ,w4 7,tex471 #ddj2 #aah ,mo41 #abg2 #ci ,s4 ,c41 #cah2 #a ,den4 7,n4 ,y471 #ai2 #bc ,col41 #cad2 #c ,n4 ,m41 #acd4 #ia ,see #af ,ohio ,st41 #dee1 where a guardian was allowed2 #da ,n4 ,j4 ,eq41 #dji1 where the deaf were said to be liable to guardianship4 #ib ,see #a ,jones ,eq4 7,n4 ,c471 #bba4 ,in #d ,johns4 ,ch41 #dda1 a ,new ,york case in #ahbj1 it was said by ,chancellor ,kent that the deaf and dumb were considered prima facie as insane1 incapable of making a will and fit subjects for guardianship1 by the civil law4 ,the presumption was due1 he said1 to the fact that want of hearing and speech exceedingly cramps the powers of the mind1 but it was to be overcome by proof4 ,in this case the presumption was overruled4 ,the implication1 however1 never applied to the deaf not born so4 ,at present there is no presumption in connection with wills1 deeds1 witnessing1 or guardianship4 ,see #c ,conn41 #bii2 #bg ,gratt4 7,va471 #aij2 #f ,ga41 #cbd2 #c ,ired4 7,n4 ,c471 #ece4 ,in the ,missouri case1 quoted above1 it was said3 ,presumption of idiocy does not seem to obtain in modern practice1 at least not in the ,united ,states4 #ic ,the deaf as a class may be said to be strongly opposed to nearly all forms of legal treatment different from those of their fellow-citizens4 ,in ,texas1 where they have been exempted from a personal or property tax1 they have made formal protest against the exemption4 ,annals1 l41 #aije1 p4 #bfc2 ,report of ,mississippi ,school1 #aiaa1 p4 #gb4 ,they have1 as another instance1 voiced opposition to the release of criminals on the ground of their deafness4 ,see ,proceedings of ,convention of ,national ,association of the ,deaf1 ii41 #ahhc1 p4 #af4 ,,chapter ,,iv ,,economic ,,condition ,,of ,,the ,,deaf ,,extent ,,to ,,which ,,the ,,deaf ,,are ,a ,,wage-,,earning ,,and ,,self-,,supporting ,,element ,,of ,,the ,,population ,in the want of the sense of hearing1 and with it oftentimes the faculty of speech1 the deaf are deprived of most important powers1 and1 it might appear1 of an essential equipment for work among men4 ,it is not to be denied that the deaf start out into life severely handicapped1 nor can the difficulties which they must face in meeting the world pass unregarded4 ,yet notwithstanding the particular adversity under which the deaf have to labor1 they remain in full possession of all their other physical forces1 and it may be a question whether on the whole they are to be considered disqualified from engaging in the industrial pursuits of men4 ,it may be that there are occupations in which their deafness will not prove of material consequence1 and that in such fields they will be able to enter without serious impediment4 ,in the present chapter we shall attempt to see how far these possibilities seem to be realized in the actual industrial life of the community4 ,in other words1 we shall consider what is the place of the deaf as economic factors in this life1 and how far they are independent wage-earners1 at the same time comparing their economic standing with that of the general population4 ,the returns of the census1 covering the entire country and presenting the results of a careful investigation1 will furnish our most complete source of information4 ,here#id are reported in gainful occupations #ab1fgh deaf persons over ten years of age1 or #ch4a per cent of the number of the deaf over this age4#ie ,this is somewhat less than the percentage for the general population1 which is #ej4b4 ,of the deaf twenty years of age and over1 however1 the percentage gainfully employed is #ej4a1 embracing #aa1fgj persons4 ,in the following table is shown the number of the deaf over ten years of age in the five great occupations1 with the respective percentages1 and also the percentages for the general population4 ,,general ,,occupations ,,of ,,the ,,deaf ,,per ,,cent ,,per ,,of ,,general ,,occupation ,,number ,,cent ,,population ,agricultural pursuits #d1gfa #cg4e #ce4g ,manufacturing and mechanical #d1ehc #cf4a #bd4d ,domestic and personal #b1cie #ah4i #ai4b ,trade and transportation #eeb #d4d #af4d ,professional #chg #c4a #d4c ,it is seen from this that the proportions are very nearly the same for the deaf and the general population in agricultural pursuits1 domestic and personal service1 and professional service4 ,in manufacturing and mechanical occupations the proportion of the deaf is indeed considerably higher4 ,in trade and transportation1 on the other hand1 the proportion for the deaf is far lower than that for the general population--a condition to be accounted for by the very evident need of hearing in such pursuits4 ,of the deaf engaged in agricultural pursuits1 #c1cff1 or about three-fourths1 are in a position of ownership or direction1 being farmers1 planters1 or overseers2 #a1bah are agricultural laborers1 while #ge are gardeners1 florists1 or nursery-men4 ,the large number of the deaf in professional occupations is in part explained by the fact that #bjf are themselves engaged in the instruction of the deaf4 ,other specified occupations where fifty or more of the deaf are employed in each are as follows3 ,,specified ,,occupations ,,of ,,the ,,deaf ,laborers not specified #a1bag ,servants and waiters #gab ,boot and shoemakers and repairers #eei ,printers1 lithographers and pressmen #chb ,carpenters and joiners #cga ,dressmakers #cad ,seamstresses #cjf ,tailors #bcf ,painters1 glaziers and varnishers #bbc ,launderers #baj ,cigar and tobacco operators #afb ,cabinet-makers #aai ,merchants and dealers 7retail7 #aae ,iron and steel workers #ajf ,clerks and copyists #aje ,housekeepers and stewards #ia ,machinists #hg ,blacksmiths #hd ,miners and quarrymen #ha ,cotton mill operators #gh ,barbers and hairdressers #gd ,bakers #fa ,agents #fa ,artists and teachers of art #fj ,harness and saddle makers and repairers #ei ,draymen1 hackmen1 teamsters1 etc4 #ef ,manufacturers and officials #ee ,masons #eb ,so far1 then1 as appears from the findings of the ,united ,states census1 the deaf are seen to be distributed among the chief industries very generally1 and in very many of what are known as trades they are able to be profitably employed4 ,in some activities of life deafness is of course an effectual barrier1 but these are rather restricted ones4 ,there is but one great division of employment in which the deaf cannot enter extensively1 namely1 commercial and mercantile pursuits4 ,with these exceptions1 the deaf are found to be industrially occupied like the rest of the community1 and to be able to engage1 and actually engaging1 in most of the employments of men4#if ,in respect to the general economic status of the deaf1 a second source of information1 at the bottom of the scale1 as it were1 is to be found in the proportion of the deaf cared for in public alms-houses4 ,though a much greater proportion of the deaf are discovered here than of the general population1 the deaf do not on the whole constitute a large part of the alms-house population of the country4 ,in #aiaj the census reported #edj deaf-mutes to be in alms-houses1 or six-tenths of one per cent of all their inmates4#ig ,that is to say1 a little over one per cent 7#a4b7 of the total number of the deaf in the ,united ,states are found to-day in alms-houses4#ih ,such is the evidence we have in respect to the economic standing of the deaf4 ,yet the fact that the deaf are usually found capable of taking care of themselves should not be1 after all1 a matter either of doubt or of wonder4 ,they are for the most part1 as we have indicated1 quite able-bodied1 and but for their want of hearing are perfectly normal in respect to doing a job4 ,if they are skillful and efficient1 their deafness proves comparatively little of a drawback4 ,another contributing cause in the situation lies in the fact that most of the deaf have attended the special schools provided for them1 where industrial preparation with the opportunity to learn a trade is offered and largely availed of4#ii ,when they go out into the world1 they may be supposed to have an industrial equipment1 which1 besides taking in view their handicap1 is one in many respects fully equal to that of their hearing fellow-laborers2 and though many of the deaf1 apparently the greater number1 do not follow the trade learned at school1 yet there is no doubt that the training and lessons in industry there acquired prove of decided practical advantage4#ajj ,,views ,,of ,,the ,,deaf ,,as ,,to ,,their ,,economic ,,standing ,to what extent the deaf hold themselves able to stand alongside the general population may well be indicated by what they themselves have to say4 ,of the adult deaf who have had schooling1 it is claimed that eighty-one per cent are gainfully employed2#aja and that of the adult male deaf ninety per cent are self-supporting4#ajb ,a large proportion are said to be the heads of families and the possessors of homes4#ajc ,in respect to the conditions of their employment1 including that of wages1 they are usually ready to declare that they are little different from those of the general population1 sometimes taking pains to point out the substantial equality of the two4#ajd ,the views of the deaf in the whole matter of their industrial footing may be expressed as summed up in the following resolutions1 which were reported by a special committee on industrial conditions of the deaf at the convention of the ,national ,association of the ,deaf in #aijd3aje #a4 ,there are few ordinary occupations in which the deaf do not or cannot engage4 #b4 ,employers and foremen treat deaf workmen as they do hearing workmen4 #c4 ,deafness is a hindrance to a great extent1 but it is not such a formidable barrier as has popularly been supposed4 #d4 ,the deaf workman usually has steady work4 ,those that do not generally have only themselves to blame4 #e4 ,the deaf invariably get the same wages for the same class of work as the hearing4 #f4 ,employers and foremen are glad to have deaf workmen who can show that they have the ability to do the work expected of them1 and take them on a basis equal to that of the hearing4 ,if they are competent1 their services secure ready recognition4#ajf ,,the ,,deaf ,,as ,,alms-,,seekers ,it might be thought that the deaf might sometimes find their infirmity a useful means of soliciting alms from the public4 ,but it is gratifying to learn that very few of them ever try to make capital out of their affliction4 ,that a deaf man merely as such is in no wise to be considered a special beneficiary of charity is a principle spiritedly endorsed by nearly all the deaf themselves2 and they are found to be the last to lend encouragement to any appeals for aid from the charitably disposed4#ajg ,on the other hand1 it is a fact1 perhaps not as widely known as it should be1 that there are persons able to hear who often pretend to be deaf and dumb in order to work on the sensibilities of the public4 ,to such appeals a far more ready response is met with than should be the case4 ,the deaf themselves usually do what they can to prevent this1 a certain number indeed going to considerable lengths in this direction1 and not infrequently running such impostors down4#ajh ,in nearly all the state associations of the deaf as well as in the national organization it is made a particular object to investigate and prosecute mendicants simulating deafness1 while in their papers a vigorous war is being waged4#aji ,at the same time by many of the deaf a campaign of education is being conducted for the enlightenment of the public4 ,the following resolutions1 adopted by the ,national ,association of the ,deaf in #aiaj1 attest their feeling in the matter3#aaj ,whereas1 ,there is no necessity for an educated deaf person to beg or solicit alms on account of deafness2 and ,whereas1 ,there are many cases of persons who are not really deaf1 but hearing people1 who prey on the sympathy of the public to the injury of the respectable and self-supporting deaf2 therefore be it ,resolved1 ,that it is the sense of the ,association that stringent laws should be enacted1 making it a penal offense to ask pecuniary aid on account of deafness or on pretense of being deaf and dumb4 ,only very rarely1 however1 has legal cognizance been taken of this evil1 though it may sometimes be included under the general charge of vagrancy or imposture4 ,in a few states there have been special enactments1 as in ,new ,york#aaa and ,minnesota1#aab in the former the impersonation of a deaf man being expressly added to the offenses that constitute imposture1 and in the latter to those that constitute vagrancy4 ,,homes ,,for ,,the ,,deaf ,homes for the deaf in ,america have never been organized on other than a small scale1 and in the main they may be said to serve a purpose similar to that of homes for the aged and infirm generally4 ,though there is little call for such establishments to a wide extent1 and though the proportion of the deaf to be benefited by them is small1#aac yet for a number of the deaf there is a peculiar need4 ,these are deaf persons1 usually the old and decrepit1 who are without means to support themselves1 and have no family or friends to look to for help4 ,to them a special retreat in association with others in similar condition proves an immeasurable blessing1 and in such their last years may be spent in tranquillity and comparative happiness4 ,the object of a home for the deaf is thus given for one of them4#aad ,to take care of such of the deaf of the state as are incapacitated by reason of old age or other infirmity from taking care of themselves1 to the end that they may have the comforts of a home1 where they can associate with each other1 and have the consolation of religious services in their own language of signs1 instead of being sent to a county infirmary4 ,the purpose of another home is thus described3#aae ,this home is unique1 being the only institution of its kind in the state1 owned and controlled by the deaf1 who have formed themselves into an association1 known as the ,pennsylvania ,society for the ,advancement of the ,deaf4 ,like our ,ohio cousins1 who have already established a similar home1 we pride ourselves upon our ability to own and control such a responsible institution4 ,the home owes its existence entirely to the charitable impulse of the deaf themselves1 aided by the generosity of their hearing friends4 ,it exists because of the desire to provide a home of rest for the infirm of our class during their declining years1 so that they may find here comfort and happiness in congenial companionship and intelligent conversation4 ,at present there are five homes for the deaf4#aaf ,they are found in the states of ,massachusetts1 ,new ,york1 ,ohio1 and ,pennsylvania1 there being two in ,new ,york4#aag ,the first to be created was the ,gallaudet ,home at ,wappinger's ,falls1 ,new ,york1 founded in #ahhe2 the second the ,ohio ,home at ,westerville in #ahif2 the third the home of ,st4 ,elizabeth's ,industrial ,school in ,new ,york ,city in #ahig2 the fourth the ,new ,england ,home at ,everett1 ,massachusetts1 in #aija2aah and the fifth the ,pennsylvania ,home at ,doyleston in #aijb4 ,the homes in ,ohio and ,pennsylvania are owned and controlled by the societies for the deaf in these respective states1 the management being in the hands of trustees1 in the former of twenty1 and in the latter of nine4 ,the ,gallaudet ,home is under the ,church ,mission to ,deaf-,mutes of the ,protestant ,episcopal ,church1 with the direction vested in a board of twenty-five trustees4 ,the home in ,massachusetts is controlled by a private society organized for the purpose1 with a board of fifteen trustees in charge4 ,the home in ,new ,york ,city is a part of ,st4 ,elizabeth's ,industrial ,school of the ,roman ,catholic ,church4#aai ,the homes are for the most part for the deaf of restricted areas1 those in ,pennsylvania and ,ohio being for the deaf in these respective states4 ,with but one exception1#abj they are open to the aged and infirm1 in some there being an age limitation of sixty years4 ,the homes are in general free to those qualified to enter1 and though a charge may be exacted from persons able to pay1 this is seldom done1 the homes being intended for the destitute and friendless4 ,the total number of inmates in the homes is #ajf1 ranging in different ones from #ac to #cj1 and averaging about #bj4 ,the total annual cost of maintenance is #cj1aij1 making the average cost of each inmate #bij4aba ,the value of the property of the homes is about #cge1jjj1 one home having two-thirds of this1 and two homes four-fifths4 ,as little is received in the way of pay from inmates1#abb the homes have to depend for the most part upon private benevolence for their support4 ,in the case of the ,ohio and ,pennsylvania homes this support comes largely from the deaf themselves4#abc ,in nearly all the homes there are a certain number of inmates1 but usually a very small number1 cared for at public expense4 ,private contributions to the homes are seldom large1 though in one case these have amounted to a considerable sum4#abd ,they usually range from three or four thousand dollars a year to several times as much4#abe ,,conclusions ,,with ,,respect ,,to ,,the ,,economic ,,position ,,of ,,the ,,deaf ,from all the foregoing we may conclude the following with respect to the economic position of the deaf3 #a4 ,the deaf are not a burden upon the community4 #b4 ,they are wage-earners in a degree that compares well with the general population4 #c4 ,the occupations open to them and in which they are successfully employed are much larger in number than is generally thought1 and in many their infirmity is very little of a drawback4 #d4 ,the deaf hold themselves on an economic equality with the rest of their fellow-citizens1 and ask no alms or favors of any kind4 #e4 ,beyond homes for certain of the aged and infirm1 which are called for in not a few quarters1 the deaf stand in need of little distinctive economic treatment from society4 ,,footnotes3 #id ,special ,reports1 p4 #adf;ff4 #ie ,the proportion for the deaf would no doubt be higher but for the large number in the schools4 ,it should also be noted that keeping house1 the most usual occupation reported by females1 is not listed among the occupations4 #if ,several of the deaf have won distinction as artists1 and there have been not a few inventors4 ,in the civil service of the ,national government there are said to be nearly two score4 ,in #aijh an order was issued by the ,civil ,service ,commission1 debarring deaf persons from this service4 ,so great was the protest1 however1 made by the deaf and their friends that the decision was reversed by the ,president1 and the deaf were allowed to compete for any position where their deafness would not interfere4 ,see ,annals1 liii41 #aijh1 p4 #bdi2 liv41 #aiji1 p4 #chg2 ,volta ,review1 x41 #aijh1 p4 #bbd2 ,silent ,worker1 ,feb41 #aiji2 ,proceedings of ,national ,association of the ,deaf1 ix41 #aiaj1 pp4 #bf1 #gj4 #ig ,paupers in ,alms-houses1 #aiac1 p4 #gf4 ,in #aiaa there were in the alms-houses of ,illinois1 according to the ,report of the state board of charities1 #ch deaf-mutes1 or #j4e per cent of the entire alms-house population2 in ,indiana1 #ha1 or #b4f per cent2 in ,new ,york1 #aia1 or #a4h per cent2 and in ,virginia1 #ag1 or #j4g per cent4 ,in ,michigan1 according to the annual ,abstract of ,statistical ,information ,relating to the ,insane1 ,deaf and ,dumb1 etc41 for #aiab1 of the #a1jei deaf persons reported1 #cb1 or #c per cent1 were cared for at public expense4 #ih ,the percentage for the general population is #j4a4 #ii ,in many schools it is said that few of their former pupils have failed to be self-supporting1 especially those who have taken the full prescribed course4 ,of the ,new ,york ,institution the proportion is stated to be as low as four per cent4 ,report1 #aijg1 p4 #cg4 ,of the ,michigan ,school it is asserted that out of #a1hjj former pupils1 only three are not self-supporting4 ,proceedings of ,michigan ,conference of ,charities and ,corrections1 #aijg1 pp4 #cb1 #fc4 ,similar claims are made for other schools in respect to the condition of the deaf4 ,by the head of the ,new ,jersey ,school it is stated3 ,inquiry at the state prison elicits the fact that there is not among its vast number of inmates a single deaf man or woman1 and1 indeed1 ,i know of no educated deaf convict or pauper in the state4 ,report of ,board of ,education of ,new ,jersey1 #aijd1 p4 #cbc4 ,in #aiaa a committee of the ,convention of ,american ,instructors of the ,deaf was appointed to collect information and statistics as to the occupations and wages of the deaf4 ,proceedings1 xix41 p4 #bag4 #ajj ,a special committee on the industrial condition of the deaf of the ,national ,association of the ,deaf stated as a conclusion3 ,more deaf workmen learn a new trade when they leave school than follow the one they were taught at school4 ,proceedings1 vii41 #aijd1 p4 #baf4 ,in ,minnesota the division for the deaf in the state bureau of labor works in connection with the state school4 ,see ,deaf-,mutes' ,journal1 ,march #g1 #aiab4 ,on the general industrial training of the deaf and its results1 see ,annals1 l41 #aije1 p4 #ih2 lvii41 #aiab1 p4 #cfd2 ,volta ,review1 xi41 #aiji1 p4 #caa 7,proceedings of ,american ,association to ,promote the ,teaching of ,speech to the ,deaf72 xiii41 #aiab1 pp4 #edb1 #eie2 ,proceedings of ,american ,instructors1 xv41 #ahih1 p4 #hf2 xvi41 #aija1 p4 #bch2 xvii41 #aije1 p4 #ic2 ,report of ,special ,committee of ,board of ,directors of ,pennsylvania ,institution to ,collect ,information as to ,lives and ,occupations of ,former ,pupils1 #ahhd2 ,report of ,pennsylvania ,institution1 #ahhe1 p4 #cj2 ,mississippi ,school1 #ahic1 p4 #i2 #aiaa1 pp4 #cf1 #eb2 ,manual and ,history of ,ohio ,school1 #aiaa1 p4 #af2 ,report of ,united ,states ,commissioner of ,education1 #ahhe1 p4 ccxxxv42 ,journal of ,social ,science1 xxvi41 #ahhi1 p4 #ia4 #aja ,proceedings of ,national ,association of the ,deaf1 viii41 #aijg1 p4 #da2 ,indiana ,bulletin of ,charities and ,corrections1 ,june1 #aiab4 #ajb ,proceedings of ,national ,conference of ,charities and ,corrections1 #aijf1 pp4 #bcb1 #bci4 #ajc ,ibid42 ,proceedings of ,national ,association of the ,deaf1 loc4 cit4 #ajd ,in ,new ,york the deaf are said to earn from #bejj a year to #f or #g a week1 most being journeymen at their trades or skilled factory operatives4 ,proceedings of ,empire ,state ,association of ,deaf-,mutes1 xx41 #ahii1 p4 #g4 ,in ,missouri the earnings of the graduates of the state school are reported as ranging up to #acjj a year4 ,report of ,missouri ,school1 #aiab1 p4 #bh4 ,in ,massachusetts1 in an investigation of the state board of education1 it has been found that of #hd deaf men who had left school between #aijg and #aiab1 the average wage was #g4gh a week4 ,volta ,review1 xv41 #aiac1 p4 #ahc4 ,the deaf when opportunity offers often become members of labor unions4 ,they are said quite generally to join labor unions where the nature of their occupation permits1 though1 on the whole1 it does not seem that a large proportion do4 ,proceedings of ,national ,association of the ,deaf1 vii41 #aijd1 pp4 #adc1 #bah4 ,for other views of the deaf on their employment and its returns1 see ibid41 i41 #ahhj1 p4 #aj2 iv41 #ahic1 pp4 #abb1 #afg2 v41 #ahif1 p4 #ce2 vi41 #ahii1 p4 #fd2 viii41 #aijg1 p4 #ec2 ,empire ,state ,association of ,deaf-,mutes1 xi41 #ahhg1 p4 #i2 ,illinois ,gallaudet ,union1 v41 #ahig1 p4 #be2 ,reunion of ,alumni of ,wisconsin ,school for the ,deaf1 vii41 #ahie1 p4 #b2 ,louisiana ,pelican1 of ,louisiana ,school1 ,oct4 #ag1 #aijh4 #aje ,proceedings1 vii41 p4 #aij;ff4 ,questionnaires were submitted to deaf workmen and their employers1 and the conclusions 7p4 #bbg7 were based on their replies4 ,these resolutions were confirmed by further findings reported in #aijg1 especially as to the similarity of the wages of the deaf and the hearing1 and as to the satisfaction of employers with deaf workmen4 ,proceedings1 viii41 p4 #dh4 #ajf ,another conclusion was that rural pursuits are better for the deaf than factory work4 #ajg ,see ,proceedings of ,convention of ,american ,instructors1 v41 #aheh1 p4 #cea2 ,report of ,kentucky ,school1 #ahfg1 p4 #acn42 ,annals1 x41 #aheh1 p4 #afa2 xxiv41 #ahgi1 p4 #aid4 #ajh ,in the year #aiaa the number of impostors whose arrest was secured by the deaf was #ch4 ,deaf-,mutes' ,journal1 ,sept4 #d1 #aiac4 #aji ,in many issues this is made a prominent feature4 #aaj ,proceedings1 ix41 p4 #hi4 ,see also ,proceedings of ,pennsylvania ,society for the ,advancement of the ,deaf1 xxiv41 #aiaj1 pp4 #ab1 #cb2 ,iowa ,association for the ,advancement of the ,deaf1 vi41 #ahie1 p4 #bi4 ,the action on the part of the deaf is worthy of the highest praise1 and speaks volumes for them4 ,the real cause for wonder1 however1 is that the public should ever allow itself to be deceived by those asking alms on the pretexts given4 ,by no disease known to medical science1 save paralysis alone1 can a man lose his speech and hearing at one and the same time4 ,it may be safely estimated that of such gentry #ih1 perhaps #ajj1 per cent are rank frauds4 #aaa ,rev4 ,stat41 #ahif1 p4 #abdb4 ,see also ,annals1 xxxi41 #ahhf1 p4 #bie4 ,on the other hand1 it would seem that such statutes as that in ,pennsylvania which we have noted1 exempting the deaf from the provisions against tramps1 would lend encouragement to alms-seeking4 #aab ,laws1 #aiaa1 p4 #cef4 ,the law in this state was secured by the action of the deaf4 #aac ,it is said that less than #djj1 or less than one per cent of the entire number of the deaf1 are in need of special homes4 ,proceedings of ,national ,association of the ,deaf1 ix41 #aiaj1 p4 #ea4 #aad ,report of ,ohio ,home for ,aged and ,infirm ,deaf1 #aiab1 p4 #ae4 #aae ,from an address given at opening of ,pennsylvania ,home for the ,deaf1 #aijb4 ,on the objects of a home1 see also ,proceedings of ,reunion of ,alumni of ,wisconsin ,school for the ,deaf1 vii41 #ahie1 p4 #aj4 #aaf ,in three other states funds are being collected to establish homes3 ,illinois1 ,indiana and ,missouri4 ,to that in ,indiana #bj acres of land have been donated4 ,a private home was opened in ,new ,jersey in #ahed for colored deaf1 blind and crippled1 lasting but a short time1 and having less than a dozen inmates4 ,see ,report of ,new ,jersey ,school for the ,deaf1 #ahic1 pp4 #c1 #g4 #aag ,a national home for the deaf has also been proposed4 ,for arguments for and against it1 see ,proceedings of ,national ,association of the ,deaf1 ix41 #aiaj1 p4 #ea4 ,in #ahgb such a home was projected1 to be located in ,new ,york ,city1 some #d1jjj being collected for it4 ,little encouragement1 however1 was met from outside1 and the plan was abandoned for a local institution4 ,see ,report of ,church ,mission to ,deaf-,mutes1 #ahgd1 p4 #ah2 #ahge1 p4 #ag 7,report of ,committee on ,building and ,fund of ,national ,home for the ,aged and ,infirm ,deaf72 ,new ,york ,times1 ,sept4 #a1 #ahge4 ,see also ,international ,record of ,charities and ,corrections1 ,june1 #ahhf4 #aah ,this home was at ,roxbury till #aije4 #aai ,in one or two cases there are ladies' auxiliary societies4 #abj ,the home in ,new ,york ,city receives only women from sixteen to fifty years of age4 #aba ,one home is exceptionally provided for1 however4 ,without it the average is #beb4 #abb ,in #aijc the amount from pay inmates was #a1fjj4 ,special ,report of the ,census4 ,benevolent ,institutions1 #aijd4 ,the nominal charge is usually #bej4 #abc ,over #c1jjj was contributed by the deaf of ,ohio for the establishment of a home in this state4 #abd ,the ,gallaudet ,home has an endowment fund of #aec1aej1 of which #ajg1jjj came from one legacy4 #abe ,see ,appendix ,a for table in respect to the homes for the deaf4 ,in connection with the scheme of homes for the deaf1 it is interesting to note that there have been one or two suggestions for colonies for them1 though such have never been taken seriously4 ,one was by a deaf man in #ahfj in the form of a memorial to ,congress for the creation of a deaf-mute commonwealth4 ,see ,annals1 viii41 #ahef1 p4 #aah2 x41 #aheh1 pp4 #dj1 #gb1 #acf2 xxix41 #ahhd1 p4 #gc4 ,see also ,facts and ,opinions ,relating to the ,deaf from ,america1 #ahib1 p4 #ahb2 ,proceedings of ,national ,association of the ,deaf1 i41 #ahhj1 pp4 #cf-ci4 ,farm colonies on a small scale for poor deaf-mutes have also been considered occasionally1 but little further has ever been attempted4 ,see ,deaf-,mutes' ,journal1 ,aug4 #h1 #aiab2 ,sept4 #ab1 #aiab4 ,,chapter ,v ,,social ,,organization ,,of ,,the ,,deaf ,,social ,,cleavage ,,from ,,the ,,general ,,population ,the preceding chapter has dealt with the economic possibilities of the deaf1 and the extent to which they stand alongside the population generally4 ,the other side of the shield in relation of the deaf to society is now to be presented1 that is1 how far their want of hearing will count in their participation in the social life of the community4 ,while the deaf man may be an active component in the economic and industrial life of society1 yet his inability to hear and his frequently consequent inability to speak stand in the way of his prompt and continuous partaking in its social life4 ,he may1 and does1 have many friends among his neighbors and acquaintances1 but in the discourse between man and man which forms such a large part of the interest and delight in living1 he is unable to join4 ,there is usually at hand no ready and rapid means of communication as there is between two hearing persons in conversation1 and his intercourse must necessarily be slow and tedious4 ,the privileges of his church he cannot enjoy2 in his lodge he misses the fellowship which is one of its fundamental ends2 in few forms of convivial entertainment can he take part4 ,thus seeking an outlet for those social instincts which charge through his being1 the deaf man finds himself among men1 but as though surrounded by a great impenetrable wall against which their voices break in vain4 ,placed1 however1 with his deaf fellows1 he discovers himself in a different situation4 ,he soon learns that by the use of that language of signs so largely employed by other deaf men1 and of which he in a short time becomes master1 he is able to converse with an ease and quickness fully as great as by that means of which he has been deprived4 ,hence he ceases in large measure to carry on his social intercourse with the hearing1 and turns to his deaf comrades2 in them he builds up an approximately congenial companionship and fellowship1 and to them he looks largely for his means of social diversion4 ,with them he feels a close bond of sympathy1 and is moved to co-operate with them1 and to stand with them when their mutual interests are concerned4 ,in time associations in various forms come to be organized among them4 ,in such wise is realized the desire of the deaf as of all men to commune with their fellows4 ,,desirability ,,of ,,organizations ,,composed ,,of ,,the ,,deaf ,by some people societies or organizations composed exclusively of the deaf have been opposed1 or at least looked upon with disfavor4 ,this is because it has been felt that it is not well for the deaf to form a class apart in the community1 and that unless discouraged the practice will cause intermarriage among the deaf1 which may result in an increasing number of deaf people--a matter to which we have already given attention4 ,but in combating this tendency of the deaf to organize among themselves1 we are really unmindful of an elemental sociological principle1 that like-minded persons are prone to congregate1 and will seek to form purposive societies and associations1 exemplified as well in a boys' athletic club1 in a church sewing circle1 in a lodge of free and accepted masons1 as in a league of elect surds4#abf ,if clannishness is the outcome1 it must be accepted only as the necessary consequence of the infirmity of the deaf1 in the practical affairs of life such men being bound to seek out and associate with others of like condition4 ,by the deaf themselves it is claimed that the good readily outweighs the possible evils1 and that1 as the fact of their deafness forbids them belonging generally to societies for the hearing1 they are thus forced to band together1 or almost entirely to go without the social amalgamations which form such a conspicuous and valuable part of life4#abg ,,purposes1 ,,activities ,,and ,,extent ,,of ,,such ,,organizations ,the organizations of the deaf are of several kinds3 termed clubs1 leagues1 societies1 associations and the like2 and wherever a number of deaf persons are congregated1 some such organization is likely to be effected4#abh ,in large cities not a few may be found1 planned perhaps on different lines or appealing to different kinds of people4 ,the majority of the societies are formed for the mutual pleasure and culture of the members4#abi ,a part are organized on fraternal principles1 some with benefit features1 paying out so much in case of illness and the like2 while in a few a certain amount of relief may be dispensed to those discovered to be in need4 ,in most of the societies1 as with the body of the deaf generally1 there is a considerable amount of solidarity1 and the members are usually quick to act in a common cause or to apply the principle that the concern of one is the concern of all4#acj ,while these societies of the deaf are usually local in their composition1 there exists more or less communication with bodies in other cities and communities4 ,in over a fourth of the states there are state societies1 while in most of the states there are also alumni associations of the special schools1 which are of state-wide extent4#aca ,a national body is likewise in existence1 the ,national ,association of the ,deaf1 founded in #ahhj1 and incorporated in #aijj2 and there is a ,national ,fraternal ,society of the ,deaf1 with benefits for sickness1 injury and death1 which has many local branches1 this being probably the largest organization of the deaf in the country4#acb ,an international organization has also been formed1 known as the ,world's ,congress of the ,deaf4 ,among the various associations of the deaf1 particular mention may be made of church organizations in some of the larger cities and towns1 which not infrequently serve in some measure the purpose of a social center4 ,these deaf congregations are usually in communion with some denominational body1 often being the result of church missions to the deaf1 and are ministered to regularly or at stated times by clergymen1 most of whom are themselves deaf4 ,for the use of the deaf1 the church building or rooms in it are generally given over at certain times4 ,in a few cases the deaf are in possession of edifices of their own4#acc ,,newspapers ,,of ,,the ,,deaf ,with the deaf there have been a number of special papers1 published by and for them1 and circulating for the most part only among them4 ,their chief purpose is to chronicle the various happenings in deaf circles1 and to serve as a medium for the discussion of matters of general interest to the deaf4 ,these papers are usually weeklies or monthlies1 more often the former1 and frequently have correspondents in a greater or smaller number of localities4 ,there have been not a few ventures in the establishment of such independent papers1 but most of them have proved short-lived for want of sufficient support1 some being of very brief duration1 and only an exceptional one continuing over an extended period4 ,as a rule there have been seldom more than two or three in existence at any one time4#acd ,in addition1 there have been several religious papers for the deaf1 often under the auspices of some denominational body1 but usually published by the deaf themselves4 ,these1 however1 have never been numerous1 and have been of limited circulation4#ace ,,footnotes3 #abf ,the deaf are not usually eligible to regular secret orders4 #abg ,on the subject of societies of the deaf1 see ,annals1 xviii41 #ahgc1 pp4 #bjj1 #bee2 xxi41 #ahgf1 p4 #acg2 xxxii41 #ahhg1 p4 #bdf2 xxxiii41 #ahhh1 p4 #bh2 xlix41 #aijd1 p4 #cfi2 ,proceedings of ,convention of ,american ,instructors1 ix41 #ahgh1 p4 #aag2 ,national ,association of the ,deaf1 ii41 #ahhc1 p4 #ab2 iv41 #ahic1 pp4 #be1 #dj2 vii41 #aijd1 p4 #acb2 viii41 #aijg1 p4 #bf2 ,reunion of ,alumni of ,wisconsin ,school for the ,deaf1 v41 #ahhh1 p4 #cf2 ,empire ,state ,association of ,deaf-,mutes1 xiii41 #ahij1 p4 #ab2 ,deaf-,mutes' ,friend1 ,aug41 #ahfi4 ,see also ,e4 ,a4 ,hodgson1 ,the ,deaf and ,dumb2 ,facts1 ,anecdotes and ,poetry1 #ahia2 ,j4 ,e4 ,gallaher1 ,representative ,deaf ,persons in the ,united ,states1 #ahih2 ,international ,review1 ii41 #ahge1 p4 #dga4 #abh ,the oldest organization of the deaf now existing is the ,new ,england ,gallaudet ,association of the ,deaf1 which began in #ahec4 ,it resulted largely from the ,gallaudet ,memorial ,association1 organized two years before to raise funds for a monument to ,thomas ,hopkins ,gallaudet4 ,in #ahei was created the ,alumni ,association of the ,high ,class of the ,new ,york ,institution2 in #ahfe the ,empire ,state ,association2 and in #ahgj the ,ohio ,alumni ,association4 ,see ,proceedings of ,national ,association of the ,deaf1 iv41 #ahic1 p4 #be4 #abi ,some of these have special club rooms for social and literary meetings1 where conversation can be carried on freely without attracting public notice4 ,some of these club rooms are large and well appointed4 ,in not a few of the younger clubs athletics forms a prominent feature4 #acj ,this spirit is illustrated in many ways1 perhaps most strikingly in the case where a deaf man seems likely to be debarred from some public position because of his want of hearing1 when the deaf promptly rally to his support4 ,we have already seen their action in connection with the order of the ,civil ,service ,commission4 ,sometimes candidates for office have been asked to state their views on this subject4 ,as a further instance of mutual assistance among the deaf may be mentioned the raising of relief funds for deaf sufferers in other localities in times of some great disaster4 #aca ,in ,ohio and ,pennsylvania the state societies manage homes for the aged deaf1 as we have seen2 and in ,virginia the state association supports a special missionary to the deaf4 ,in ,pennsylvania there are many county sections of the state body4 ,in a number of centers a leading association is that of the alumni of ,gallaudet ,college4 #acb ,there has also frequently been discussion of a federation of the various state and local organizations4 ,see ,proceedings of ,national ,association of the ,deaf1 iii41 #ahhi1 p4 #ad2 ix41 #aiaj1 p4 #be4 #acc ,such churches are now in ,new ,york1 ,philadelphia and ,wheeling1 under ,protestant ,episcopal auspices2 in ,milwaukee under ,lutheran2 and in ,baltimore under ,methodist4 ,special church buildings are also in contemplation in other cities4 ,funds for these churches are raised by the deaf with the assistance of their hearing friends4 ,in the ,roman ,catholic ,church there is a special organization of the deaf1 founded in #aiaj1 and known as the ,knights of l',epee4 #acd ,there have been about thirty such publications created1 the first of which seems to have been begun in #ahci1 and the second in #ahfj4 ,see especially ,periodicals ,devoted to the ,interests of the ,deaf1 by the ,volta ,bureau1 #aiac4 ,see also ,volta ,review1 xii41 #aiaj1 p4 #def2 ,proceedings of ,national ,association of the ,deaf1 ix41 #aiaj1 p4 #de4 ,the present publications are3 the ,deaf-,mutes' ,journal1 of ,new ,york1 a weekly2 the ,observer1 of ,seattle1 a bi-weekly2 the ,frat1 of ,chicago1 a monthly2 and the ,pennsylvania ,society ,news1 a quarterly4 #ace ,those now existing are3 the ,catholic ,deaf-,mute1 of ,new ,york1 under ,roman ,catholic auspices2 the ,silent ,churchman1 of ,chicago1 under ,protestant ,episcopal2 the ,silent ,herald1 of ,chicago1 under ,methodist2 and the ,deaf ,lutheran1 of ,milwaukee1 under ,lutheran4 ,,chapter ,,vi ,,popular ,,conceptions ,,concerning ,,the ,,deaf ,,viewed ,,as ,a ,,strange ,,class ,the position of the deaf in society is yet to be seen from another standpoint4 ,the question may be asked1 ,how does the public at large1 how does the man in the street1 look upon the deaf8 ,are the deaf viewed merely as so many people deprived of the sense of hearing1 in whom also the power of speech is often wanting8 ,or is there superimposed upon this a feeling1 owing perhaps to the supposed isolation of the deaf1 that they are in other ways a peculiar class of beings8 ,unfortunately1 it is the latter of these two conceptions that is the prevailing one--unfortunately for the deaf1 for their burden is quite sufficient as it is4 ,the public has been and is under many misapprehensions and delusions regarding the deaf4#acf ,being thrown intimately with them but seldom1 people often come to form curious ideas respecting the deaf1 but ideas which are more or less unhappy ones4 ,there is frequently an attitude towards them combined of wonder1 misgiving1 fear1 aversion--a vague feeling or belief that the deaf are more or less distinct in their thoughts and actions from other people1 that they are somehow unnatural or uncanny4#acg ,,viewed ,,as ,a ,,defective ,,class ,not only are the deaf often looked upon as a strange class in the community1 but they are not uncommonly known as defectives1 and this is the classification frequently applied to them4 ,it is true that the deaf are defective in that they are deprived of one of the most important of the physical senses2 but1 in addition1 the term often carries a connotation of mental1 or even of moral1 aberrance1 and results in the infliction upon the deaf of an unnecessary brand4 ,in many libraries such a classification is found1 and the deaf are catalogued under the heading defective4 ,in the ,index of the ,economic ,material in ,documents of the ,states of the ,united ,states of the ,carnegie ,foundation1 the deaf and the blind are grouped as defectives along with the feeble-minded and consumptives4#ach ,though in such a classification1 any untoward signification is disclaimed1 and it is held to be merely one of convenience of arrangement1 it remains true that terms are employed and associations involved that to a certain extent do a very real injury to the deaf4#aci ,,viewed ,,as ,,an ,,unhappy ,,class ,people are also prone to think of the deaf as an unhappy1 morose or dejected class4 ,professor ,e4 ,t4 ,devine in his ,misery and its ,causes 7#aiji7adj enumerates the deaf1 among other classes1 as embodiments of misery--not for the most part1 he is careful to state1 personally unhappy1 but rather with reference to their imperfect senses4 ,this view is clear enough1 and in one sense is doubtless correct2 but it does not express the entire situation in respect to the deaf4 ,while their deafness must always be a serious and distressing affliction1 and even handicap and burden as well1 and while the deaf must often bemoan their fate1 it yet seems to be true that the deaf as a lot are not unhappy4 ,they are good-natured1 see the world from an odd angle sometimes1 yet are as much philosophers as the average man2 and when in the company of their deaf associates are able to derive fully as large a portion of happiness as any other group of human beings4 ,the deaf are cheerful1 swayed by the same emotions as other mortals1 responsive equally to all the touches of life1 and are not1 at least in these days of education1 a morbid1 brooding1 passionate folk1 as is too often the popular judgment4 ,,viewed ,,as ,a ,,dependent ,,class ,in some quarters the deaf continue to be looked upon as one of the dependent classes of society4 ,mr4 ,robert ,hunter in his ,poverty 7#aijd7ada under the head of ,dependents and their ,treatment places the deaf and dumb as absolute dependents4 ,such views1 however1 are no longer general1 the deaf having themselves demonstrated to what extent they are a self-supporting part of the community4 ,but where this belief is still shared1 the deaf are thought in many cases to be in need of aid or public charity2 or at any rate to be economically inferior to the rest of society4 ,deaf pupils in the schools1 for instance1 are often referred to as inmates or even as patients1 not only by the public but by newspapers as well2 and the schools themselves are often spoken of as asylums or as charitable institutions4#adb ,this nomenclature is hardly defensible on any ground1 and by it the education of the deaf is not even given its true status4 ,as a further illustration of the general feeling1 though rather of different order1 may perhaps be cited the attitude of the general insurance companies toward the deaf4 ,though some of the companies accept the deaf at their regular rates1 a number refuse them altogether1 while others limit their liability or demand an extra premium4#adc ,this is largely because of the fear that the deaf are more liable to accidents than other people2 but in point of fact the deaf seem to be a long-lived people1 and it is likely that with greater statistical knowledge concerning them1 most of the discrimination would cease4#add ,,need ,,of ,a ,,changed ,,regard ,,for ,,the ,,deaf ,thus in many ways are the deaf made to suffer from popular misconceptions1 and quite unnecessarily4 ,too long have designations been employed regarding them that call up undeserved associations4 ,too long have they been set down as a strange and uncertain body of human beings1 removed in their actions1 manners and modes of thought from the rest of society4 ,the interests of the deaf require a different consideration and treatment4 ,they demand that the deaf be regarded exactly as other people1 only unable to hear4 ,theirs will be a great boon when they are looked upon no more as a distinct and different portion of the race1 but entirely as normal creatures1 equally capable and human as all other men4#ade ,,footnotes3 #acf ,very often in the public mind the deaf and the blind are associated1 the two classes sometimes becoming more or less merged the one into the other1 and the problems of the one are not infrequently assumed to be those of the other4 ,as a matter of fact1 there is but one point of similarity in the two classes--both are defective in that they are deprived of a most important physical sense4 ,the gulf that really separates the blind from the deaf is far deeper than that which lies between either of the two classes and the normal population4 #acg ,in this connection it may be interesting to note the regard for the deaf as has been indicated by the deaf characters that have been created in fiction4 ,though not a large number are found1 there is displayed towards them an attitude largely of kindly sympathy1 in some cases mingled with wonder4 ,such characters appear in ,lew ,wallace's ,prince of ,india1 where three deaf-mutes are instructed to speak2 ,scott's ,fanella in ,peveril of the ,peak2 ,dickens' ,sophy in ,dr4 ,marigold 7an unusually attractive and lovable character72 ,collins' ,madonna ,mary in ,hide and ,seek2 ,caine's ,naomi in ,the ,scapegoat2 ,haggard's ,she2 ,maarten's ,god's ,fool2 de ,musset's ,pierre and ,camille2 and elsewhere4 ,thomas ,holcroft's ,deaf and ,dumb2 or the ,orphan ,protected is an adaptation from the ,french play ,abbe de l',epee of ,j4 ,n4 ,bouilly1 in #ahjb1 in which the founder of the first school for the deaf and his pupils are touchingly portrayed4 ,feigned characters are also found1 as ,scott's mute in ,the ,talisman2 in ,moliere's ,le ,medecin malgre ,lui2 ,jonson's ,epicoene2 and ,john ,poole's ,deaf as a ,post4 ,defoe has a character1 ,duncan ,campbell1 which is possibly based on one from real life1 being referred to by ,addison in the ,spectator and the ,tatler4 ,on the subject of the deaf in fiction1 see ,silent ,worker1 ,dec41 #ahic2 ,annals1 xxxix41 #ahid1 p4 #gi2 ,indiana ,bulletin of ,charities and ,corrections1 ,june1 #ahig2 ,athenaeum1 ,feb41 ,april1 #ahif4 #ach ,it may be recorded here that in the present compilation of the ,bibliography of the ,united ,states ,bureau of ,education1 the expression formerly used1 ,delinquents1 ,dependents and ,defectives1 has been dropped in favor of the term1 ,special ,classes of ,persons4 ,on this subject1 see ,proceedings of ,national ,educational ,association1 #aija1 p4 #hgf4 #aci ,a possibly more serious misapprehension respecting the deaf arises from the impression often current among a large number of people1 and apparently encouraged not infrequently in the proceedings of some scientific bodies1 to the effect that nearly all deaf-mutes are so either because of a similar condition in their parents or because of the existence in the parents of some physical disease1 sometimes of an immoral character4 ,this is in a great part due to the increasing emphasis upon eugenics1 with the desire to weed out from the population as many as possible of the unfit or defective4 ,in consequence has been the belief that if there were proper regulation of certain marriages1 especially of the deaf and of others suffering from particular maladies1 deaf-mutism1 which is looked upon as an excrescence upon society1 would in the course of a short time be stamped out4 ,an illustration of this conception is the following extract from the ,handbook of the ,child ,welfare ,exhibit held in ,new ,york in #aiaa 7p4 #ch73 ,mating of the ,unfit4 ',the ,law'4 ,marriages of cousins1 insane or feeble-minded1 alcoholic1 syphilitic parents and effects4 ,the cost--#g1cfi blind infants1 #hi1bhg deaf and dumb1 #ah1dgf feeble-minded4 ,see also ,proceedings of ,national ,conference of ,charities and ,corrections1 #aiab1 p4 #bgg2 ,report of ,philadelphia ,baby ,saving ,show1 #aiab1 p4 #cg2 ,annals1 lvii41 #aiab1 p4 #bhd4 ,as a matter of fact1 as we have already seen1 the question of deafness is not one so much of eugenics as of medical science1 although eugenics may well be called in play in respect to the marriages of persons under unfavorable conditions1 including to an extent the congenitally deaf and those having deaf relatives4 ,the total number of the deaf1 however1 marrying under unfavorable conditions1 is not large4 ,every effort to remove or diminish deafness is entitled only to the highest praise2 but when it is made to appear that deafness generally results from such causes as are often ascribed1 it is seen how wrongly the deaf1 upon whom a great affliction is already resting1 may be made to suffer4 #adj ,p4 #de4 ,see also ,proceedings of ,empire ,state ,association of ,deaf-,mutes1 xii41 #ahhh1 p4 #ce2 ,national ,conference of ,charities and ,corrections1 #ahhc1 p4 #daf4 #ada ,p4 #gf4 ,see also p4 #if4 ,similarly ,professor ,c4 ,r4 ,henderson in his ,dependents1 ,defectives and ,delinquents says 7p4 #agj73 ,many of the deaf and blind are so deficient in industrial efficiency1 owing to their infirmity1 that they must be cared for in adult life and old age4 #adb ,in the special census report of ,benevolent ,institutions of #aijd schools for the deaf and the blind are included1 because they contain free homes for care and maintenance4 ,in some charity directories schools for the deaf are listed4 #adc ,it is claimed that #ie per cent of the general fraternal organizations consider the deaf as hazardous or undesirable4 ,proceedings of ,national ,association of the ,deaf1 ix41 #aiaj1 p4 #ec4 ,accident insurance is usually refused by all4 ,when an extra rate is charged in life insurance1 this is usually one-half of one per cent4 ,on the subject of insurance and the mortality of the deaf1 see ,annals1 xxxiii41 #ahhh1 p4 #bdf2 xlix41 #aijd1 p4 #bgd2 ,proceedings of ,convention of ,american ,instructors1 ii41 #ahea1 p4 #afh2 iii41 #ahec1 p4 #he2 xi41 #ahhf1 p4 #fg2 ,empire ,state ,association of ,deaf-,mutes1 xii41 #ahhh1 p4 #ce2 xiii41 #ahij1 p4 #cj3 xvi41 #ahid1 p4 #bh2 xix41 #ahig1 p4 #ic2 ,national ,association of the ,deaf1 ii41 #ahhc1 p4 #ab2 vii41 #aijd1 p4 #ahc2 ,report of ,new ,york ,institution1 #ahec1 p4 #gj4 #add ,the foregoing illustrate some of the most striking misconceptions regarding the deaf4 ,on the other hand1 no doubt the deaf as well as the blind suffer from sentiment on the part of the public1 and from the sensational accounts which appear from time to time in the newspapers and magazines concerning what the deaf have been found able to accomplish4 ,many things are referred to as wonders1 as though it were strange that they could be done by people without hearing1 some of the achievements of the deaf being set down as most remarkable4 ,such writings are usually in a kindly spirit1 and may often serve a useful purpose in making known the similarity of the capabilities of the deaf and of the hearing2 but when they make the deaf appear as a peculiar and unlike part of the race1 their effect may be most misleading4 ,the worst result is that the public becomes ready and willing to believe almost any thing about the deaf4 #ade ,in #aijh the ,convention of ,american ,instructors of the ,deaf appointed a committee to consider the question of the dissemination of knowledge regarding the attainments of the deaf4 ,proceedings1 xviii41 p4 #baj4 ,,chapter ,,vii ,,private ,,organizations ,,interested ,,in ,,the ,,deaf ,,general ,,societies ,,interested ,,in ,,the ,,deaf ,we have now considered the interest of society in the deaf in its several relations1 together with the treatment that has been extended to them4 ,it remains to be noted whether there have been any private undertakings organized in behalf of the deaf or interested in their welfare1 and what has been done by such bodies4 ,in ,america virtually the only organizations composed of persons not deaf and formed for the purpose of advancing the interests of the deaf have been those more or less closely related to the education of deaf children1 and with their exception practically no movements in respect to the deaf may be said to have been undertaken4#adf ,these organizations interested in the instruction of the deaf are of two divisions3 bodies actively engaged in the work of this instruction1 and bodies only indirectly concerned4 ,the first division includes1 on the one hand1 associations of instructors of the deaf1 and1 on the other1 societies or corporations formed to promote and establish schools1 which have either passed out of existence1 their mission being fulfilled1 on the taking over of the school by the state1 or have remained in control of certain schools--to be considered when we come to the general provisions for the education of the deaf4 ,in the second division are three kinds of organizations3 the ,volta ,bureau1 an organization in a class of its own2 associations of parents concerned mainly with the instruction of their own children2 and undertakings interested in the extension of religious knowledge to the deaf1 usually in the form of church missions4 ,,the ,,volta ,,bureau ,the one organization in ,america of large compass and concerned solely with the interests of the deaf is the ,volta ,bureau1 located in ,washington4 ,this has resulted from the gift of ,dr4 ,alexander ,graham ,bell in #ahhj1 who having received #ej1jjj francs from the ,french government in recognition of his services in the field of invention1 decided to use the money to establish the bureau for the increase and diffusion of knowledge relating to the deaf4 ,the bureau now contains much information regarding the deaf as a class1 as well as carefully compiled data regarding many individuals2 and also publishes works on the deaf1 including the ,volta ,review1 a monthly periodical4 ,it is much interested in the methods of instruction of the deaf1 while another important aim may be said to be the elimination of deafness as far as possible1 or the removal of many of the effects of deafness4 ,dr4 ,bell's total benefactions to this bureau1 together with the ,association to ,promote the ,teaching of ,speech to the ,deaf1 to which it is now joined1 have amounted to more than a quarter of a million dollars4#adg ,,parents' ,,associations ,,for ,,the ,,deaf ,associations of parents have been organized chiefly in relation to the education of their own deaf children1 though in some cases friends as well as parents are included4 ,they have often been particularly concerned in the creation of day schools for the deaf1 but have also shown an interest in other ways4#adh ,these associations have been mostly confined to cities1 and have been organized in a dozen or so of them1 as ,boston1 ,cleveland1 ,cincinnati1 ,chicago1 ,detroit1 ,milwaukee1 ,st4 ,paul1 ,new ,york1 ,los ,angeles1 and ,san ,francisco4#adi ,state associations have been rare1 being found in only two or three states1 as ,ohio1 ,wisconsin and ,nebraska4#aej ,,church ,,missions ,,to ,,the ,,deaf ,practically all the religious denominations have shown more or less concern in the spiritual welfare of the deaf1 so far as individuals have been affected1 and many churches have deaf members on their rolls4 ,some of the church bodies have1 in addition1 given more particular attention to the deaf1 and have instituted special activities to embrace as many of them as possible4 ,such movements have their greatest opportunities in the cities1 where it is easier to reach the deaf than in the scattered districts of the country1 though some efforts have been made there too4 ,on the whole1 however1 only a small part of the religious duty towards the deaf is found to have been done2 and it remains beyond question that they have been neglected in this regard far too much1 and that there is indeed a field white unto the harvest for the spiritual well-being of the deaf4 ,perhaps also there is no sphere of religious endeavor where the need of mutual understanding and co-operation is so manifest as with the deaf4 ,the denominations that have taken special action usually maintain what are called missions to the deaf1 and have clergymen1 both deaf and hearing1 who give part or all of their time to the work4 ,in a few of the larger cities1 as we have seen1 special churches for the deaf have been organized1 supported with the aid of the denominational body1 while in other cases the use of the church building is allowed to the deaf at certain times4 ,visits are also made from time to time to smaller places when a number of deaf people may be assembled together1 and special meetings are arranged for them4#aea ,in such missions1 while the aims are largely spiritual1 there are often in addition operations of a material character1 with appropriate attention to individual cases of need4#aeb ,among ,protestant ,churches1 the ,protestant ,episcopal may be considered the pioneer1 and it has taken up the work with considerable zeal and effectiveness4 ,in #ahej work was begun in the ,east1 and in #ahga formally organized4 ,in #ahgc it was extended to the ,mid-west1 and in #ahge to the ,north-west and ,south-west4 ,in a number of the dioceses the work is now given attention1 in some of the large cities1 as ,new ,york1 ,philadelphia and ,chicago1 its labor being notable4#aec ,the ,lutheran ,church has been active particularly in some of the states of the ,middle ,west1 as in the synods of ,missouri1 ,ohio1 and others1 and in a few cities of the ,east4 ,the ,methodists have likewise been engaged in certain sections of the country1 especially in the ,south and in the ,mid-west4 ,the ,baptists have also taken up work1 especially in the ,south and in ,new ,england4 ,together with the ,congregationalists1 they started action in the latter section in #ahhd1 though most of the work in ,new ,england is now done by a union organization of several denominations1 called the ,evangelical ,alliance4 ,in other ,protestant bodies little has been attempted beyond local undertakings in a few places4 ,the work of the ,roman ,catholic ,church in respect to the deaf is well organized in a number of centers1 and many of the ,catholic deaf are carefully looked after4 ,with the ,hebrews most of the attention has been confined to certain large cities4#aed ,,organizations ,,interested ,,in ,,the ,,education ,,of ,,the ,,deaf ,there are in ,america three large bodies interested in the education of the deaf1 and composed for the most part of those directly connected with the work of education4 ,these are the ,convention of ,american ,instructors of the ,deaf1 the ,conference of ,superintendents and ,principals1 and the ,american ,association to ,promote the ,teaching of ,speech to the ,deaf1 all meeting1 as a usual thing1 triennially in different years4 ,of these the oldest is the ,convention of ,american ,instructors1 which was organized in #ahej4aee ,it is a large and representative body1 and has manifested its interest from the beginning in the general welfare of the deaf1 as well as in the particular demands of education4 ,the ,conference of ,superintendents and ,principals1 as its name implies1 is composed of the heads of schools1 and was organized in #ahfh4aef ,the ,association to ,promote the ,teaching of ,speech to the ,deaf was incorporated as such in #ahij1 though it was not the first body concerned in this work4#aeg ,it is now countrywide1 and embraces a large number of those interested in the teaching of speech to the deaf1 whether active educators or not4 ,a large section of its members are pure oralists1 that is1 believing in the exclusive use of speech with the deaf4 ,in #aijh the ,volta ,bureau was taken over by this body4#aeh ,it may be mentioned here also that the educators of the deaf are represented in the ,national ,educational ,association4#aei ,,publications ,,devoted ,,to ,,the ,,interests ,,of ,,the ,,deaf ,there are two publications devoted to the interests of the deaf3 the ,american ,annals of the ,deaf and the ,volta ,review1 both published in ,washington4 ,the former was begun in #ahdh4 ,it appears bi-monthly1 and is under the direction of the ,conference of ,principals4#afj ,it has long been known as the standard periodical relating to the deaf in ,america1 and represents current thought and opinion of practical educators of the deaf1 as well as constituting a general record of the work4 ,the ,volta ,review1 formerly known as the ,association ,review1 was begun in #ahii1 and was published by the ,association to ,promote the ,teaching of ,speech to the ,deaf4 ,it is now published conjointly by the ,association and the ,volta ,bureau1 and appears as an illustrated monthly4 ,it is devoted to the problems of deafness1 but deals in the greatest measure with the matters pertaining to the education of the deaf4#afa ,in most of the residential schools1 or institutions1 there are also papers1 which often serve to keep parents and others informed of the work of the respective schools4 ,we have already referred to the publications by the deaf themselves1 both secular and religious4 ,,footnotes3 #adf ,general organizations of a philanthropic or other character have seldom extended activities to include the deaf1 though at times some institution1 as the ,young ,men's ,christian ,association or a social settlement1 has manifested an interest1 chiefly in providing a place for meeting4 #adg ,the bureau contains a card catalogue of more than #ej1jjj deaf children who have been in the special schools from #ahag to #aijj2 authentic manuscript respecting #d1dga marriages of the deaf2 and the special schedules of the census of #aijj respecting the deaf4 ,it serves1 moreover1 as a bureau of information and advice1 with suggestions for the hard of hearing also1 and as a teachers' agency4 ,on the work of the bureau1 see ,deaf-,mute ,advance1 of ,illinois ,school1 ,march #ad1 #ahia2 ,silent ,worker1 ,may1 #ahie2 and current numbers of the ,volta ,review1 especially that for ,jan41 #aiac 7xiv41 p4 #fje74 #adh ,the purpose of the ,boston ,parents' ,education ,association for ,deaf ,children is to encourage home instruction1 aid schools for the deaf in ,boston1 help deaf children to continue their education in schools or colleges for hearing persons1 aid them in acquiring a practical knowledge of useful trades and business1 assist them in obtaining remunerative employment1 bring them into more extensive social relations with hearing persons1 and employ such other means for their advancement as may be deemed advisable4 ,see ,offering in behalf of the ,deaf1 by this association1 #aijc1 p4 #h4 ,see also ,association ,review1 ii41 #aijj1 p4 #adf4 ,most of the associations have also been interested in the employment of the oral method of instruction4 ,dues in such associations are usually only one or two dollars1 and there is often a board of directors appointed4 #adi ,the first seems to have been the ,boston ,association1 formed in #ahid4 #aej ,in several of these associations membership is over a hundred4 ,in ,milwaukee there is also a similar society known as the ,wisconsin ,phonological ,institute to ,promote the ,teaching of ,speech to the ,deaf1 which was organized in #ahgh1 and incorporated in #ahgi1 as a philanthropic society4 ,see ,report1 #ahgh1 p4 #e4 #aea ,on the subject of church work among the deaf1 see ,proceedings of ,national ,association of the ,deaf1 i41 #ahhj1 p4 #ai2 iv41 #ahic1 p4 #ec2 vi41 #ahii1 p4 #eh2 vii41 #aijd1 p4 #aec2 ,empire ,state ,association of ,deaf-,mutes1 xii41 #ahhh1 p4 #ca2 ,conference on ,church ,work among the ,deaf 7,protestant ,episcopal71 i41 #ahha1 p4 #e2 ii41 #ahhc1 p4 #d2 iv41 #ahhg1 p4 #c2 v41 #ahhh1 p4 #bc2 ,report of ,diocesan ,commission on ,church ,work among the ,deaf1 #ahhf2 ,church ,mission to the ,deaf 7,new ,york71 #ahgc1 p4 #ad2 #ahhf1 p4 #c2 #ahhh1 p4 #c2 ,annals1 xxix41 #ahhd1 p4 #bd4 #aeb ,direct relief may be afforded in some cases1 and in others visits made to hospitals1 prisons and the like1 where deaf persons may be found1 without regard to religious affiliation4 ,assistance is also often rendered in acting as interpreters in court1 though this work is frequently shared in by instructors of the deaf4 ,in one or two instances1 as we have seen1 homes for the deaf have been established by religious bodies4 #aec ,in the ,protestant ,episcopal ,church there are now some twelve clergymen engaged in this work1 ten of whom are deaf1 and more than twice this number of lay helpers4 #aed ,in ,new ,york there is a ,society for the ,welfare of the ,jewish ,deaf1 which was organized in #aiaj1 and incorporated in #aiac4 ,laws1 ch4 #cac4 ,it is controlled by a board of from seventeen to thirty governors1 and is interested in the educational1 industrial1 social and religious concerns of the deaf4 ,see ,hebrew ,standard1 ,march #ae1 #aiab2 ,jewish ,charities1 ,jan41 #aiab4 ,see also ,proceedings of ,national ,conference of ,jewish ,charities1 #aijh1 p4 #bh4 #aee ,its first meeting was at the ,new ,york ,institution1 after a call had been issued by several of the leading educators4 ,in #ahig this body was incorporated4 #aef ,the organization was effected at ,washington4 ,see ,report of ,columbia ,institution1 #ahfh1 p4 #af4 #aeg ,a convention of articulation teachers was held as early as #ahgd4 ,another meeting was held in #ahhd4 ,see ,annals1 xix41 #ahgd1 pp4 #ij1 #bag2 xxix41 #ahhd1 pp4 #aed1 #bcg2 ,volta ,review1 xiv41 #aiac1 p4 #cid4 ,in #ahid was formed the ,association to ,promote ,auricular ,training of the ,deaf1 which was subsequently merged with the larger organization4 #aeh ,the ,association has a board of fifteen directors1 and an advisory board of twelve4 #aei ,this was organized in #ahig4 ,proceedings1 p4 #cf4 ,it is known as ,department ,,xvi1 or the ,department of ,special ,education4 ,both instructors of the deaf and of the blind are represented1 those interested in the education of the feeble-minded having also been included up to #aijb4 ,in addition to the three general organizations of educators of the deaf1 there have been several local conferences1 as of the principals of schools in the ,southern states and in ,new ,york1 and of teachers in the state of ,michigan and of the city of ,new ,york4 #afj ,its first publication was by the instructors of the ,hartford ,school4 ,publication was omitted in #ahdi1 and from #ahfa to #ahfh4 #afa ,for other publications that have appeared in the interest of the deaf1 see ,periodicals ,devoted to the ,interests of the ,deaf1 by the ,volta ,bureau1 #aiac4 ,,part ,,ii ,,provision ,,for ,,the ,,education ,,of ,,the ,,deaf ,,chapter ,,viii ,,the ,,education ,,of ,,the ,,deaf ,,prior ,,to ,,its ,,introduction ,,into ,,the ,,united ,,states ,among the ancient peoples generally the deaf and dumb1 especially those so by birth1 were deemed as of deficient mentality1 and were accounted1 intellectually1 as little better than children1 or1 indeed1 as idiots4 ,though treated1 it seems1 for the most part humanely1 they were regarded not without some aversion2 and their affliction was not infrequently looked upon as a visitation of the gods1 some of the hardy races even destroying their deaf offspring4 ,for a long period there were scarcely any serious attempts to give instruction to the deaf4 ,allusions to the deaf and their state with respect to education are found in certain of the ,greek and ,latin writers1 and occasionally in those of other languages4 ,herodotus speaks of the deaf son of ,croesus1 and ,hippocrates has reference to the deaf as a class4 ,plato and ,aristotle also make mention of the deaf1 the latter considering them incapable of education because of the absence of the sense of hearing4 ,among ,latin authors we find an account by ,pliny the ,elder of a deaf man who had learned painting4 ,it is only after the fifteenth century that we have more or less authenticated accounts of the instruction of the deaf1 and many of these are hardly more than a passing reference here and there4 ,it was1 moreover1 well after ,europe had taken its present political appearance that the modern attitude towards the deaf and their instruction began4 ,before this their education as a class was not thought of1 and while no doubt there have always been sporadic instances of the instruction of the deaf1 it is only since the middle of the eighteenth century that the deaf have come generally into the birthright of their education4 ,yet it is not so great a matter of wonder that the movements for the instruction of the deaf took organized shape so late in the world's civilization4 ,learning or schooling was in no sense popular till some time after the passing away of the so-called dark ages4 ,for long it was rather the privilege of the rich and powerful4 ,the great mass of the people were not deemed worthy of learning1 and education itself in any general application did not have a recognized standing in society4 ,after the ,renaissance1 however1 had ushered in a new age1 and when the desire for learning was the master passion among many men in ,southern and ,western ,europe1 it is natural to suppose that efforts should have more frequently been made to instruct the deaf child2 and after this time we are prepared to find an increasing number of instances of the instruction of the deaf4 ,this was all the more true when an air of mystery was felt to surround these silent ones1 and to bring the light of the new learning to these afflicted creatures was considered well worth the attempt4 ,the earliest instance recorded of instruction given to the deaf in the ,english language is that of the ,venerable ,bede about the year #fia1 who tells of a deaf person taught to speak by ,bishop ,john of ,york1 related as though it were a miracle4 ,after many years we meet accounts of other cases4 ,rudolph ,agricola 7#addc-adhe7 of ,groeningen1 ,holland1 and later a professor at ,heidelberg1 cites in his ,de ,inventione ,dialecta a deaf man who could write4 ,in ,italy a little later we find certain deaf children whose instruction is mentioned by ,pietro de ,castro2 while in the sixteenth century ,girolamo ,cardano 7#aeja-aegf71 the distinguished physician of ,pavia1 attempted to state the principles of the education of the deaf1 demonstrating the use of a written language for them1 and advocating the teaching of speech4 ,he further invented a manual alphabet1 which was one of the first of its kind4 ,in #afaf ,giovanni ,bonifaccio also wrote regarding the art of signing and speech for the deaf4 ,but it is to ,spain that credit is to be given as being the first country of ,europe where there are recorded accounts of successful instruction of the deaf4 ,in #aeej1 or perhaps earlier1 ,pedro ,ponce de ,leon of the ,order of ,st4 ,benedict taught1 chiefly by oral methods1 several deaf children in the convent of ,san ,salvador de ,ona4 ,great success must have attended his efforts1 for in addition to the ,spanish language and arithmetic1 his pupils are reported to have mastered ,latin1 ,greek and astrology4 ,about this time there lived a deaf artist1 known as ,el ,mudo1 and he had very likely received instruction in some way4 ,in #afbj ,juan ,pablo ,bonet1 who had had several deaf pupils1 instructing them largely in articulation methods1 published a treatise on the art of instructing the deaf1 called ,reduccion de las ,letras y ,arta para ,ensener a ,hablar los ,mudos2 and he was the inventor of a manual alphabet1 in considerable part like that used in ,america to-day4 ,sir ,kinelm ,digby of ,england1 visiting ,spain about this time1 saw ,bonet's work and wrote an account of his pupils4 ,in #afdd appeared in ,england ,chirologia1 or the ,natural ,language of the ,hand by a physician1 ,dr4 ,john ,bulwer1 who had perhaps also observed the results in ,spain4 ,this was followed in #afdh by his more important work1 ,philocophus1 or the ,deaf and ,dumb ,man's ,friend1 mostly describing a kind of process in articulation and lip-reading4 ,bulwer's friend1 ,john ,wallis1 a professor at ,oxford1 seems to have been the first practical teacher here1 instructing two deaf persons by writing and in speech1 and showing them to the ,king4 ,in #afec his ,tractatus de ,loquela was published4 ,along the same line was the writing of ,dr4 ,william ,holder on the ,elements of ,speech1 published in #affi1 in which he advocated articulation teaching4 ,in #afgj there appeared a treatise by ,george ,sibscota on ,the ,deaf and ,dumb ,man's ,discourse1 but this was really a translation from the writings of a ,german named ,deusing4 ,in #afhj ,dr4 ,george ,dalgarno of ,scotland published his ,didascalocophus1 the ,deaf and ,dumb ,man's ,tutor1 in which preference was given to the use of a written language and a manual alphabet1 of one of which he was himself the inventor4 ,in #afih appeared ,digiti ,lingua1 written by a person who had conversed no otherwise in above nine years4 ,some half a century later we find the name of ,henry ,baker1 son-in-law of ,daniel ,defoe1 who gave instruction in speech4 ,other countries of ,europe were hardly behind ,england in their interest in the deaf and their instruction4 ,spain1 besides the names we have mentioned1 had notably ,ramirez de ,carion1 himself a deaf man1 who lived not long after ,bonet4 ,italy had in particular ,padre ,lana ,terzi1 who in #afgj published a work on articulation2 and also ,fabrizio d',acquapendente and ,affinite1 who in their writings threw out references to speech for the deaf4 ,in ,holland there were ,peter ,montans1 who about #afce issued several tracts on speech2 ,jan ,baptista ,van ,helmont1 who in #affg wrote on speech and an alphabet2 and ,john ,conrad ,amman1 formerly a ,swiss physician1 who in #afib gave out his ,surdus ,loquens1 which was enlarged and republished in #agjj as ,dissertatio de ,loquela4 ,the name of ,amman is especially notable1 not only for his instruction in speech of several deaf children1 but for his influence on later oral methods4 ,in ,switzerland we find at ,basel in #aeca1 or perhaps a few years sooner1 an account of a deaf person who was instructed in speech by ,,oecolampadius1 the ,reformer and friend of ,luther2 at ,geneva in #afjd of a deaf child instructed by ,st4 ,francis de ,sales2 and also in ,geneva in #afhe of a deaf person who had probably received instruction4 ,in ,germany we have a regular succession of names of those who either attempted to instruct the deaf or who wrote of this instruction1 some of these names being among the earliest of those in ,europe who showed an interest in the matter4 ,in the year #aegh we meet the name of ,pasch1 a clergyman of ,brandenburgh1 who taught his daughter by means of pictures4 ,in #afba ,rudolph ,camerarius wrote a book on speech1 and in #afdb ,gaspard ,schott mentions a case of successful instruction4 ,in #agja or #agjd ,kerger at ,liegnitz in ,silesia taught some pupils orally1 having what seemed a temporary school4 ,in #agah ,georges ,raphel1 who had taught his three deaf daughters1 wrote a book explaining his process of instruction4 ,among other names appearing earlier or later were those of ,morhoff1 ,mallenkrot1 ,wild1 ,niederoff1 ,lichwitz1 ,shulze1 ,ettmuller1 ,arnoldi1 ,lasius1 ,heinicke1 and ,nicolai4 ,of all these much the most renowned is that of ,samuel ,heinicke4 ,in #aged at ,dresden he became interested in the deaf1 and a few years later started a school near ,hamburg4 ,in #aggh1 at the instance of the state1 he moved to ,leipsic1 his school thus being the first public school for the deaf to be established4 ,he was also the author of several books on the education of the deaf4 ,heinicke was instrumental in bringing the oral method into favor1 and in many respects1 so far as its present use is concerned1 may be said to be its father4 ,he was in fact one of the greatest teachers of the deaf1 and the influence of his work has been felt in no small measure in ,america4 ,in ,france1 too1 there were great names1 though they were late in appearing2 ,pere ,vanin1 ,rousset1 ,ernaud1 de ,fay1 ,pereire1 ,abbe de l',epee1 ,abbe ,deschamps1 and others4#afb ,of these ,vanin1 ,pereire1 ,deschamps1 and de l',epee are the most notable4 ,vanin about #agdc instructed some children by means of pictures and a manual alphabet4 ,rodriguez ,pereire1 a ,portuguese ,jew1 had several pupils at ,bordeaux before the middle of the eighteenth century1 and though his methods were kept secret for the most part1 he appeared to have met considerable success1 in #agdi giving an exhibition before the ,academy of ,sciences4 ,abbe ,deschamps in #aggi published at ,orleans a work on the instruction of the deaf1 largely favoring the oral method4 ,it is to ,charles ,michel abbe de l',epee1 however1 that is given the highest reverence of all the initial workers for the deaf1 being the founder of the first regular school1 and receiving nearly equal distinction for his impression on early methods of instruction--this being especially true in respect to ,america1 where his influence in the introduction of the sign language has been greater than any other man's4 ,the abbe had become interested in two deaf orphans in ,paris1 whom he attempted to teach1 and in #agee established a school near the city1 conducting it at his own expense4 ,this proved a success1 and he decided to give his whole life to the instruction of the deaf4 ,he wrote several works on their education1 the chief one being ,la ,veritable ,maniere d',instruire les ,sourds et ,muets1 published in #aghd4 ,the achievements of de l',epee were soon far-famed1 and the people were taken with their novelty4 ,many honors were offered him1 and his work was brought to the notice of the ,french ,academy and approved4 ,in #agia his school was adopted by the state4 ,the successor of abbe de l',epee was abbe ,sicard1 and the work continued to flourish in ,france4 ,not long after de l',epee and ,heinicke had started their schools in ,france and ,germany respectively1 ,thomas ,braidwood1 in #agfj1 opened a school in ,edinburgh1 ,scotland4 ,in #aghd a school was established in ,rome1 in #aghh in ,madrid1 and in #ahja in ,genoa4 ,in the early years of the nineteenth century other schools were started over ,western ,europe4 ,thus by the time that the work for the education of the deaf was to enter ,america1 in the establishment of the first school in the second decade of the century1 there were already in ,europe a number of schools in existence4#afc ,,footnotes3 #afb ,in #agea ,diderot published his ,lettre sur les ,sourds et ,muets1 in which there is reference to the education of the deaf4 #afc ,for accounts of the early work for the education of the deaf1 both before and after it was taken up in the ,united states1 the following may be referred to3 ,thomas ,arnold1 ,a ,method of ,teaching the ,deaf and ,dumb ,speech1 ,lip-,reading and ,language1 #ahha2 ,the ,education of ,deaf-,mutes1 #ahhh2 ,e4 ,m4 ,gallaudet1 ,life of ,thomas ,hopkins ,gallaudet1 #ahhh2 ,h4 ,n4 ,dixon1 ,a ,method of ,teaching ,deaf-,mutes to ,speak1 with a ,historical ,introduction 7including a translation of ,bonet's work71 #ahij2 ,j4 ,k4 ,love1 ,deaf-,mutism1 #ahif2 ,henry ,barnard1 ,a ,tribute to ,gallaudet1 with other papers1 #aheb2 ,heman ,humphrey1 ,life and ,labors of ,t4 ,h4 ,gallaudet1 #aheg2 ,h4 ,w4 ,syle1 ,retrospect of the ,education of the ,deaf1 #ahhf2 ,j4 ,a4 ,seiss1 ,the ,children of ,silence1 #ahhg2 ,j4 ,r4 ,burnet1 ,tales of the ,deaf and ,dumb1 #ahce2 ,e4 ,j4 ,mann1 ,deaf and ,dumb1 #ahcf2 ,j4 ,n4 ,williams1 ,a ,silent ,people1 #ahhc2 ,w4 ,r4 ,scott1 ,the ,deaf and ,dumb1 their ,education and ,social ,position1 #ahgj2 ,history of ,first ,school for ,deaf-,mutes in ,america1 #ahhc2 ,addresses delivered at the ,new ,york ,institution1 #ahdg2 ,h4 ,p4 ,peet1 ,address at ,laying of ,corner ,stone of ,north ,carolina ,institution1 #ahdh2 ,proceedings of ,laying of ,corner ,stone of ,michigan ,institution1 #ahef2 ,collins ,stone1 ,address on ,history and ,methods of ,deaf-,mute ,instruction1 #ahfi2 ,addresses ,commemorative of the ,virtues and ,services of ,abraham ,b4 ,hutton1 #ahgj2 ,american ,annals of the ,deaf 7especially early numbers1 often giving accounts of individual schools as well as of the general work72 ,north ,american ,review1 vii41 #ahah1 p4 #abg2 xxxviii41 #ahcd1 p4 #cjg2 lxxxvii41 #aheh1 p4 #eag2 civ41 #ahfg1 p4 #eab2 ,american ,journal of ,education1 7n4 s47 i41 #ahcj1 p4 #dji2 ,american ,annals of ,education1 iv41 #ahcd1 p4 #ec2 ,literary and ,theological ,review1 ii41 #ahce1 p4 #cfe2 ,american ,biblical ,repository1 viii41 #ahdb1 p4 #bfi2 ,de ,bow's ,review1 xvii41 #ahed1 p4 #dce2 ,national ,magazine1 ix41 #ahef1 pp4 #che1 #dhg 7,sketches of ,humane ,institutions72 ,scribner's ,magazine1 xii41 #ahib1 p4 #dfc2 ,association ,review1 ii4-v41 #aijj-aijd 7,historical ,notes concerning the ,teaching of ,speech to the ,deaf72 ,proceedings of ,convention of ,american ,instructors of the ,deaf1 i41 #ahej1 p4 #ii2 v41 #aheh1 p4 #bge 7,h4 ,p4 ,peet1 ,memoirs on the ,origin and ,early ,history of the ,art of the ,instruction of the ,deaf and ,dumb72 iii41 #ahec1 p4 #bgg2 iv41 #ahef1 p4 #ag2 ix41 #ahgh1 p4 #aie2 ,american ,association to ,promote the ,teaching of ,speech to the ,deaf1 v41 #ahif1 p4 #bg 7,p4 ,g4 ,gillet1 ,some ,notable ,benefactors of the ,deaf72 ,national ,association of the ,deaf1 iii41 #ahhi1 p4 #ba2 ,national ,conference of ,charities and ,corrections1 #aijg1 p4 #eab2 ,californian1 iv41 #ahha1 p4 #cgf2 ,iowa ,bulletin of ,state ,institutions1 viii41 #aijf1 p4 #age2 xii41 #aiaj1 p4 #bd2 ,transactions of ,royal ,historical ,society1 viii41 #ahhj2 ,encyclopedia ,americana1 #ahhc 7,history of the ,education of the ,deaf in the ,united ,states1 given in ,annals1 xxxi41 #ahhf1 p4 #acj72 various reports of the several schools for the deaf in ,america 7as that of ,new ,york ,institution1 #ahci1 p4 #h2 #ahdc1 p4 #aa2 #ahgf1 p4 #dh2 ,american ,school1 #ahdd1 p4 #be2 #ahfg1 p4 #ac2 ,pennsylvania ,institution1 #ahdc1 p4 #i2 #ahib1 p4 #fd2 ,kentucky ,school1 #aheg1 p4 #h2 #ahfg1 p4 #ac2 ,michigan ,school1 #aheh1 p4 #dj2 ,illinois ,school1 #ahfh1 p4 #db2 ,new ,york ,institution for ,improved ,instruction1 #ahfi1 p4 #bf2 ,mississippi ,school1 appendices1 #aijg1 #aiji1 #aiaa72 ,histories of ,american ,schools for the ,deaf1 edited and with an introduction by ,dr4 ,e4 ,a4 ,fay1 #ahic 7containing accounts of individual schools1 and a most valuable work74 ,,chapter ,,ix ,,history ,,of ,,education ,,of ,,the ,,deaf ,,in ,,the ,,united ,,states ,,early ,,attempts ,,at ,,instruction ,the first instance of which we have record in ,america of an attempt to teach the deaf was in #afgiafd when a man named ,philip ,nelson of ,rowley1 ,massachusetts1 tried to instruct a deaf and dumb boy1 ,isaac ,kilbourn by name1 in speech1 though with what success we do not know4#afe ,these1 however1 were the witchcraft days1 and the work of ,nelson seemed such an extraordinary thing that the ministers of the community are said to have made an investigation1 fearing that witches might be involved in the affair4 ,the next instance of which we have mention occurred in ,virginia a century later1 when ,john ,harrower1 a school-master of ,fredericksburg1 had in his school from #aggc to #aggf a deaf boy named ,john ,edge1 reference to whose instruction is made in his diary4#aff ,the earliest effort for the establishment of a school for the deaf in ,america of which we know was made almost contemporaneously with the opening of the nineteenth century1 and at the time that such schools were being created over ,europe4 ,there lived at this time in ,boston a man named ,francis ,green1 who had a deaf son4 ,this boy he sent to the school in ,scotland which ,braidwood had started2 while he himself became much interested in the subject of the education of the deaf4 ,in #aghc he published in ,england a work entitled ,vox ,oculis ,subjecta4 ,in #ahjc he had1 with the help of some of the ministers1 a census made of the deaf in ,massachusetts1 when #ge were found1 and it was estimated that there were #ejj in the ,united ,states4 ,green felt the need of a school1 and in several of the publications of the time appeared his writings1 in which he urged the creation of one4#afg ,it was in #ahaj1 however1 and in the city of ,new ,york that the real beginning of deaf-mute education in the ,united ,states was marked4 ,this was when ,john ,stanford1 a minister1 found several deaf children in the city almshouse and attempted to teach them4 ,though his efforts continued but a short time1 it was these from which resulted the establishment a few years later of a school in the city1 the ,new ,york ,institution4#afh ,in ,virginia shortly afterwards a second school was started1 which in itself is to be set down as an important stage in the course of the early attempts to create schools for the deaf in ,america4 ,in #ahab there came to the ,united ,states ,john ,braidwood1 a member of the family which was in control of the institution at ,edinburgh1 ,scotland1 in the hope of establishing a school4 ,he began plans for one at ,baltimore1 but before it had gotten under headway1 he was called to ,virginia to undertake the instruction of the deaf children of ,william ,bolling1 of ,goochland ,county4 ,this private school continued1 with seemingly satisfactory results in the progress of the pupils1 for two and a half years4 ,in #ahae it was moved to ,cobbs1 ,chesterfield ,county1#afi to be open to the public4 ,the school now promised well1 and there were already several pupils4 ,however1 ,braidwood was looking about for other opportunities1 and had been in touch with several parties in regard to the employment of his services4#agj ,in #ahaf he went to ,new ,york1 where he proposed to start a school1 and collected a few pupils1 only to return to ,virginia again after a few months4 ,in #ahag he began operations anew1 this time at a private classical school at ,manchester under ,john ,kilpatrick1 a minister4 ,in less than a year this too was abandoned by ,braidwood1 who soon after met his death4 ,kilpatrick attempted to continue the school only a year or two longer1 possibly even taking a few pupils with him when he moved to ,cumberland ,county in #ahai2 and so was brought to an end the checkered career of this early school for the deaf in ,virginia4#aga ,such were the beginnings of the instruction of the deaf in ,america4 ,with the exception of these undertakings1 barely touching the surface in the number of children reached1 the only means of education possible in the land was in sending children to a school in ,europe1 which was done in the case of a few wealthy parents4 ,for the great mass of the deaf1 isolated and scattered though they were at the time1 there was no instruction to be had4 ,but this period was now nearly passed4 ,attention in more than one quarter was being directed to the deaf and the possibilities of their education2 and in the breasts of not a few men a feeling was astir that instruction was somehow to be brought to them4#agb ,the seed was already sown1 and by the time the school in ,virginia was broken up1 others were beginning to arise elsewhere4 ,when the work was finally to be taken up1 it was to be upon a solid foundation which should last with the lastingness of education4 ,,beginning ,,of ,,the ,,first ,,schools ,the seat of the first permanent school to be established in the ,united ,states for the education of the deaf was ,hartford1 ,connecticut2 and the name of the one man with which the beginning work will forever be coupled is that of ,thomas ,hopkins ,gallaudet4 ,america1 however1 was not to commence the work of itself3 the spirit and the method had to be brought from ,europe4 ,early in the nineteenth century there lived at ,hartford a young deaf girl1 ,alice ,cogswell by name1 the daughter of a physician1 and in her a group of men had become interested4 ,an investigation of the number of the deaf had been made in #ahab by a body of clergymen1 when #hd were found1 and it was estimated that there were #djj in ,new ,england1 and #b1jjj in the ,united ,states2 and the question of a school had been considered4#agc ,in #ahae the friends of ,alice ,cogswell decided to organize a society for the purpose of providing means to instruct some of these1 and to secure an instructor4 ,to take up this work1 attention was directed to ,gallaudet1 then a young theological student4 ,he was fixed upon as the man to go to ,europe and acquaint himself with the methods there employed4 ,gallaudet responded at once to the appeal made to him1 and proceeded to prepare himself forthwith4 ,the same year1 #ahae1 saw ,gallaudet start upon his errand1 his expenses being defrayed by the society4#agd ,he first visited ,england1 but finding there a monopoly composed of the ,braidwood and ,watson families1 he betook himself to ,france4 ,in this country he met with a warm reception1 and here he eagerly set upon his labors of study and investigation at the school which de l',epee had established4 ,he observed closely1 and then the following year turned his face towards ,america1 equipped for the great work before him1 and bringing with him one of the deaf teachers from ,paris named ,laurent ,clerc4 ,on ,gallaudet's return the second part of the undertaking for the creation of a school was to be accomplished1 namely1 the securing of funds1 which required half a year more4 ,for this purpose ,gallaudet and a few others set about soliciting contributions4 ,new ,york1 ,philadelphia1 ,albany1 ,new ,haven1 and other cities were visited1 and the interest in the new undertaking was shown by the response made4#age ,by the time the school was ready to open1 over #ab1jjj had been obtained1 which was soon after more than doubled4#agf ,the contributions came from various sources1 including individuals1 societies and churches1 and were from not a few states1 and even foreign countries4 ,a charter was granted the society in #ahaf by the legislature of ,connecticut2 and #e1jjj was appropriated for the school1#agg which was probably the first appropriation of public money for education not in regular schools4#agh ,on ,april #ae1 #ahag1 the new school threw open its doors1 and thus was established the first institution for the instruction of the deaf--in fact1 the first for any of the so-called defective classes4 ,its success was assured from the start1 and there were many applicants1 coming from different parts of the country4 ,the school had to depend mainly upon private contributions1 and for its maintenance efforts had to be continued to collect funds1 pupils being taken for this purpose to several cities for exhibition1 especially before church assemblies and the legislative bodies of ,new ,england4#agi ,it was not long in appearing1 however1 that1 as the school was really to be national in scope1 the ,united ,states government might be appealed to for aid4 ,visits were accordingly made to ,washington in #ahai1 and the interest of certain of the members of ,congress was secured4 ,among these was ,henry ,clay1 who showed a particular regard for the new undertaking1 and it was largely through his influence that ,congress was prevailed upon to bestow upon the school #bc1jjj acres of the public land1 from which in time #cjj1jjj was realized4#ahj ,it was the understanding1 there being no census of the deaf at this time1 that any state or individual might participate in the benefit of this grant1 and that the school was to be open on equal terms to all4#aha ,though the school was regarded as national in one sense1 it was also felt to be particularly ,new ,england's from the share that these states took in its development4 ,very soon after it had commenced operations a lively interest had been manifested2 and in #ahbe a meeting was held at ,hartford of official representatives of all these states except ,rhode ,island1 to discuss the possibilities of co-operation in its work4#ahb ,hardly1 indeed1 had the school entered upon its labor when1 without solicitation1 ,massachusetts began sending its deaf children to it4 ,it was followed in turn by the others1 all the states of ,new ,england thus coming to provide for their children here as at a common school--a policy continued with all for many years4 ,by this arrangement a certain amount from the state treasury was allowed for each pupil4 ,the action of ,massachusetts was taken in #ahai1 of ,new ,hampshire in #ahba1 of ,vermont and ,maine in #ahbe1 of ,connecticut in #ahbh1 and of ,rhode ,island in #ahdb4 ,two other states1 far removed from ,new ,england1 also by special legislative grants provided for pupils in this school for a time4 ,these were ,georgia and ,south ,carolina1 both beginning in #ahcd4ahc ,in addition1 there were private pupils sent here from a number of states4#ahd ,the school at ,hartford was now in full operation1 with a nation-wide interest upon it4#ahe ,but scarcely had it received its first pupil when other schools began to be established1 and indeed ,new ,york and ,pennsylvania are hardly to be considered behind ,connecticut at all1 schools in these states being in the course of formation when the ,hartford school was opened4 ,from the concern now apparent in many sections1 it was soon evident that the new work was to spread over the land1 and that the education of the deaf had achieved for itself an established position4 ,in ,new ,york1 as we have seen1 the ,rev4 ,john ,stanford had found several deaf children in the almshouse of the city1 and1 moved by their condition1 had sought to teach them4 ,interest was felt by other men1 and the agitation for a school was furthered by letters from the ,american consul at ,bordeaux in #ahaf1 one of which was written by a ,french teacher and addressed to the ,philanthropists of the ,united ,states4 ,a census was made of the deaf in the city1#ahf meetings were held in their behalf1 a notable one taking place at ,tammany ,hall1 and private funds collected4 ,in #ahag a charter was secured from the legislature1 and the following year the school was opened4 ,the city of ,new ,york displayed a warm interest in it1 making a special appropriation at its beginning1 and undertaking the support of a number of pupils for a time1 besides furnishing quarters free of cost4 ,in #ahai the state legislature1 after an exhibit of pupils1 decided to assist1 making an appropriation for the benefit of the school1 and soon afterward allowing a certain amount for each pupil4 ,in #ahba ,new ,jersey began sending children to the school1 action being taken in this state by a unanimous vote4 ,pennsylvania followed close upon ,connecticut and ,new ,york4 ,a committee had been organized in ,philadelphia in #ahaf to secure contributions for a school1 and meetings had been held1 though without immediate result4 ,late in the year #ahai1 or early in #ahbj1 ,david ,seixas1 a ,jew1 finding several poor deaf-mute children to whom he gave shelter1 made attempts to teach them4 ,in the latter year a society was formed by certain citizens1 after a meeting in the rooms of the ,american ,philosophical ,society2 and being pleased with the work of ,seixas1 it decided to adopt his school4 ,the following year1 after an exhibit of pupils1 the school was incorporated by the legislature1 and granted a per capita appropriation of #afj1 while contributions from friends were numerous4 ,in #ahba1 also1 pupils were admitted from ,new ,jersey1 this state providing for them both at the ,new ,york and ,philadelphia schools4 ,in #ahbg ,maryland1 and in #ahce ,delaware1 authorized the sending of children to the ,pennsylvania ,institution1 exhibits of pupils having been made before the legislatures of these states4#ahg ,kentucky in #ahbc was the fourth state in the ,union to establish a school4 ,in this case1 however1 action was taken directly by the legislature1 and the school has always been the property of the state4 ,in #ahbfahh ,congress granted to it a township of land in ,florida1 on the theory that this school would be the center for pupils from the western and southern states2 and it was for some years the place of education for many of the children from the southern states1#ahi and also for a number from western states4 ,with the establishment of this school directly by the state begins a new policy in the provision for the education of the deaf--the work no longer being entrusted to private individuals and societies4 ,all the states that followed ,kentucky in the creation of schools1 with the exception of ,maryland and some of the ,new ,england states1 adopted this policy4 ,ohio came next in #ahbi1 although an attempt had been made to establish a school in ,cincinnati as early as #ahba4aij ,pupils were also received into it from neighboring states4#aia ,in #ahch ,virginia established a joint school for the deaf and the blind1 after exhibitions of pupils had been given in the state4 ,in ,indiana a private school was started in #ahda1 and three years later the state institution1 action being taken by the legislature without a single dissenting vote4 ,in this state another stage is reached in the work of educating the deaf3 education which had hitherto been1 by statute1 free to the indigent only is in positive terms made free to all4 ,this was done in #ahdh1 and the action has been thus described3#aib ,the doors of all asylums built at public expense for mutes1 for the blind1 and for lunatics were thrown open to all1 that their blessings1 like the rain and dew of heaven1 might freely descend on these children of misfortune throughout the state1 without money and without price4 ,well might this paean break forth1 for this is probably the broadest benevolent legislation ever enacted up to this time4 ,in ,georgia a private school was opened in #ahdb1 and in #ahdf the state school was established1 after a visit of pupils from the ,hartford school4 ,in #ahde a school was started in ,tennessee1 after an exhibit of pupils from ,kentucky4 ,the same year in ,north ,carolina1 after an exhibit of pupils from ,virginia1 a school was opened for the deaf and the blind1 though one had been projected as early as #ahbh4aic ,in #ahdf a school was established in ,illinois1 the bill passing the legislature by a unanimous vote4 ,to it came pupils from ,missouri1 ,iowa and ,wisconsin4 ,in #ahdi a school was established in ,south ,carolina4 ,thus by the middle of the nineteenth century1 or thirty-two years after the founding of the first school in ,america1 there were schools in a dozen states4 ,in the next quarter century schools were created in nineteen other states1 and since in nearly all the remainder4 ,,early ,,ideas ,,concerning ,,the ,,schools ,,for ,,the ,,deaf ,it was but natural that for some years the providing of schools for the education of the deaf should be looked upon with wonder4 ,to many the very thought of their instruction seemed strange4 ,curious notions had been held as to the deaf-mute's mind1 and it was not certain how far it was capable of instruction4 ,by some the idea of the education of the deaf was received with scarcely concealed skepticism1 and despite the enthusiasm of the promoters and despite the cordial interest manifested in many quarters1 there were not a few doubters4 ,efforts to educate the deaf were even declared quixotic and absurd4 ,when the state of ,illinois was erecting a building to be used as a school1 it was by some called the state's folly4#aid ,the legislatures themselves occasionally had misgivings1 and now and then an appropriation was voted for a school more in hope than otherwise4#aie ,the work was thus with many often misunderstood1 and a few of the schools did not have altogether easy sailing4 ,but when it was found that the deaf could be1 and were being1 educated1 not only were all doubts dispelled1 but the astonishment almost goes beyond bounds1 and even passes into a rapture of thanksgiving4 ,visitors1 in some cases1 flocked to the places where these wonderful things were transpiring4 ,they came to convince themselves1 and stood hushed in admiration at the spectacle before them4 ,the accounts of a number of the early schools attest the greeting given to the new work4 ,the ,new ,york ,institution in its first report#aif speaks of the numerous visitors and their expressions of mingled surprise and delight4 ,in the new ,pennsylvania ,institution interest was markedly aroused4 ,by ,poulson's ,american ,daily ,advocate of ,philadelphia it was stated that #a1fjj people crowded into a church to witness an examination of pupils1 and by the ,columbian ,observer it was declared that this scene was impressive beyond description1 and that the exercises excited wonder mingled with the acutest sensations of compassion for these isolated beings4#aig ,an early report of the ,tennessee ,school#aih speaks of the interest evinced by the great numbers of persons who visited the school1 which was shown by the sympathy warmly expressed with the great affliction of the pupils1 and the surprise at the attainments made by them4 ,indeed1 the new work is more than once referred to in the accounts of the period as a miracle4 ,the age of miracles1 we are told1 was not past4#aii ,when a private school was opened in ,kansas1 the advertisement ran3 ,behold the educational miracle of the nineteenth century4 ,the deaf hear1 the dumb speak1 the blind see4#bjj ,the wonders of education had become all the more marked and expectations were aroused to a high pitch1 when it was seen about this time that the blind and other classes as well were being instructed4 ,great things were believed to be in store for the human race4 ,with the schools for the deaf there was now general approbation and support4 ,doubters were silenced1 and the promoters took heart4 ,soon the new institutions had won for themselves a place in the intelligent and affectionate regard of all2 and to those instrumental in their creation the people universally pledged their gratitude4 ,,aims ,,of ,,the ,,founders ,though the first schools for the deaf in the ,united ,states were founded to a considerable extent with the idea of charity or benevolence present1 yet this was not so much the uppermost purpose as to provide instruction for them2 or rather1 it may be said that the benevolence itself was prompted by the desire to see the deaf led from the darkness of ignorance to the light of education4 ,it is true that many of the pupils were recognized as entitled to material assistance as well as instruction4 ,some of the schools were chartered as benevolent institutions1 while several even avowed themselves as charitable affairs4#bja ,it is also true that the promoters were in part concerned with deaf children found in poverty1 these being likely to engage not a little attention4 ,it was desired to furnish homes for a number without charge2 and early accounts and statutes speak of the care1 aid1 maintenance or support#bjb of these children4 ,but it is none the less true that the great purpose in establishing institutions was educational1 and the instruction of the children was the primary and chief thing guiding the hands of the men who created the schools4 ,in the prospectuses of some of the schools any object is disclaimed other than that of education4 ,in a circular describing the proposed school in ,kansas were the words3 ,this is not an asylum1 but a school for the education of the deaf4#bjc ,homes1 or institutions1 were provided largely for the reason that this plan appeared the only practicable means of reaching a considerable number of pupils4 ,with the early workers1 then1 the purpose was to give the children an education4 ,but this was not all4 ,in their vision1 a far greater opening presented itself4 ,heretofore the deaf had been outcasts from society1 had no place among civilized beings1 and were a dead weight in the community4 ,now all was to be changed4 ,eyes saw a glorious transformation3 the deaf were to be restored to society1 and education was the magic by which it was to be done4 ,in full measure were the founders thrilled with this prospect2 and to reclaim the deaf from their condition was the great resolve4 ,many of the early reports1 charters and organic acts express such a purpose1 and speak of the lonely and cheerless condition of the deaf1 and the hope to restore them to the ranks of their species4 ,in the preamble of an ,address to the ,inhabitants of ,pennsylvania1 prepared by the society to establish the school in this state1#bjd the deaf are said to be in entire and invincible separation from the vast stores of knowledge which human talent has accumulated--ignorant of the truths of ,revelation1 her glorious assurances and unspeakable consolations1 all being among the bitter ingredients which fill up the vast measure of the affliction to the deaf and dumb2 and that among the various efforts of philanthropy and learning to enlarge the circle of human happiness and knowledge1 none should perhaps rank higher than those which have been directed to the discovery and application of means for the instruction of the deaf and dumb4 ,in language glowing and impassioned the condition of the deaf without education is described4 ,almost universally they are thought of as abiding in impenetrable silence and deep darkness4 ,in an address delivered before the ,new ,york ,forum in behalf of the ,new ,york ,institution#bje in its early days1 it is asserted that the deaf dwell in silence1 solitude and darkness1 and in the second report of this school#bjf they are declared to be wrapt in impenetrable gloom of silence1 sorrow and despair4 ,in an ,ohio report#bjg they are said to be in intellectual and moral midnight2 and in a ,michigan report#bjh to be groping in thick darkness4 ,in a ,louisiana report#bji they are called sorrow-stricken children of silence2 and in a ,kentucky report#baj their lives are described as dark1 dreary and comfortless4 ,the ,southern ,literary ,messenger#baa of ,richmond1 ,virginia1 characterizes their existence as intellectual night4 ,the ,new ,york ,commercial ,advertiser#bab in the year the first school was opened affirms that their intellectual faculties 444 are 444 locked in the darkness of night and shrouded in silence4 ,in an address delivered shortly after the opening of the ,tennessee ,school#bac they are referred to as entombed in a prison4 ,the ,albany ,argus and ,daily ,city ,gazette#bad points to the deaf man as abandoned to his hard fate1 to wander in darkness1 the pitiable object of dismal despair4 ,in an address delivered in the ,capitol in ,washington#bae the deaf are said to be doomed to wear out their lives in intellectual darkness4 ,the results of education were to be great beyond measurement1 and the passing of the deaf from ignorance to education is likened even to the glories of the ,resurrection4 ,a ,committee of ,congress#baf in recommending the granting of land to the ,kentucky ,school speaks of education as the only means of redeeming this unfortunate portion of our species from the ignorance and stupidity to which they would otherwise be consigned by the partial hand of nature1 and1 indeed2 of transferring them from a state of almost mental blindness to that of intellectual and accountable beings4 ,the ,new ,york ,statesman#bag speaks of the effects in improving the moral principle1 which is torpid and almost obliterated1 and opening the way to moral and religious instruction and knowledge of the ,deity which is almost void4 ,an early report of the ,american ,school#bah tells of the transition of their imprisoned minds which have too long been enveloped in the profoundest shade of intellectual and moral darkness to the cleansing and purifying light of ,divine ,truth4 ,an ,ohio report#bai states that they have come forth into the light of truth1 that truth that teaches them that they possess a rational and immortal spirit4 ,in the address in behalf of the ,new ,york ,institution before noted1#bbj it is said of the deaf that the powers of torpid and dormant intellects are resurrected from an eternal night of silence4 ,the first report of the ,minnesota ,school#bba refers to the deaf as liberated from the winding sheets of silence and ignorance1 and tells how their souls vibrate with such joy as ,lazarus felt when he stepped forth from the gloom of the grave4 ,in the first report of the ,indiana ,school#bbb the state of the deaf without education is thus contrasted with that of the deaf with education3 ,indeed1 the difference between the uneducated and the educated mute is almost incredible4 ,the former winds his weary way through life in ignorance and obscurity1 often an object of charity1 and almost a burden to himself2 but the latter1 gladdened by the genial rays of knowledge and fitted for the discharge of duty1 becomes a blessing to his friends and to society1 acts well his part as a member of the great human family1 enjoys the present1 and looks forward to the future with cheerfulness and hope4 ,the charter of the ,pennsylvania ,institution refers to the desire of certain citizens to restore the deaf and dumb to the ranks of their species2 and the preamble of the statutes creating schools in ,kentucky and other states contains similar language4 ,the purpose of the ,illinois school is given in the organic act1 the language of that of ,nebraska and other states being almost identical3 ,to promote by all proper and feasible means the mental1 moral and physical culture of that portion of the community1 who by the mysterious dispensations of ,providence1 have been born1 or by disease have become deaf1 and of course dumb1 by a judicious and well adapted course of education1 to reclaim them from their lonely and cheerless condition1 to restore them to the ranks of their species1 and to fit them to discharge the social and domestic duties of life4 ,the object of the schools in ,wisconsin1 ,south ,dakota1 and other states is declared to be3 ,to afford the deaf and dumb of the state1 so far as possible1 an enlightened and practical education1 that may aid them to obtain the means of instruction1 discharge the duties of citizenship1 and secure all the happiness they are capable of obtaining4 ,the early educators of the deaf felt themselves that they were indeed carrying the light to shine in a dark place4 ,in the language of one of the foremost of them3#bbc ,then the great triumph of science and benevolence over one of the most terrible of human calamities will be complete1 and the deaf and dumb1 objects of interest1 but hardly of compassion1 will stand forth among their kindred who hear1 heirs of all the hopes1 the privileges and the lofty aspirations of their race4 ,,extension ,,of ,,the ,,means ,,of ,,instruction ,,over ,,the ,,country ,interest in the education of the deaf had thus become general1 public concern was awakened1 and movements were early on foot in not a few states to start schools4 ,the enthusiasm aroused by the success of the first schools only increased the hopes that others would be provided to reach the deaf children in all the states4 ,a writer in the ,north ,american ,review in #ahcdbbd declared that there were no doubts that the wants of the deaf and dumb will soon be supplied1 and that the public beneficence already extended to a portion will1 before the lapse of many years1 be extended to all4 ,nor were these hopes to be shattered1 for the states followed each other in rapid succession in providing means for the instruction of their deaf youth4 ,indeed1 when we consider how early some of the newly settled states began to devote attention to the education of the deaf--a work that was undertaken in ,europe only after the middle of the eighteenth century--we are persuaded that it speaks no less for the regard for and devotion to education implanted in the breasts of the ,american people1 than for the bigness and benevolence of their hearts4 ,the credit remains just as deep1 even though it has ever been the mission and spirit of ,america to bring education to the door of every one of its children1 and though what it has done for the deaf is but a part of this great principle4 ,the early workers1 despite the preliminary journeys to ,europe1 were largely pioneers1 and this country owes an immeasurable debt to the founders and directors of the first schools4 ,many of them were ministers of the ,gospel1 and all of them were men of high ideals4 ,possibly there has never been a movement undertaken for the good of humanity that has drawn to it a more capable or earnest band of men4 ,these early workers were possessed of a determination1 an ardor1 a resourcefulness1 combined with scholarship and understanding of no common order1 that would have graced any human cause4 ,they were truly of those in ,america that have blazed trails1 and to them belonged those elements of character that are a pride to any people4#bbe ,the first schools were created by societies of private citizens1 funds being contributed from membership fees in the societies1 from subscriptions and from other private donations4#bbf ,to the aid of these schools the state later came with appropriations2 but while an oversight and general control were assumed by it1 the schools were left as private corporations4 ,with the establishment1 however1 of the ,kentucky ,school in #ahbc1 a second stage is reached in the extension of the new work1 the state now undertaking the task itself and providing the schools at its own initiative and expense4 ,at first admission into the schools was restricted to a certain number of pupils1 often based upon some political division of the state1 as a senatorial district in ,tennessee1 or a judicial in ,ohio4 ,when such limitations were swept away1 we have the third stage in the provision for the education of the deaf4 ,the fourth and last stage--though not necessarily in this order in any one particular state1 and not in every case formally accomplished--is attained when in ,indiana all charges are removed1 and education is made free to all4#bbg ,in the schools created in later times all these steps were usually merged into one3 limitations of any kind were mostly omitted1 and the schools were in general thrown open to all from the beginning4 ,thus is reached the culminative point in the course of the provision for the education of the deaf in ,america4 ,no longer was private benevolence to inaugurate and carry on the work1 but the state was coming to see its responsibility in part1 finally to realize its full duty in making education free to all its deaf population1 just as it was free to the rest of its citizens4#bbh ,in many instances1 before action by the state1 instruction of a small collection of deaf children was taken up by a group of citizens2#bbi but hardly had this been done when as a rule the state proved itself ready and willing to move in and shoulder the responsibility4 ,these private schools were thus often the nuclei of the state institutions1 at first aided to an extent1 and then taken over4 ,in fact1 the private schools were not infrequently started more or less as experimental affairs1 but with the expectation that the state would speedily come to their help4 ,the idea of the founders seemed to be to give barely enough to keep the school going1 and to depend upon getting support of a substantial character in the course of time4#bcj ,in some cases there were exhibitions of pupils1 either from the school which was hoped to be aided1 or from an already established school in another state4 ,these were designed to awaken interest in the public1 and especially among the legislators1 and to quicken the desired action4 ,in more than one instance the school was established at or near the state capital to show the legislatures what could be done and to influence their proceedings4 ,not infrequently memorials or petitions1 in some cases containing a great number of names1 were presented to the legislatures1 praying for the establishment of the schools4 ,sometimes if doubt as to the wisdom of the proposed course seemed to delay matters1 a point was to be gained in the dispatch as a preliminary procedure of a special committee or agent to some existing school in another state1 to examine and report upon its work1 this report being1 as was expected1 nearly always highly favorable4#bca ,but appeals to these bodies1 whatever their nature1 were rarely turned away1 and usually secured prompt response4 ,when action was finally to be obtained1 the measure relating to the deaf was passed with few dissenting votes1 sometimes with none at all4 ,so eager had the representatives of the people now become1 that1 if it was not deemed practicable at once to create a state institution1 haste was made to provide for the children in a school in another state till one within their own borders could be established4 ,in some cases steps were taken to this end by the legislative assemblies of territories before statehood had been bestowed upon them4#bcb ,at the same time not to be forgotten1 in the narration of the extension of the means of education to the deaf of the country1 is the real debt to private action4 ,it was private initiative that often brought the schools into being1 and it was private solicitude that often won their final endorsement and adoption by the state4 ,in not a few places there were citizens found who were willing to give of their substance to forward the new work4#bcc ,for some of the schools money was not only subscribed1 but it came also from the proceeds of fairs and concerts1 and for a few also from lectures1 debates1 exhibits of pictures1 and similar affairs2 while exhibitions of the pupils themselves from the schools seldom failed to draw a generous offering4#bcd ,indeed1 many were glad of the opportunity to lend a hand1 and contributions were tendered not only by various individuals1 but also by different societies and organizations#bce--;churches probably among the latter proving the most ready givers1 with aid1 in addition1 at time from newspapers1 and now and then from a school or college4 ,in some cases funds were collected by citizens with which to purchase a site1 and sometimes the land required was given by the cities themselves4 ,indirect aid was extended as well of not a few kinds2 and in the early schools there was seldom great difficulty in securing reduced transportation on railroads and steamboats4#bcf ,however1 except in a few instances1 private assistance in the aggregate did not prove great3 as a rule in most schools it was limited1 usually sufficing only to tide them over their nascent stage1 and in large part ceasing upon their full establishment4 ,from then on the maintenance was assumed practically entirely as a public charge1 the legislatures of the several states undertaking themselves to provide for the schools4 ,in a few cases1 however1 there was public aid of another sort4 ,in several schools there were allowances for a longer or shorter period from municipal funds1 as in ,maryland1 ,pennsylvania and ,new ,york1 and from county1 as in ,north ,carolina and ,utah4#bcg ,but much the most important assistance of this character came from the national government2 and while only a few schools were favored by its action1 the benefactions to those were hardly less than munificent4 ,for the benefit of the ,connecticut and ,kentucky schools early in their careers ,congress granted great areas of the public domain2 and later1 on the admission of half a dozen or so states in the ,west into the ,union1 set apart extensive tracts for the schools to be established in them4#bch ,when the school for the deaf had been formally recognized by the state1 its first act of assistance as a rule was in the form of per capita allowances for the pupils1 with only occasionally a specific appropriation4 ,these allowances were in the beginning small1 but in time were gradually increased4 ,it was usually some years before the policy was adopted of making regular appropriations4 ,in a few cases1 as in ,indiana and ,illinois1 when it was decided to create a state institution1 the first proceedings were1 in lieu of a direct appropriation1 the levying of a small mill tax upon the assessed property of the state4 ,in ,new ,york benefit was allowed from the fines or licenses on lotteries1 and in ,ohio from the receipts of a tax on auctions in one of the counties of the state4 ,in a few cases the schools were even located where there appeared the greatest financial inducement1#bci as with the requirement that a certain number of acres of land should be donated for the school4#bdj ,for the organization of the new schools a small body of citizens was appointed1 often the original promoters of the undertaking1 to act as trustees1 and to them was confided its direction1 with the support and general oversight of the state back of them4#bda ,now and then the trustees of an existing educational or other institution were given charge as a temporary arrangement4#bdb ,in the material projection of the schools1 little was to be expected at the beginning4 ,with the meagre resources at their disposal1 the directors had small choice in what was to be provided4 ,in not a few cases the schools started out under conditions far from auspicious1 and in some the circumstances in connection with their origin were quite discouraging4#bdc ,the quarters secured for the schools were nearly always of unpretentious1 and sometimes of humble1 type4 ,many began in a single rented room1 and a few in a church building lent for the purpose4 ,it was only in the course of the years1 as the communities grew in population and wealth1 that the establishments for the deaf assumed appearances in keeping with their character4 ,the schools for the deaf were now in being1 and were ready for the reception of their pupils4 ,but what of these pupils1 and where were they8 ,were they found at the doors of the new institutions1 clamoring for admission8 ,the situation was hardly this4 ,in point of fact1 in nearly every case the schools were ahead of the pupils4 ,though in practically every community where a school was created1 there were a greater or less number of children in need of an education1 these children1 or rather their parents1 were slow in availing themselves of the privilege4 ,it was thus that the schools when established had to wait1 as it were1 for the coming of their pupils1 and indeed1 in not a few instances1 to go out after them4 ,on the opening of the schools1 none was found to have a large number of pupils1 and in most there were only a handful1 as three1 four or five4#bdd ,it was discovered that it was a far from easy task to get the children in4#bde ,the parents were in no small measure ignorant themselves1 and the real value of the school was not always readily understood4 ,besides1 in many sections the country was new1 the roads bad1 and the facilities for travel scant4 ,oftentimes in the course of the founding of the schools1 before any direct act was attempted1 a census was taken of the deaf of the state4 ,it was also frequently made the duty of certain local officers as county clerks1 assessors1 etc41 to register and report prospective pupils4 ,by many of the schools circulars were distributed to postmasters1 tax-collectors1 ministers1 school-teachers and others to enlist their help in reaching deaf children2#bdf and by certain of the schools the newspapers were even availed of to carry their advertisements4 ,sometimes special agents were sent out to scour the state and gather in pupils4 ,in many of the schools at the same time the terms of admission were carefully prescribed1#bdg and in some1 especially the older ones1 these terms were often published4 ,notices of vacancies were also in a few cases put in the newspapers1 while in one or two instances1 as in ,massachusetts1 it was provided that lots should be drawn when it was found that the number of applicants exceeded the number allowed4 ,in a large portion of the schools at first the pupils were individually committed1 or were appointed1 as it was called4#bdh ,it was usually some years before the greater part of such formalities ceased4 ,charges were also occasionally made at the beginning1#bdi later to be reduced and in time to be abolished4#bej ,in most of the schools in their first days the period of attendance allowed to the pupils was very short1 often being three or four years1 and sometimes only two4 ,usually1 however1 after a time one or two years were added to the number permitted1 which procedure was repeated after certain intervals1 and the length of residence was thus gradually increased4 ,in few of the schools1 moreover1 was an early age held essential2 and1 indeed1 in a considerable number pupils were not admitted at an early age1 the limit not infrequently being ten or twelve4#bea ,the upper limit was high as well1 and in some cases pupils might enter up to thirty4 ,these age limitations were also in turn lowered in the course of time4 ,thus eventually we find the ages of attendance as well as the general rules and regulations of admission conforming more and more to those of the regular schools4 ,the various schools that have been created for the deaf have been for the most part boarding institutions1 in which the pupils have lived during the school year4 ,but beginning in #ahfi1 and increasing rapidly since #ahij1 a system of day schools has been brought into being1 more on the order of the regular common schools1 and more distinctly an integral part of the state's educational economy4 ,such schools1 now over three score in number1 have been established in fourteen states1 and belong especially to large cities4 ,they may be regarded in many respects as denoting a new departure in the educational treatment of the deaf1 and as marking the latest development in the course of the instruction of the deaf in the country4 ,in addition1 there have been created a class of schools1 numbering some score at present1 which are of denominational or private character1 and are not affected by state control4 ,finally1 there has been established by the ,united ,states government a national college for the deaf of all the country--which may be called the crowning feature in the provision for the education of the deaf in ,america4 ,for the great number of the deaf--over five-sixths of the total--the institutional schools remain the one means of instruction4 ,they have been created in all but a few of the states1 and in those without them the children are sent to a school in a neighboring state4 ,in some of the more populous states two or more schools have been established4 ,these schools are as a rule supported entirely from the public treasury1 and are controlled by the legislatures1 the actual administration being delegated to boards of trustees or other bodies4 ,in half the states a regard of an enduring kind has been manifested for the schools in that provision for them has been included in the constitutions1 and these states are thus committed to their maintenance4 ,in the schools themselves not only is education presented in the usual sense1 but in practically all industrial training has also been provided to no mean extent1 and constitutes a prominent feature of the work4 ,we have now traced the origin and development of the schools for the deaf in the ,united ,states4 ,the present organization and arrangements are to be considered in the following chapters4 ,we have found that the duty of the education of the deaf has been recognized in all the states of the ,union2 that to-day everywhere in ,america provision has been made for the instruction of the deaf2 and that to all the deaf children of the land the doors of education are open wide4#beb ,,footnotes3 #afd ,there is1 however1 a case reported before this of a deaf person who had received instruction1 though hardly in ,america4 ,this was a woman who was blind as well as deaf1 and who lived at ,ipswich1 ,massachusetts1 in #afcg4 ,she had come from ,england2 but whether or not she had been taught before the coming on of her affliction1 we are left in ignorance4 ,all that we are sure of is that communication could be had with her4 ,see ,john ,winthrop1 ,history of ,new ,england1 ed4 #ahec1 i41 p4 #bha2 ,annals1 xlv41 #aijj1 p4 #ia4 #afe ,association ,review1 ii41 #aijj1 p4 #cd 7,historical ,notes concerning the ,teaching of ,speech to the ,deaf74 ,no little debt is owed to ,dr4 ,alexander ,graham ,bell for his researches into the early attempts at instruction in ,america4 #aff ,american ,historical ,review1 vi41 #aijj1 pp4 #fe1 #ha1 #hb1 #ie4 ,see also ,association ,review1 ii41 #aijj1 p4 #ebg4 #afg ,see ,a4 ,g4 ,bell1 ,a ,philanthropist of the ,last ,century ,identified as a ,boston ,man1 #aijj2 ,north ,american ,review1 civ41 #ahfg1 p4 #eab2 ,annals1 i41 #ahdh1 p4 #ahi2 ix41 #aheg1 p4 #afi2 xii41 #ahfj1 p4 #beh2 xiii41 #ahfa1 p4 #a2 ,association ,review1 ii41 #aijj1 pp4 #db1 #aai4 ,in some of these are given letters of ,green appearing in the ,new ,england ,palladium and ,columbian ,centinel1 of ,boston1 and the ,medical ,repository and ,review of ,american ,publications on ,medicine1 ,surgery and the ,auxiliary ,branches of ,science1 of ,new ,york4 ,green also published a translation of de l',epee's main work and extracts from his other writings4 ,a review of ,vox ,oculis ,subjecta appeared in the ,gentleman's ,magazine1 ,sept41 #aghc1 and in the ,boston ,magazine1 ,dec41 #aghd1 ,jan41 #aghe4 #afh ,report of ,new ,york ,institution1 #ahdc1 p4 #ag2 ,annals1 ix41 #aheg1 p4 #afh4 #afi ,at this time the ,united ,states and ,england were at war1 and ,braidwood's adventure received official notice in a permit from the ,commissary ,general of ,prisoners to the ,marshal of ,virginia4 #agj ,braidwood was in communication with the promoters of the schools now being organized in ,hartford and ,new ,york4 #aga ,on these schools1 see ,history of ,virginia ,school1 #ahic1 p4 #c2 ,report1 #ahec1 p4 #be2 ,report of ,new ,york ,institution1 #ahef1 p4 #ag2 ,annals1 ix41 #aheg1 p4 #agj2 xxi41 #ahgf1 p4 #acj2 ,association ,review1 ii41 #aijj1 pp4 #beg1 #che1 #dhi2 v41 #aijc1 p4 #djj4 ,in the last are given advertisements and notices concerning the school from the ,richmond ,enquirer1 the ,petersburg ,republican1 and ,niles' ,weekly ,register1 of ,baltimore4 #agb ,among those who had given the matter thought was ,dr4 ,william ,thornton of ,philadelphia1 who in #agic published ,cadmus3 a ,treatise on the ,elements of ,written ,language1 there being an appendix on ,a ,mode of ,teaching the ,deaf1 or ,surd1 and ,consequently ,dumb1 to ,speak4 ,transactions of ,american ,philosophical ,society1 iii41 p4 #bfb1 as cited in ,association ,review1 ii41 #aijj1 p4 #aac4 ,see also ibid41 v41 #aijc1 p4 #djf2 ,annals1 i41 #ahdh1 p4 #aij4 ,he was the first writer in ,america upon the education of the deaf4 #agc ,by some at this time there were not believed to be a sufficient number of the deaf to justify a school1 and it was due to this mainly that the investigation was made4 #agd ,funds to the amount of #b1bgh were subscribed before the departure of ,gallaudet4 ,association ,review1 iii41 #aija1 p4 #cbi4 #age ,it is said that ,stephen ,girard declined to contribute because ,philadelphia was not chosen as the site of the school4 ,tribute to ,gallaudet1 p4 #aad4 #agf ,ibid41 p4 #aee4 #agg ,this grant seems to have been used later for the benefit of ,connecticut pupils4 #agh ,this1 however1 was not the first appropriation to a benevolent institution4 ,the colony of ,pennsylvania in #agea had voted an appropriation for certain of its insane in a hospital to be opened the following year1 while ,new ,york in #ahjf granted #ae1jjj for the care of its insane in a hospital4 ,virginia established its insane asylum at ,williamsburg in #aggc4 #agi ,see ,laws of ,maine1 #ahbi1 p4 #bd4 #ahj ,annals1 iv41 #ahea1 p4 #fc2 ,national ,magazine1 ix41 #ahef1 p4 #dhi4 #aha ,tribute to ,gallaudet1 p4 #acf4 ,this was also expressed in the ,missionary ,herald1 ,sept41 #ahbf1 quoted in ,american ,journal of ,education1 i41 #ahbf1 p4 #fca4 ,at the same time caution was advised as to the result1 as the benefit was to depend upon the sale of the land4 #ahb ,report of ,american ,school1 #ahbe1 p4 #e2 #ahcf1 p4 #bb4 #ahc ,in #ahba steps were taken to establish a school in ,south ,carolina4 ,a census of the deaf children in the state was made1 #bi being found4 ,the school here1 however1 was not started till some years later4 ,see ,report of ,south ,carolina ,school1 #aijd1 p4 #g4 ,in neither the case of this state nor that of ,georgia was the number of pupils annually sent to ,hartford large1 ranging from #b to #h in each4 ,see ,report of ,american ,school1 #ahce1 p4 #i2 ,georgia ,school1 #ahgd1 p4 #aa2 ,american ,annals of ,education1 v41 #ahce1 p4 #ic4 ,a joint school for the south-eastern states was also contemplated at this time4 #ahd ,there were several pupils here supported by the ,united ,states government1 who were the children of deceased veterans1 the first coming from ,maryland in #ahai4 ,history of ,maryland ,school1 #ahic1 p4 #aa4 #ahe ,gallaudet remained at the head of the ,american ,asylum1 as it was then called1 till #ahbh1 when he resigned4 ,he was engaged thereafter in various philanthropic activities1 and was invited to lead in the work for the education of the blind1 towards which attention was now being directed4 ,notwithstanding the impairment of his health1 his different labors were continued1 not the least of which was his office as chaplain of the ,connecticut ,asylum for the ,insane4 ,to ,thomas ,hopkins ,gallaudet ,america owes a rare debt4 ,without him the work for the deaf would have been taken up eventually by other hands1 but he brought to his task a disregard for obstacles1 a splendid idealism1 a fine conception of duty1 a complete forgetfulness of self1 a singular beauty of character1 and a great human love that could have existed in but few other men4 #ahf ,there were #ff found in a very short time4 #ahg ,volumes iii4 and iv4 of the ,association ,review 7#aija and #aijb7 contain most interesting accounts of these first schools1 with extracts from early reports1 letters of ,dr4 ,cogswell1 ,gallaudet and others2 extracts from the ,hartford ,courant and the ,connecticut ,mirror1 both urging the importance of the school established at ,hartford and the need of contributions1 and the latter 7in the issue of ,march #bd1 #ahag7 giving the conditions and terms of admission2 also extracts from other papers1 as the ,albany ,daily ,advertiser1 the ,new ,york ,commercial ,advertiser1 the ,general ,aurora ,advertiser1 ,poulson's ,american ,daily ,advocate1 the ,christian ,observer1 the ,freeman's ,journal and ,columbian ,chronicle1 of ,philadelphia1 and ,niles' ,weekly ,register1 of ,baltimore4 ,see also ,e4 ,m4 ,gallaudet1 ,life of ,thomas ,hopkins ,gallaudet4 #ahh ,pub4 ,stat41 ch4 #bd4 #ahi ,pupils were in time received here from all the ,southern states4 ,history1 #ahic1 p4 #e4 #aij ,this was to be called ,the ,western ,asylum for the ,education of the ,deaf and ,dumb4 ,an association was formed1 and the legislature was asked to incorporate the school4 ,in #ahbb a census was taken for all the state except two counties1 when #dbh deaf persons were found4 ,the school was not established on the ground that it was too far removed from the center of the state4 ,see ,annals1 v41 #ahec1 p4 #bba2 xxv41 #ahhj1 p4 #cj2 ,report of ,ohio ,school1 #ahgf1 p4 #cj4 #aia ,a school under ,roman ,catholic auspices was established near ,st4 ,louis in #ahcg4 #aib ,report of ,indiana ,school1 #ahea1 p4 #bf4 ,see also ,annals1 vi41 #ahed1 p4 #aej4 ,this honor is also to be shared in by the state of ,ohio4 ,in #ahdd1 or four years before the action of ,indiana1 the laws prohibiting the trustees from receiving more than a certain number of indigent pupils in one year at the expense of the state were repealed1 and the trustees were authorized to admit suitable pupils1 as they might deem necessary and proper4 ,this probably had the effect of allowing all pupils free attendance1 though it remained with the trustees to decide4 ,the formal removal of limitations respecting indigent pupils did not take place till #ahed4 #aic ,a society was formed for the purpose1 a charter secured from the legislature1 and ,congress petitioned for land4 ,annals1 xiii41 #ahfh1 p4 #bcc4 #aid ,history1 #ahic1 p4 #i4 #aie ,in ,maryland1 for instance1 we find an early appropriation for those teachable4 ,the ,american ,journal of ,education tells of the wonder on the part of the legislators of ,massachusetts when a class of deaf-mutes was exhibited in their presence1 iv41 #ahbi1 p4 #gh4 #aif ,p4 #e4 #aig ,see ,sketch of ,origin and ,progress of the ,institution for the ,deaf and ,dumb in ,pennsylvania1 #ahba4 #aih ,report1 #ahfg1 p4 #ab4 #aii ,see ,annals1 iii41 #ahea1 p4 #abc1 quoting from the ,boston ,congregationalist4 #bjj ,history1 #ahic1 p4 #c4 #bja ,see ,report of ,american ,school1 #ahbc1 p4 #e2 #ahbd1 p4 #aj2 #ahdj1 pp4 #e1 #bd2 ,new ,york ,institution1 #ahbi1 p4 #ag2 ,pennsylvania ,institution1 #ahci1 p4 #f2 ,illinois ,school1 #ahef1 p4 #aj2 ,report of ,select ,committee to ,visit ,pennsylvania ,institution1 #ahch1 p4 #c4 #bjb ,it is interesting to note that of the first four institutions incorporated in ,new ,york1 the purposes are thus respectively given3 to afford the necessary means of instruction to the deaf and dumb1 and also provide for the support and maintenance of those whose parents are unable2 to aid and instruct the deaf and dumb2 to instruct and support2 and to receive1 care for1 support and educate4 #bjc ,history1 #ahic1 p4 #d4 ,see also ,annals1 vi41 #ahec1 p4 #bcd4 #bjd ,account of ,origin and ,progress of the ,pennsylvania ,institution1 #ahba1 pp4 #d1 #g4 ,see also ,sketch of ,origin and ,progress1 etc41 #ahba1 p4 #d2 ,report of ,pennsylvania ,institution1 #ahge1 p4 #bb4 #bje ,by ,silvanus ,miller1 #ahai1 p4 #ae4 #bjf #ahai1 p4 #ca 7reprint of #ahid74 #bjg #ahci1 p4 #e4 #bjh #ahfb1 p4 #e4 #bji #ahec1 p4 #bj4 #baj #ahdh1 p4 #c4 #baa i41 #ahce1 p4 #acf4 #bab ,jan41 #ah1 #ahag4 ,quoted in ,association ,review1 iii41 #aija1 p4 #dcd4 #bac ,address at ,proceedings of ,laying of ,corner ,stone1 #ahdh1 p4 #ac4 #bad ,march #a1 #ahbg4 ,quoted in ,report of ,new ,york ,institution1 #ahbg1 p4 #ai4 #bae ,by ,lewis ,weld1 #ahbh1 p4 #c4 #baf ,report of ,select ,committee of #ahth ,congress1 #ast sess41 upon a ,memorial to ,give ,land1 etc41 #ahbd1 p4 #ab4 #bag ,quoted in ,american ,journal of ,education1 i41 #ahbf1 p4 #dcb4 #bah #ahbg1 p4 #aj4 #bai #ahcd1 p4 #e4 #bbj ,address of ,silvanus ,miller1 loc4 cit4 #bba #ahfc1 p4 #ag4 #bbb ,quoted in ,history1 #ahic1 p4 #f4 ,for other accounts of the condition of the deaf without education and the blessings to be obtained from it1 see ,report of ,kentucky ,school1 #ahbd1 p4 #aj2 ,ohio ,school1 #ahdb1 p4 #ac2 ,kansas ,school1 #ahgj1 p4 #ab2 ,history of ,mississippi ,school1 #ahic1 p4 #c2 ,southwestern ,school ,journal 7,tennessee71 i41 #ahdh1 p4 #di2 ,j4 ,h4 ,tyler1 ,duty and ,advantages of the ,education of the ,deaf1 etc41 #ahdc2 ,sermon by ,john ,summerfield1 in behalf of the ,new ,york ,institution1 #ahbb2 ,discourse of ,samuel ,l4 ,mitchell1 ,pronounced at ,request of ,society for ,instruction of the ,deaf and ,dumb1 ,new ,york1 #ahah2 ,addresses of ,joseph ,h4 ,lane and ,ebenezer ,demorest1 before ,legislature of ,indiana1 #ahea4 #bbc ,harvey ,prindle ,peet1 at first ,convention of ,american ,instructors1 #ahej1 p4 #ada4 ,see also ,annals1 iii41 #ahej1 p4 #afj4 #bbd xxxviii41 p4 #ceg4 #bbe ,when the accounts of brave endeavor1 and the rolls of those inflamed for human service1 are finally made up1 high indeed will stand the names of ,thomas ,hopkins ,gallaudet1 ,lewis ,weld1 ,john ,a4 ,jacobs1 ,abraham ,b4 ,hutton1 ,harvey ,p4 ,peet1 ,collins ,stone1 ,horatio ,n4 ,hubbell1 ,thomas ,mc,intyre1 ,luzerne ,rae1 ,barabas ,m4 ,fay1 ,david ,e4 ,bartlett1 ,william ,w4 ,turner1 ,newton ,p4 ,walker1 ,jacob ,van ,nostrand1 ,william ,d4 ,kerr1 and others both of those who worked with them and who followed in their steps4 #bbf ,where the institutions were under regularly chartered societies1 these dues were usually fixed at #e1 with life membership at #ej1 though the size of the fees varied in the different schools4 ,in the ,american ,school the office of vice-president was created for those paying #bjj4 ,in some of these schools the fees proved of considerable assistance4 #bbg ,the course of provision may be illustrated in the case of the ,ohio ,school4 ,in #ahbi1 at the beginning1 an indigent pupil was to be admitted from each of the nine judicial districts of the state1 to be selected by the board of trustees from persons recommended by the associate judges of the counties where they reside4 ,in #ahcj the number was increased to eighteen1 in #ahcb to twenty-seven1 in #ahcd to forty-eight1 and in #ahce to sixty4 ,in #ahdd all suitable applicants were to be received1 and in #ahed all limitations as to financial ability were removed4 #bbh ,in many instances the school for the deaf was the first benevolent or humane institution created by the state4 #bbi ,in several instances a deaf man himself came to a community and organized a school4 #bcj ,mr4 ,e4 ,s4 ,tillinghast1 of the ,oregon ,school1 in a letter to the writer4 ,see also ,report of ,oregon ,school1 #ahhj1 p4 #d4 #bca ,on efforts to secure schools1 see ,southern ,literary ,messenger1 i41 #ahce1 pp4 #acd1 #bja4 #bcb ,it is to be noted that some of the older schools did not look with favor upon the rapid increase in the number of the schools4 ,the creation of many new ones was sometimes advised against1 it being declared that the existing ones could answer for all the country1 and that pupils would gain by attending them4 ,see ,report of ,pennsylvania ,institution1 #ahcj1 appendix1 p4 #ad2 ,american ,school1 #ahbd1 p4 #f2 #ahbf1 p4 #d4 #bcc ,in some cases pathetic appeals were made for money4 ,see ,address before ,new ,york ,forum in behalf of ,new ,york ,institution1 #ahai2 ,discourse pronounced at ,request of ,society for the ,instruction of the ,deaf and ,dumb1 appendix 7address to the public71 #ahah2 ,circular of ,president and ,directors of ,new ,york ,institution1 #ahah2 ,addresses to ,contributors to the ,pennsylvania ,asylum1 #ahba2 ,report of ,pennsylvania ,institution1 #ahbf1 appendix1 p4 #ai4 #bcd ,in ,new ,york exhibits of pupils were given in a score of cities and towns1 in a third of which there were repetitions4 ,annals1 xviii41 #ahgc1 p4 #hj4 ,in ,illinois there were more than two score exhibits given1 witnessed by some #ej1jjj persons4 ,report of ,illinois ,school1 #ahfh1 p4 #cf4 #bce ,in connection with the ,new ,york ,institution there was a society called the ,new ,york ,female ,association1 to aid in giving support and instruction to the indigent deaf and dumb1 which lasted from #ahbe to #ahce4 ,it raised in one year #abjj for unsuccessful applicants4 ,see ,address and ,constitution1 #ahcj2 ,report of ,new ,york ,institution1 #ahbf1 p4 #f4 #bcf ,see ,report of ,mississippi ,school1 #ahgb1 p4 #ag2 ,annals1 ix41 #aheg1 p4 #agh4 #bcg ,in a few instances1 as in ,north ,carolina1 the counties were authorized to raise funds by a special tax4 #bch ,aid was besought of the national government by a number of schools4 ,in #ahbf ,congress was asked for the endowment of the institutions then in being which had not already been assisted4 ,see ,address of ,lewis ,weld in the ,capitol in ,washington1 #ahbh1 p4 #h4 ,in #ahcc the ,senate passed bills granting land to the schools in ,new ,york1 ,pennsylvania and ,ohio1 but these failed to be acted upon in the ,house4 ,proceedings of ,laying of ,corner ,stone of ,ohio ,institution1 #ahfd2 ,report of ,ohio ,school1 #ahfi1 p4 #eb4 ,later there were applications from individual schools1 most seeking grants of land4 ,requests came from ,vermont1 ,new ,york1 ,new ,jersey1 ,pennsylvania1 ,north ,carolina1 ,georgia1 ,ohio1 ,michigan1 ,wisconsin1 and ,nebraska4 ,a township was usually desired1 though ,vermont asked for #aj1jjj acres for the benefit of a hospital for the insane and for the education of the deaf and blind4 ,see ,laws of ,vermont1 #ahea1 no4 #ha2 ,new ,jersey1 #ahbc1 p4 #abd2 ,report of ,new ,york ,institution1 #ahdf1 p4 #ad2 ,michigan ,school1 #aheh1 p4 #df2 ,history of ,wisconsin ,school1 #ahic1 p4 #f2 ,proceedings of ,convention of ,american ,instructors1 i41 #ahej1 p4 #aga4 #bci ,in ,indiana several cities made efforts to secure the school4 ,in ,bloomington #d1jjj was raised1 and an offer extended of a special local tax levy of one cent on #ajj of property for its benefit4 ,annals1 vi41 #ahed1 p4 #aej4 #bdj ,thus in ,kansas the school was established on condition that #bj acres be granted for a site1 and #aej for its benefit2 in ,minnesota that #dj acres be provided2 and in ,colorado that #e be provided4 ,in ,indiana the school was first only provisionally located by the statute4 #bda ,in one or two instances contract schools were provided for1 the managers receiving a certain amount from the state and reserving the balance left after the payment of expenses as their compensation4 ,this plan1 however1 did not continue long1 and was generally condemned4 ,see ,annals1 iii41 #ahea1 p4 #cd4 #bdb ,in ,kentucky the school was placed under the trustees of ,centre ,college at ,danville1 and so remained for fifty years4 #bdc ,the schools in ,indiana and ,tennessee were compelled for financial reasons to close for six months1 and that in ,oregon for eight months1 shortly after they had been opened4 ,report of ,tennessee ,school1 #ahdg1 p4 #i2 ,history of ,oregon ,school1 #ahic1 p4 #d2 ,annals1 x41 #aheh1 p4 #ajf4 ,to add to the difficulties in some instances1 was the belief that not enough deaf children could be assembled for a school4 #bdd ,the number in the beginning at the ,kentucky and ,texas schools was #c1 at the ,new ,york and ,illinois #d1 at the ,indiana and ,tennessee #f1 at the ,hartford #g1 and at the ,ohio and ,missouri #a4 #bde ,on the difficulty in getting the pupils in1 see ,report of ,iowa ,school1 #ahfe1 p4 #ab2 #ahfh1 p4 #h2 ,arkansas ,school1 #ahgb1 p4 #ae2 ,indiana ,school1 #ahgg1 p4 #ae2 ,kentucky ,school1 #ahdf1 p4 #a2 ,west ,virginia ,school1 #ahgi1 p4 #aj2 ,illinois ,school1 #ahed1 p4 #aa2 ,wisconsin ,school1 #ahei1 p4 #ae2 ,annals1 iv41 #aheb1 p4 #bda4 #bdf ,see ,report of ,michigan ,school1 #ahgd1 p4 #dc4 #bdg ,in many of the schools there was1 and still is1 a formal requirement of good character4 #bdh ,in some of the states the pupils were long known as beneficiaries4 ,the power of appointment was not infrequently vested in the governor of the state4 #bdi ,in ,tennessee a charge was at first made for board1 with the result that no pupil appeared2 and after a month or two this was removed4 ,report of ,tennessee ,school1 #ahde1 p4 #ad2 ,annals1 ix41 #aheg1 p4 #aah4 ,see also ,proceedings of ,convention of ,american ,instructors1 iii41 #ahec1 p4 #afi4 ,as to the desirability of free transportation1 see ,report of ,ohio ,school1 #ahdc1 p4 #aa4 #bej ,at the ,american ,school a charge of #bjj was laid for each pupil at first4 ,this was reduced after a time to #aej1 then to #aae1 then to #ajj1 and finally removed altogether4 #bea ,in ,massachusetts the law for a number of years allowed no applications under fourteen1 while in ,georgia the age limits for pupils sent to ,connecticut were from ten to forty4 ,at the first ,convention of ,american ,instructors1 it was agreed that it was not expedient to receive pupils under ten1 while twelve was considered more suitable4 ,proceedings1 i41 #ahej1 p4 #bbc4 ,on the ages of admission and attendance1 see ,annals1 v41 #aheb1 p4 #ada2 xviii41 #ahgc1 p4 #agf2 ,report of ,american ,school1 #ahcc1 p4 #bc2 ,iowa ,school1 #ahfe1 p4 #aa2 ,indiana ,school1 #ahga1 p4 #ai2 ,missouri ,school1 #ahef1 p4 #ad2 ,proceedings of ,conference of ,principals1 i41 #ahfh1 p4 #dc2 ,documents of ,senate of ,new ,york1 #ahch1 no4 #be 7,report of ,secretary of ,state on ,relation to ,deaf and ,dumb74 #beb ,how well ,america has performed its duty towards the deaf has been generally recognized in other countries4 ,in the ,encyclopedia ,britannica 7eleventh edition7 the deaf of ,america are referred to as the best educated deaf in the world4 ,a ,german opinion is that ,america has given special attention to the care and education of deaf-mutes4 ,american ,journal of ,sociology1 vii41 #aijb1 p4 #ecb4 ,see also ,g4 ,ferreri1 ,american ,institutions for the ,education of the ,deaf1 #aijh2 ,education of ,deaf ,children1 ,evidence of ,e4 ,m4 ,gallaudet and ,a4 ,g4 ,bell1 ,presented to ,royal ,commission of the ,united ,kingdom on ,condition of the ,blind1 the ,deaf and ,dumb1 etc41 #ahib2 ,e4 ,m4 ,gallaudet1 ,report on ,deaf-,mute ,institutions in the ,american ,commission at the ,vienna ,international ,exhibit1 #ahgc1 ,report of ,united ,states ,commissioners1 #ahgf1 ii42 ,j4 ,c4 ,gordon1 ,notes and ,observations upon the ,education of ,deaf ,children1 #ahib2 ,e4 ,e4 ,allen1 ,education of ,defectives in ,education in the ,united ,states1 #aijj2 ,e4 ,g4 ,dexter1 ,history of ,education in the ,united ,states1 #aijf1 p4 #dgj2 ,g4 ,g4 ,smith1 ,social ,pathology1 #aiaa1 p4 #bde2 ,cyclopedia of ,education1 #aiaa1 p4 #beg2 ,education1 xviii41 #ahih1 p4 #dag2 ,w4 ,h4 ,addison1 ,report of a ,visit to ,some of the ,american ,schools for the ,deaf 7the ,mosely ,commission71 #aijg2 ,association ,review1 ii41 #aijj1 pp4 #gj1 #aei1 #bgc2 xi41 #aiji1 p4 #die2 ,annals1 xliv41 #ahii1 pp4 #agg1 #cdb1 #dci2 xlv41 #aijj1 pp4 #af1 #abf1 #bje1 #big4 ,,chapter ,x ,,organization ,,of ,,the ,,institutions ,,and ,,general ,,provisions ,,arrangements ,,in ,,the ,,different ,,states ,provision for the education of the deaf is made by the different states as a general rule in local institutions4 ,in only four states are deaf children sent at public expense to a school outside for their instruction3 ,delaware1 ,new ,hampshire1 ,nevada1 and ,wyoming4 ,in these1 owing to their comparatively small populations1 it has been considered more economical and satisfactory to contract with the school in an adjoining state4 ,in each of the other states there is at least one institution1 or sixty-five in all4 ,in ,connecticut and the ,district of ,columbia#bec there are two1 in ,massachusetts three1 in ,pennsylvania four1 and in ,new ,york eight4 ,in some of these the schools are distributed over the state the better to reach all the pupils4 ,in the ,southern states there are usually separate departments in the regular institutions for children of the colored race1#bed but in some there are special arrangements4 ,in ,virginia there is one school for the white deaf and blind1 and another for the colored4 ,in ,north ,carolina there is a school for the white deaf1 and another for the blind with a department for the colored deaf and blind4 ,in ,alabama1 ,maryland1 ,oklahoma1 and ,texas each there is a school for the white deaf and another for the colored deaf and blind4#bee ,in nearly all the states these schools are strictly public institutions1 owned by the state and supported wholly by taxation1 and are under the direct control and supervision of the legislature4 ,in a few of the ,eastern states the institutions are in private hands and operated under their immediate direction1 and in some cases supported in part by endowment funds1 but at the same time receiving appropriations from the state1 and subject to its authority and general oversight4 ,they are thus semi-public or quasi-public institutions1 and will need a brief separate treatment1 as will also the dual schools1 where the deaf and blind are educated together4 ,,semi-,,public ,,institutions ,the semi-public institutions are seventeen in number1 and are found in six states3 ,connecticut1 ,maryland1#bef ,massachusetts1 ,new ,york1 ,pennsylvania1#beg and ,vermont4 ,institutions in these states have remained private corporations from the time they were established1 some of them being1 as we have seen1 the first schools that were created for the deaf4 ,a certain number were especially favored by private munificence at their beginning1 and continued to be supported by private funds till the state came to their aid and undertook to assist by regular appropriations4 ,other schools have been similarly organized1 but have always depended largely on the appropriations from the state4 ,all of them are in the hands of societies1#beh organized and chartered as corporations under the laws of the state4 ,in some cases membership is open to those interested on the payment of the regular dues or fees4#bei ,these institutions1 while corporate bodies1 are under the authority and supervision of the state4 ,their relation to the state and the conditions under which they exist may be understood from their position in ,new ,york4 ,here the institutions were chartered by the state as benevolent societies1 the buildings and grounds being presented1 or the money for them collected1 by the trustees1 and the property reverting to the state if alienated to another use4#bfj ,these schools are all subsidized from the state treasury in per capita allowances for the pupils received2#bfa and to some1 especially the newer ones1 there are general appropriations from time to time for buildings and the like4 ,the regular grants1 however1 are often not sufficient for the cost of maintenance1 which means that the institutions are instructing the children of the state1 and maintaining them1 at a cost to which the state contributes only a part4 ,such balances are covered from the endowment funds and private donations1 but it would seem that the state gets a good bargain from the transaction4#bfb ,on the other hand1 it is to be remembered in connection with these schools that in the matter of the education of certain of the children of the state this duty is turned over to a private society4 ,an anomalous situation1 it would seem1 is thus created1 the state abdicating one of its most important functions as now conceived4 ,the question1 however1 is not of great practical moment1 and the matter may be likened to the general policy of the state when it contracts out for any of its work to be done4 ,if economy and efficiency are secured1 it is felt that there can be little ground for objection4 ,a more important question arises in the matter of the granting of public money to a private institution4 ,the matter of such state subsidies has already received considerable discussion1#bfc and may receive even more attention in the future4 ,notwithstanding1 these private institutions for the deaf were largely organized before the present attitude in the matter3 they have in some cases really anticipated the duty of the state1 and in a general consideration of the subject would probably be the last to be condemned4 ,,dual ,,schools ,dual schools1 that is1 schools in which there are departments both for the deaf and the blind1 are found in ten states3 ,california1 ,colorado1 ,florida1 ,idaho1 ,montana1 ,south ,carolina1 ,utah1 ,vermont1 ,virginia1 and ,west ,virginia4#bfd ,in a number of other states the deaf and the blind were for a certain period educated together1 either the two classes being provided for jointly from the first or a department for the blind being later created2 but in time in these the two classes have been separated1 and distinct schools for the blind set up4#bfe ,as a general thing1 this arrangement of having the deaf and the blind together in one school has been regarded as unfortunate1 and educators of both classes have protested against it4 ,the question has thus been stated3 ,the deaf and the blind have nothing in common in the matter of education1 and the bringing of the two classes together is a prolific source of friction and compromise4#bff ,the blind1 it seems1 are the worst sufferers1 as they are in a minority1 are often considered only a department or class in an institution designed primarily for the deaf1 and consequently receive less attention than they should4#bfg ,however1 this arrangement has not been adopted as a deliberate policy on the part of the state3 rather1 it was begun when the school was young1 pupils of both classes few1 and one plant was thought adequate2 and was allowed to continue as a makeshift till separate schools could be created4 ,as the states have grown in population and resources1 most have seen the wisdom of severing the blind from the deaf2 and even in the states where the dual school is retained it is probably only a question of time till provision will be made for the separate education of the two classes1 and eventually there will be independent schools for each in all the states4 ,,provision ,,for ,,the ,,deaf-,,blind ,in #ahbd at the school for the deaf at ,hartford1 ,connecticut1 the first deaf-blind pupil in ,america began to receive instruction4 ,to-day the names of certain illustrious deaf-blind persons are known over the civilized world4#bfh ,such children are provided for at present more often in schools for the deaf than in schools for the blind1 only one or two schools for the latter class instructing them4 ,the deaf-blind1 however1 do not form a large class1 and only in a small number of schools are they to be found4#bfi ,in certain cases where the school is only for the deaf1 special permission with a special appropriation has to be obtained1 but there has been little difficulty met here from the legislatures4 ,to certain of the deaf-blind individual benefactions have been made1 as legacies1 donations and subscriptions1 sometimes given to the institutions to hold in trust2 and in some cases these funds are for life4 ,,provision ,,for ,,the ,,feeble-,,minded ,,deaf ,in many of the schools for the deaf a problem has arisen in connection with a number of feeble-minded children more or less defective in speech or hearing who have sought to gain admittance4 ,educators of the deaf have been called upon to give considerable attention to this class1 and it has been a serious question what to do with them4#bgj ,many of those who have applied at the institutions have been denied4 ,some have been allowed to enter1 and their presence in the schools has constituted a difficult problem4#bga ,it is felt by those concerned in the education of the deaf that they are out of place here1 and that they should be removed to a regular institution for the feeble-minded1 or should otherwise be specially provided for4#bgb ,,government ,,of ,,the ,,different ,,institutions ,the government of schools for the deaf is practically the same in the different states4 ,they are1 for the most part1 in the hands of boards of trustees1 boards of directors1 boards of managers1 or boards of visitors1 as they are variously termed4 ,the semi-public institutions1 as we have seen1 were started as private concerns under private boards of directors4 ,these boards still exist1 and control the affairs of the institutions1 having full powers but subject to such regulation as the state may direct4 ,such boards are usually self-perpetuating bodies1 though in some cases the governor has been allowed to name a part4 ,in the ,american ,school the governors and secretaries of state of the ,new ,england states are ex-officio directors4 ,in the case of some schools1 as the ,pennsylvania ,institution1 where membership is open to any one on the payment of the dues1 the governing board is elected by the members of the society or corporation4#bgc ,in all these boards the members serve without compensation4 ,their size varies considerably1 but they are usually large1 having in some cases over twenty members4#bgd ,where the school is strictly a state institution1 the board is usually appointed by the governor1 sometimes with the approval of the state senate4#bge ,in a few cases the boards are elected by the legislature1 as in ,georgia and ,tennessee4 ,in ,montana appointment is made by the state board of education4 ,in several of the states the governor or some other public officer1 most often the superintendent of public instruction1 is a member ex-officio4#bgf ,these boards also as a rule serve without compensation1 and are paid only for expenses actually incurred4#bgg ,their size is smaller than that of the corporate boards1 usually consisting of from three to seven members1 though in a few cases they may go beyond the latter figure4 ,they are appointed to serve two1 three1 four or five years1 and in a few cases even longer4 ,in states where the members are elected by the legislature1 the term is usually indefinite2 and in one or two states1 as in ,alabama1 the board is self-perpetuating4#bgh ,in eight states the institutions are under special boards of their own1 without supervision or regulation from other bodies3 ,alabama1 ,district of ,columbia1 ,georgia1 ,mississippi1 ,new ,mexico1 ,south ,carolina1 ,texas1 and ,utah4 ,in eighteen states the schools are under special boards of trustees1 while the state board of charities--or whatever the official title--may visit1 inspect1 supervise1 advise1 or may otherwise be connected with them3 ,california1 ,connecticut1 ,idaho1 ,indiana1 ,louisiana1 ,maine1 ,maryland1 ,michigan1 ,minnesota1 ,missouri1 ,montana1 ,new ,york1 ,north ,carolina1 ,oklahoma1 ,pennsylvania1 ,tennessee1 ,virginia1 and ,west ,virginia4 ,it may be noted that such central boards--including the state boards of control--are found in thirty-nine states1 and in all but five have some connection with the schools4#bgi ,in eleven states the schools are directly under the state boards of control1 central boards or bodies with similar powers1 no special or local board intervening3 ,arkansas1 ,florida1 ,illinois1 ,iowa1 ,nebraska1 ,north ,dakota1 ,ohio1 ,oregon1 ,south ,dakota1 ,washington1 and ,wisconsin4#bhj ,in some of the states1 on the other hand1 the schools are related to the state department of education4 ,in four states they are under boards of trustees1 with supervision only by this department3 ,colorado1 ,kentucky1 ,massachusetts1 and ,rhode ,island4 ,in ,idaho and ,new ,jersey the schools are directly under the department1#bha though in the former there is also connection with another state board4 ,in ,montana the board of trustees is appointed by the department4 ,in ,indiana and ,oklahoma the schools have boards of trustees and are under the department of education1 but with inspection also by the department of charities4 ,in ,new ,york and ,north ,carolina there is supervision both by the department of education and of charities4 ,in several states the board of trustees includes the state superintendent of public instruction as a member ex-officio1 as in ,alabama1 ,louisiana1 ,minnesota1 ,south ,carolina1 ,tennessee1 and ,virginia4 ,in ,kansas the school is under the state board of administration for educational institutions1 including the university1 normal school and agricultural college1 and in ,florida the school is under the board of control of state educational institutions1 while in ,arizona the school is a department of the state university4#bhb ,,procedure ,,in ,,states ,,without ,,institutions ,in states where pupils are sent to schools outside the state1 appointments and commitments are usually made in the ,east by the respective governors1 and in the ,west by the boards of education or of charities4 ,in ,delaware the governor appoints pupils to outside schools1 the state supreme court having first recommended4 ,in ,new ,hampshire the governor recommends1 while the children are placed by the board of control4#bhc ,in ,wyoming the education of deaf children is directed by the board of charities and reforms1 and in ,nevada by the state department of education4#bhd ,,footnotes3 #bec ,the two institutions here are the ,kendall ,school and ,gallaudet ,college1 though both really form what is known as the ,columbia ,institution4 #bed ,in ,louisiana full action has not been taken as yet for the creation of a special school for the colored deaf1 though this may be expected soon4 ,see ,message of ,governor1 #aijh1 p4 #gh4 ,in regard to the value of the schools for the colored1 the opinion of the heads of the schools in the ,southern states has been ascertained by the ,board of ,charities of ,louisiana4 ,the wisdom of the policy was agreed in by all1 and the schools were reported as doing well1 as were their graduates4 ,by one superintendent it was stated that ignorance is costly to the state in more ways than one4 ,report1 #aijg1 p4 #dc4 #bee ,in the ,district of ,columbia and ,west ,virginia colored children are sent to ,maryland for education4 #bef ,the ,maryland ,school approaches more nearly a state institution1 though it is under a self-perpetuating body of trustees4 #beg ,two schools in ,pennsylvania are entirely state institutions1 the ,home for the ,training in ,speech and the ,pennsylvania ,oral ,school4 #beh ,in a few institutions there are aid or auxiliary societies composed of ladies1 usually about fifteen in number1 as in the ,new ,york ,institution1 the ,new ,york ,institution for ,improved ,instruction1 and the ,pennsylvania ,institution4 #bei ,these fees and dues1 as we have seen1 are of varying size4 ,annual membership dues are often #e1 and sometimes as high as #be4 ,life membership fees range from #be to #ajj1 with corresponding fees for patrons1 vice-presidents and others4 ,the highest fee is that of life donor in the ,new ,york ,institution for ,improved ,instruction1 being #a1jjj4 #bfj ,dr4 ,i4 ,l4 ,peet1 ,proceedings of ,national ,conference of ,charities and ,corrections1 #ahhc1 p4 #dae4 #bfa ,the annual appropriations are from #bfe to #cfj for each pupil1 but not often over #cjj or #cbe4 #bfb ,in the case of the ,pennsylvania ,institution we are advised that the per capita appropriation is #cb less than the actual cost4 ,see also ,report1 #aijj1 p4 #i2 #aija1 p4 #aj2 #aijh1 p4 #aj4 ,in the case of the ,clarke ,school1 the trustees declare that the state has never paid the school for each pupil the average annual cost of instruction and maintenance1 and the legislature is repeatedly asked to increase its appropriations4 ,see ,report1 #aijd1 p4 #h2 #aiaa1 p4 #i2 #aiab1 p4 #h4 ,of the ,american ,school we are told that the state appropriation has never been enough to meet the actual cost4 ,report1 #aiji1 p4 #i4 ,in the case of the ,new ,york ,institution we are advised that the cost per pupil from #aijc to #aiac has ranged from #cch to #dae1 while the state appropriation has never exceeded #cbe2 and that from #ahic to #aiac #ceg1egi has been expended for educational purposes1 and #ejj1jjj for buildings and equipment1 from the school's own funds4 #bfc ,on this subject1 see ,american ,journal of ,sociology1 vii41 #aija1 p4 #cei2 ,report of ,superintendent of ,charities of ,district of ,columbia1 #ahia1 p4 #aa2 ,proceedings of ,national ,conference of ,charities and ,corrections1 #aiaa1 p4 #bg4 #bfd ,as we have noted1 ,alabama1 ,maryland1 ,north ,carolina1 ,oklahoma1 ,texas1 and ,virginia have similar arrangements for their colored deaf and blind4 #bfe ,in ,new ,mexico1 however1 where there are schools for both classes1 the governor has advised their consolidation1 as one institution could administer to the needs of both4 ,message1 #aijg1 p4 #ba4 #bff ,report of ,colorado ,school1 #aijh1 p4 #bj4 ,see also ,report of ,board of ,charities of ,west ,virginia1 #aiaj1 p4 #bji4 #bfg ,the educators of the blind have particularly arraigned this plan4 ,at one of the first conventions of the ,american ,instructors of the ,blind1 the following propositions were enunciated3 #a4 ,deaf-mutes and the blind differ from each other more widely than either class differs from those having all the senses2 #b4 the methods of instruction peculiar to each are entirely unlike and incompatible2 #c4 the deaf engross the main attention2 #d4 the development of the blind department is retarded4 ,proceedings1 #ahga1 p4 #hg4 ,educators of the deaf have likewise stated their objections4 ,at an early conference of principals1 a resolution was adopted that the arrangement was bad1 the methods being entirely different4 ,proceedings1 ii41 #ahgb1 pp4 #adf1 #aea4 ,see also ,report of ,michigan ,school1 #ahee 7first report71 p4 #a2 #ahhj1 p4 #fb2 ,louisiana ,school1 #ahgj1 p4 #cj4 ,in times past1 however1 advantages of this arrangement have been pointed out4 ,see ,report of ,california ,institution1 #ahfi1 p4 #ae2 #ahgc1 p4 #ai4 #bfh ,see individual accounts in ,william ,wade's monograph on the ,deaf-,blind1 #aija2 see also ,national ,magazine1 xi41 #aheg1 p4 #bg2 ,review of ,reviews1 xxv41 #aijb1 p4 #dce2 ,ohio ,bulletin of ,charities and ,corrections1 xiii41 #aijg1 p4 #dg2 ,proceedings of ,american ,instructors of the ,deaf1 xvi41 #aija1 p4 #age;ff42 ,annals1 l41 #aije1 p4 #abe4 #bfi ,the chief schools where they have been of recent years or are now being instructed are the ,new ,york ,institution1 the ,pennsylvania ,institution1 the ,western ,pennsylvania ,institution1 and the schools in ,ohio1 ,mississippi1 ,kentucky1 ,illinois1 ,iowa1 ,minnesota1 ,south ,dakota1 ,wisconsin1 ,colorado1 ,north ,carolina1 ,south ,carolina1 ,virginia1 ,arkansas1 ,louisiana1 and ,texas4 ,the number in any one school at one time seldom exceeds two or three1 most often there being but one4 #bgj ,a considerable proportion of such children are rather dumb than deaf1 having some oral1 as well as mental1 defect4 #bga ,on this question1 see especially ,report of ,illinois ,school1 #ahfj1 p4 #ae2 ,michigan ,school1 #ahhg1 p4 #be2 ,maryland ,school1 #ahhe1 p4 #ac2 #ahig1 p4 #ac2 ,mississippi ,school1 #aiji1 p4 #bd2 ,minnesota ,companion1 of ,minnesota ,school1 ,nov4 #bb1 #aiaa2 ,report of ,board of ,charities of ,new ,york1 #aiab1 i41 p4 #add4 ,of the ,alabama ,school1 it is said that it has turned away a number of these feeble-minded children during the past two years4 ,report1 #aijd1 p4 #ba4 ,in ,ohio there are stated to be a hundred such children4 ,report of ,ohio ,school1 #aiji1 p4 #ag4 ,in another state there are said to be #aej feeble-minded deaf4 ,annals1 liv41 #aiji1 p4 #ddd4 #bgb ,in #aiaj the census reported #bid deaf persons in institutions for the feeble-minded1 or #a4d per cent of all their inmates4 ,insane and ,feeble-minded in ,institutions1 #aiad1 p4 #ib4 ,it has also been estimated that five per cent of the deaf are feeble-minded4 ,proceedings of ,conference of ,charities and ,corrections1 #aijf1 p4 #bed;ff4 ,on the subject of the feeble-minded deaf in institutions1 ,mr4 ,cyrus ,e4 ,white1 of the ,kansas ,school1 sent letters to the heads of #ee schools1 receiving replies from #de4 ,no state1 it was found1 had made special provision for the feeble-minded deaf4 ,it was the general agreement that they should be in institutions for the feeble-minded1 one superintendent declaring that feeble-mindedness is a better classification than deafness4 ,another superintendent suggested the establishment of such an institution in a central state1 to which the different states could send suitable cases4 ,see ,annals1 lv41 #aiaj1 p4 #acc4 ,a committee of the ,pennsylvania ,society for the ,advancement of the ,deaf has found that all of the three feeble-minded institutions in this state are crowded1 and that there is no hope for the feeble-minded deaf in them4 ,proceedings1 xxiv41 #aiaj1 p4 #i4 ,in one institution for the feeble-minded there are said to be twenty deaf feeble-minded4 ,annals1 liv41 #aiji1 p4 #ddd4 ,in the institution for the feeble-minded in ,iowa a special class of such inmates was organized in #aiab4 ,ibid41 lviii41 #aiac1 p4 #ajg4 ,it is to be remembered in this connection that in many states there are no institutions for the feeble-minded4 ,educators of the deaf have often been instrumental in securing the creation of such institutions4 ,see ,proceedings of ,convention of ,american ,instructors1 iv41 #aheg1 p4 #bbg4 ,in a few states1 as ,illinois1 ,minnesota and ,washington1 departments for the feeble-minded have been created in schools for the deaf1 the feeble-minded being removed later4 ,in ,montana a department is still maintained4 #bgc ,the ,columbia ,institution is considered a corporation1 its governing board being composed of nine members1 one of whom is a senator appointed by the ,president of the ,senate1 and two members of the ,house appointed by the ,speaker1 while the ,president of the ,united ,states is patron4 #bgd ,in the ,new ,york ,institution and the ,new ,york ,institution for ,improved ,instruction the number is #ba1 and in the ,maryland ,school1 the ,pennsylvania ,institution and the ,western ,pennsylvania ,institution1 #bg4 #bge ,such is the case in ,alabama1 ,mississippi1 ,new ,mexico1 ,north ,carolina1 ,rhode ,island1 and ,utah4 ,confirmation by the ,senate is also usual with boards of control4 #bgf ,on rare occasions a deaf man himself is made a member of the board4 #bgg ,in a few states compensation is allowed1 as in ,indiana1 ,montana1 ,oklahoma1 ,texas1 and ,west ,virginia4 #bgh ,on the arrangements in the several states1 see especially ,annals1 xlviii41 #aijc1 p4 #cdh2 lviii41 #aiac1 p4 #cbg4 ,see also ,proceedings of ,american ,instructors1 iv41 #aheg1 p4 #aii2 vii41 #ahgj1 p4 #add2 ix41 #ahgh1 pp4 #aie1 #bag2 ,report of ,royal ,commission on the ,blind1 ,deaf and ,dumb1 etc41 #ahhi1 iii41 p4 #def;ff4 #bgi ,in certain of these states1 however1 as ,idaho1 ,indiana1 ,maine1 ,minnesota1 ,montana1 and ,west ,virginia1 the boards of charities or central boards have only more or less financial concern1 the statutes usually referring to some such connection with the several state institutions1 though not always mentioning them by name4 ,in one or two states1 as ,rhode ,island1 there is connection with a board of purchases and supplies4 ,in ,minnesota there is also a board of visitors for state institutions1 exerting rather a moral supervision4 #bhj ,the duties of such boards may be indicated from the following extract in a letter to the writer from the ,secretary of the ,wisconsin ,board3 ,the board appoints the chief officers1 purchases all the supplies for the institutions1 formulates the provisions under which the institutions are managed1 and has almost unlimited power with reference to the institutions4 ,the boards thus have practically complete control of the public institutions of the state1 and in some cases state universities have come within their direction4 ,the boards have come especially into favor in states of the ,west and ,middle ,west4 ,in their favor it is claimed that they secure economy1 accuracy1 better discipline and more equitable appropriations1 introduce business methods1 relieve the heads of schools from financial problems1 visit other states1 and keep in touch with the people4 ,see ,university of ,nebraska ,studies1 ,oct41 #aije4 ,the evolution of state control is also here traced4 ,see also ,bulletin of ,ohio ,board of ,charities1 ,dec41 #aijh1 xiv41 #f4 #bha ,in ,iowa the school for the blind is under the board of education4 #bhb ,in nearly all the states the schools were placed at first in the hands of special boards of trustees1 with connection with no other bodies1 and it was only later that any change was brought about4 ,in some states there have been various experiments in the organization of governing boards and in the number of members they were to contain4 ,several schools at their beginning have been put under the direction of a state educational institution1 as the university in ,utah1 and the normal school in ,oklahoma4 ,in a few states the schools have been placed under certain state officers1 as in ,new ,mexico and ,oregon4 ,in ,washington the first board of trustees of the school consisted of a physician1 a lawyer and a practical educator4 #bhc ,we have already noted that the colored deaf of the ,district of ,columbia and ,west ,virginia are sent to an outside school4 #bhd ,in regard to the organization of the several boards that have to do with the education of the deaf1 it may be stated that in some states1 as in ,ohio and ,indiana1 the law restricts the number that may be of any one political party4 ,in connection with the government of schools for the deaf1 the saddest feature has too often been the political influences which have been allowed to become factors in the conducting of some of them4 ,in certain instances the playing of politics has been of serious moment1 and with incalculable harm to the work of the schools4 ,in some cases the administration of schools has been considered legitimate spoils to the party in power1 and appointments have been made as a matter of reward1 and removals as a matter of punishment4 ,the evil effect of such procedure it is hard to overestimate1 and indeed in an enlightened land it is even difficult of credence4 ,public opinion should severely condemn all attempts at political interference in the work of the education of the deaf1 and those seeking to promote it should be dealt with befittingly4 ,happily1 however1 such conduct seems now on the decline in the schools1 and it may earnestly be hoped that the end is not far in the future4 ,,chapter ,,xi ,,the ,,day ,,school ,,for ,,the ,,deaf ,,inception ,,and ,,growth ,,of ,,the ,,day ,,school ,a small number of the institutions for the deaf had begun as day schools1 the pupils living away from the school outside school hours1 and had continued so for a longer or shorter period4 ,the schools were then in an experimental stage1 and this plan came first to hand4 ,in the course of time it was found that this feature was not practicable1 as the pupils were often far scattered1 and the boarding arrangement was accordingly adopted4#bhe ,this was the policy finally chosen in all the states having schools4 ,later1 however1 when the states had grown in population1 and in some of the cities there were found not a few deaf children1 the demand was renewed for day schools4#bhf ,the result has been the beginning and development of a system of day schools in a number of states2 and they have come to occupy part of the field formerly covered by the state institutions alone4 ,of the day schools now existing1 the ,horace ,mann ,school1 of ,boston1 which was established in #ahfi1 is accredited with being the initial one4#bhg ,two others were opened before #ahij1 while from #ahia to #aijj there were #bb started1 and since #aija1 #dj1 making #fe in all now4#bhh ,these schools are found in fourteen states1 but the movement has reached its greatest growth in the ,middle ,west1 especially in ,wisconsin and ,michigan4 ,in some of the states special laws have been enacted1 providing for the establishment of day schools4#bhi ,,design ,,and ,,scope ,,of ,,day ,,schools ,the day school for the deaf is still sometimes regarded as an experiment1 while its advocates insist that its success has been demonstrated4 ,among school authorities in cities especially1 pleas for the establishment of day schools are often listened to with favor1 and there is frequently a tendency to give them at least a trial4 ,general bodies interested in education or the public welfare are likewise inclined to countenance day schools1 largely for the reason that they are opposed to the institution idea1 and would place as many children as possible in the regular schools4 ,an illustration of this view is found in the ,report on ,children of the ,national ,conference of ,charities and ,corrections in #aijf4bij ,institutional care of healthy1 normal children is objectionable4444 ,institutional care for educational purposes is necessary for a portion of the deaf and blind children 444 but it is recognized that in large cities public schools can be provided for many deaf and blind children4 ,by some it is believed that in time the day school will supplant the large institution1 so far at least as large cities are concerned1 and that the deaf1 and the blind as well1 will not be differentiated from the pupils in the regular schools4 ,separate apartments and special teachers will be provided for them1 but in all public school systems these classes will be actual factors4 ,on the other hand1 it is maintained that there is an abundant field for both day school and institution4 ,the former should only supplement the work of the latter1 especially in reaching children that cannot otherwise be brought into school4 ,the reason why the day school is called into being is thus given by an educational authority of one city3#bia ,institutions that care for these children throughout the entire year1 that feed1 clothe and educate them1 that render skilful and prompt medical attention1 and afford uplifting social advantages--all under one roof--have a worthy place under our social and educational systems2 but these institutions cannot care for all the unfortunate children in need of education4 ,it is also suggested that it might be arranged that day schools should keep pupils during their early years1 as from five to nine years of age1 after which time they could enter the institution1 and be placed in graded classes and in a suitable trade school4#bib ,hence it is pointed out that the day school and institution should not be antagonistic1 that their interests are common at bottom1 and that they should work hand in hand1 without friction or misunderstanding4 ,the day school plan has not as yet been followed in a large number of states2 yet as these schools are being looked upon with more and more favor by city boards of education1 and as in the centers of population there is said to be a need for them1 it is not improbable that they may be extended much farther in the future4 ,it is doubtful1 however1 if very soon they will spread beyond the large cities2 and states without great cities may be without such schools for many years at least4#bic ,,extent ,,and ,,organization ,,of ,,day ,,schools ,the day schools1 numbering #fe in all1 as we have seen1 are found in the states of ,california1 ,georgia1 ,illinois1 ,louisiana1 ,massachusetts1 ,michigan1 ,minnesota1 ,missouri1 ,new ,jersey1 ,new ,york1 ,ohio1 ,oregon1 ,washington1 and ,wisconsin4 ,in ,georgia1 ,louisiana1 ,massachusetts1 ,minnesota1 ,missouri1 and ,oregon each there is but one school1 in ,new ,jersey and ,washington each #b1 in ,new ,york #c1 in ,california #d1 in ,ohio and ,illinois each #e1 in ,michigan #ad1 and in ,wisconsin #bd4 ,where only one day school is found in a state1 it is located usually in the largest city 7,atlanta1 ,new ,orleans1 ,boston1 ,st4 ,paul1 ,st4 ,louis1 and ,portland71 while the two schools of ,new ,jersey are in ,newark and ,jersey ,city1 the two of ,washington in ,seattle and ,tacoma1 and the three of ,new ,york in ,new ,york ,city4 ,of the five schools in ,illinois1 four are in ,chicago4 ,in six of these states1 namely1 ,california1 ,illinois1 ,michigan1 ,new ,jersey1 ,ohio1 and ,wisconsin1 there are special state laws under which the schools are established and operated4#bid ,by such laws it is generally provided that where there are a certain number of deaf children1 usually three1#bie a school may1 on application of the local school trustees or district board1 be organized by the state department of education4#bif ,the minimum age for such children is often three4 ,a stated sum is frequently allowed for each pupil1 as #aej4big ,in the remaining eight states the schools are organized and directed by local school authorities1 without assistance from legislative statute4 ,these schools are supported by local funds or by state and local funds together4 ,the latter is the more common procedure1 and in the case of schools operating under a state law1 it is the usual1 but not the necessary1 practice4 ,the schools in six states1 namely1 ,georgia1 ,illinois1 ,louisiana1 ,minnesota1 ,missouri1 and ,new ,york1 are thus maintained only by local funds of the city or county1 the remainder receiving aid in whole or in part from the state4#bih ,the school in ,minnesota and one in ,california are aided by private contributions4 ,in nearly all cases carfare is provided to and from school when necessary4 ,in the day schools special buildings are not usually provided1 separate classes being created in the regular school buildings2 but in some of the larger cities there are special buildings1 known as distinct schools1 in which the class-rooms are for the different grades of deaf pupils4 ,the number of pupils in the day schools in #aiab-aiac was #a1idb4 ,the smallest schools have but three pupils1 while the largest one1 in ,chicago1 has #cjg1 the number usually depending on the size of the city4 ,the method employed in the day schools is exclusively the oral with but two exceptions4#bii ,in all but a few certain industries are also taught1 or more or less of manual training is given4 ,,arguments ,,for ,,the ,,day ,,school ,the great argument for the day school is that it is not well that children be institutionalized4 ,the institution life is said not to be the normal life1 and its habits and associations are not in accord with the principles now being largely held in ,america4 ,it is coming to be more and more realized that the home should always be the center of interest and attachment in the well established community1 and that the character and influence of the family should be maintained unimpaired4 ,in connection with orphan and other child-caring agencies1 a greater emphasis than ever before is being put on the question of how to reduce the life to one of normality1 and the placing-out of dependent children in homes where they can grow up as normal children is now a popular faith4 ,the great watchword to-day in intelligent and constructive philanthropy is the ideal of the normal1 and it is on this ground that the institution is declared to be removed from the standard of the highest interests of society4 ,even though a child should profit in the institution1 and even though he should be sent out into the world strong and self-reliant1 yet while in the institution1 he is out of line1 and is just so far displaced from the ideal of the normal2 and even though the institution is cleanlier1 more sanitary and otherwise better equipped than the quarters from which the child comes1 still the institution cannot be justified1 for no solution can be acceptable if in the end it results in the breaking up of the home4#cjj ,more specific charges are also brought against the institution4 ,here life for the inmates is made too easy1 and little can be known by them of the actual struggles of the world4 ,the life is machine-like1 and all is routine clockwork4 ,by the discipline1 which is necessary1 much of the spontaneity of growing children is destroyed1 and the surroundings are pervaded with the spirit of uniformity1 solidarity and dead levelism4 ,on the other hand1 the children fail to learn many important lessons in domestic economy which would be before them every day in the home2 and they lose the attitude towards life1 morally and socially1 which is given by the home4#cja ,the arguments for the day school may be stated more concretely yet4 ,the special day school may be co-ordinated with1 or made a part of1 the state's educational system1 standing on a level with its other schools4 ,deaf children here come to feel their place in the normal world1 while people in general become more ready to regard them in a proper manner4 ,these children at the same time are not made strangers to their own family circles and communities2 and certain ones1 by a school nearer home and consequently more acceptable to their parents1 may be reached who would otherwise possibly never enter an institution4 ,in the way of cost the balance is distinctly on the side of the day school4 ,with no costly special plant necessary1 and with no charges to be incurred for food supplies1 attendants and the like1 it appears to decided advantage in the matter of economy in comparison with an institution2 and its normal expenditures approach nearer those of the regular schools4 ,at present the difference between the cost per pupil in the day schools and in the institutions is the difference between #abj and #bgg4cjb ,,arguments ,,against ,,the ,,day ,,school ,the argument against the day school rests upon the fact that the deaf form1 educationally1 a special class1 very small in most communities1 who have to be reached by unusual methods4 ,to them the large institution offers advantages not likely to be had outside4 ,for this reason the case against the institution1 however cogent and logical it may be in general1 cannot well apply4 ,in the institution the children may be under intelligent supervision and direction their entire time1 and they may be able to get1 outside school hours1 a part of the education which the hearing child so naturally acquires1 for in an institution learning continues outside the classroom as well as within4 ,the picking up of knowledge and bits of information1 which the hearing child begins to make use of from the time he first hears human words1 and the importance and value of which the general public cannot be expected to appreciate1 is lost in the greatest measure to the deaf in the home4 ,here ready means of communication are lacking1 and the necessary care and attention cannot be expected to be given in the household4 ,even though deaf children can and do mingle with their hearing acquaintances1 they cannot get so much happiness or zest out of their sports and intercourse as they can with their own deaf comrades2 and while1 no matter what their surroundings are1 the difficulties of most of them in mastering language will never be overcome1 still in associations with similar deaf children there will be far more stimuli to react on their consciousness1 and the tendency will be for them to become more and more in their mental actions like the normal4 ,in the home there can be no great assurance of study and supervision2 and the growing deaf child1 not being able to appreciate the forces that surround him as the hearing child does1 may the more easily fall under unwholesome influences4 ,in the institution there can be suitable discipline1 regular attendance1 enlightened general oversight1 and co-ordination of all that is concerned in the child's proper development4 ,furthermore1 although there may be a growing feeling against the institution life1 there is1 on the other hand1 an increasing social questioning as to the advisability of a child's remaining in a particular home if his welfare is not properly safeguarded4 ,in many day schools there are comparatively few pupils1 and in most of these we cannot expect to find the carefully graded classes1 with a place for every pupil according to his needs1 bright or dull1 quick to learn or slow4 ,a pupil in a day school1 if not neglected to some extent1 may be required to do work for which he is quite unfitted1 being either beyond it or incapable of it4 ,the backward child will here be the worst sufferer1 for if there are but few classes1 he can get little of the special attention he needs2 and his progress cannot be the same as when in a class of like pupils and under an appropriate and patient teacher4 ,again1 the attention that is given in an institution with a considerable number of pupils to the learning of a trade--accounting in strong measure for success in after life--means much more to a deaf child than it could to any other4 ,in an institution there will usually be found larger equipment1 fuller apparatus and more varied lines than in any but a very large day school2 and in its trade department habits of industry will be formed1 talents developed1 a knowledge of mechanism and the use of tools implanted1 an ardor enkindled for the mastership of a trade1 and an appreciation of the part to be played in the great world of industrial activity1 besides the incentive of being in a great workshop with other workers--all in far greater measure and more effectively than would be possible anywhere else1 save in a great trade school1 in which there could not be expected to be taken the special care and provision necessitated by the want of hearing of the pupils4 ,finally1 it may be said that we have no evidence1 as respects institutions for the deaf1 to show that they have in any way undermined the character or mission of the home1 or that their results have been other than desirable in a well-ordered state4 ,hence we are told1 in a word1 that no matter how strong and valid are the theoretical objections to an institution1 yet so far as the practical issues are concerned1 in the preparation of the deaf for the world1 and in what really counts for their development and progress1 the institution1 for many at least1 occupies a position of demonstrated usefulness1 recognition of which cannot rightly be withheld4#cjc ,,evening ,,day ,,schools ,,for ,,adults ,thus far in this chapter we have discussed day schools in relation to children1 that is1 pupils in the usual sense4 ,but there is another form of day schools to which attention is to be directed4 ,this is in the creation of evening day schools for the use of adults only1 the field open to which is as yet apparently but little realized4 ,occasion for such schools arises chiefly in communities1 especially large cities1 where a considerable number of adult deaf persons are within reach1 and where a real need may often be found4 ,the matter is to be regarded in effect as the extension of the means of education by the state to include as large a part of the population as possible--a movement which is being so notably evidenced in the opening of evening schools of not a few kinds in cities to-day4 ,with the deaf the demand is of a peculiar nature4 ,their avenues for receiving instruction are materially restricted1 and for some1 especially the congenitally deaf1 the acquisition of correct language always remains a difficult problem1 while to others the advantages of the regular schools may have been limited4 ,a large number of the deaf will not require such special opportunities1 but for a portion of them the assistance may be of quite substantial character4#cjd ,,footnotes3 #bhe ,the ,new ,york ,institution1 the ,pennsylvania ,institution and the ,western ,pennsylvania ,institution notably started out as day schools1 the first remaining so for eleven years4 ,in some of the institutions also there have been at times day school pupils in attendance4 #bhf ,day schools have1 moreover1 been fostered and supported to a great extent by advocates of what is known as the oral method1 in opposition to the manual1 or sign method1 which had been largely the method hitherto employed in the institutions4 ,the day school may even be said to have entered the field in part as a protest against this method4 #bhg ,a day school was started in ,pittsburg two months previously2 but it was soon made into the ,western ,pennsylvania ,institution4 ,annals1 xv41 #ahgj1 p4 #afe4 #bhh ,a number of day schools which were started have been discontinued1 but there were never so many as at present4 #bhi ,wisconsin was the first state to have a day school law1 which was enacted in #ahhe4 ,bills were offered in #ahha and #ahhc1 but were defeated4 ,the movement in this state has been in large part due to the activities of the ,wisconsin ,phonological ,institute to ,promote the ,teaching of ,speech to the ,deaf1 an organization formed in #ahgi4 ,the question has even been considered in this state of abolishing the state school as a boarding institution4 ,see ,public ,opinion1 xxv41 #ahih1 no4 #af2 ,association ,review1 iii41 #aija1 p4 #aic4 #bij ,proceedings1 p4 #hh4 #bia ,mr4 ,c4 ,w4 ,edson1 ,associate ,superintendent of ,schools of ,new ,york1 ,charities and the ,commons1 xix41 #aijh1 p4 #aceg4 ,see also ,report of ,illinois ,institution1 #ahgd1 p4 #fe4 #bib ,see ,report of ,washington ,state ,school1 #aiaj1 p4 #f4 ,a like solution was offered before the ,national ,educational ,association in #aijc4 ,certain children might be trained in special schools and live at home if possible up to the age of adolescence1 when they may acquire trades at special institutions maintained by the state4 ,proceedings1 p4 #ajjd4 #bic ,it is to be remembered that in ,michigan and ,wisconsin schools have1 under the operation of the state law1 been organized in comparatively small towns4 #bid ,efforts have been made in several other states to secure laws4 ,in ,ohio in #aijb the state law was declared unconstitutional1 as being class legislation in granting special aid to the cities of ,cleveland and ,cincinnati4 ,see ,report of ,ohio ,school1 #aijc1 p4 #ad4 #bie ,in ,california the number is five1 and in ,new ,jersey ten4 #bif ,in ,ohio the state commissioner of education may appoint and remove teachers1 and inspect schools4 ,in ,wisconsin the state superintendent appoints inspectors1 and the county judge may compel the establishment of schools4 #big ,in ,wisconsin #ajj additional is allowed for the board of children who move to a town to attend a school4 #bih ,in ,massachusetts a direct appropriation of #aej per capita is made by the state4 #bii ,the methods employed in the instruction of the deaf are treated of in ,chapter ,,xix4 #cjj ,the importance of this is accentuated in the present apprehensions concerning the dissolving and loosening of the ties of the home1 indicated in more ways than one in present programs of social work4 #cja ,see ,a4 ,g4 ,warner1 ,american ,charities1 rev4 ed41 #aijh1 p4 #bhc2 ,r4 ,r4 ,reeder1 ,how ,two ,hundred ,children ,live and ,learn1 #aiaj1 pp4 #eg1 #hh2 ,philanthropy and ,social ,progress1 #ahic1 p4 #agb;ff4 #cjb ,it is claimed that in ,wisconsin with the centralization plan of a state institution one-third of the deaf children failed to be reached1 and that by the day school there is a saving to the state of #bj1jjj a year4 ,proceedings of ,national ,educational ,association1 #aijg1 p4 #ihf4 ,see also ibid41 #ahig1 p4 #if2 #aija1 p4 #hgj2 #aiaj1 p4 #ajci2 ,report of ,united ,states ,commissioner of ,education1 #ahha1 p4 ccxi42 ,p4 ,a4 ,emery1 ,plea for ,early ,mute ,education1 #ahhd2 ,improvement of the ,wisconsin ,system of ,education of ,deaf ,children1 #ahid2 ,public ,school ,classes for ,deaf ,children3 ,open ,letter from ,chicago ,association of ,parents of ,deaf ,children1 #ahig2 ,michigan ,day ,schools for the ,deaf1 #aijh2 ,report of ,superintendent of ,public ,instruction of ,michigan1 #aiji1 p4 #fa2 ,report of ,department of ,public ,instruction of ,wisconsin1 #aiaj1 p4 #fj2 ,report of ,board of ,education of ,chicago1 #aiab1 p4 #aee2 ,a4 ,j4 ,winnie1 ,history and ,handbook of ,day ,schools for the ,deaf1 ,wisconsin1 #aiab2 ,annals1 xx41 #ahge1 p4 #cd2 ,association ,review1 ii41 #aijj1 p4 #bdh2 viii41 #aijf1 p4 #acf2 xi41 #aiji1 p4 #cj2 ,volta ,review1 xiii41 #aiaa1 p4 #bib2 ,independent1 lxxiv41 #aiac1 p4 #aadj4 #cjc ,see ,annals1 xxvii41 #ahhb1 p4 #ahb2 xxix41 #ahhd1 pp4 #afe1 #cab2 xxx41 #ahhe1 p4 #aba2 l41 #aije1 p4 #gj2 lvi41 #aiaa1 p4 #ia2 ,volta ,review1 xv41 #aiac1 p4 #ahj2 ,proceedings of ,convention of ,american ,instructors1 vii41 #ahgj1 p4 #aad2 xiv41 #ahie1 pp4 #acj1 #cej2 ,conference of ,principals1 vi41 #ahhh1 p4 #bjb2 viii41 #aijd1 p4 #gj2 ,minnesota ,conference of ,charities and ,corrections1 #ahih1 p4 #hh2 ,report of ,iowa ,school1 #ahhe1 p4 #af2 ,pennsylvania ,institution1 #aijc1 p4 #ch2 ,california ,school1 #aijd1 p4 #bj4 #cjd ,one or two evening schools have been started in the past1 to be discontinued after a few years1 both under private and under public auspices4 ,in the consideration1 however1 of any general scheme for evening schools it should be arranged that the work of the regular schools for the deaf is not infringed upon1 and that pupils in these schools should not have before them the temptation of leaving prematurely1 with the expectation of making up later4 ,probably the safest plan would be the securing of a satisfactory compulsory attendance law before evening schools are attempted upon a broad scale4 ,,chapter ,,xii ,,denominational ,,and ,,private ,,schools ,,denominational ,,schools ,in addition to the state institutions and the day schools1 there have been established in ,america certain schools for the deaf which are strictly under private management1 and1 as a rule1 not subject to the immediate control and direction of the state4 ,these are of two kinds3 #a4 denominational schools1 maintained by some religious body2 and #b4 schools conducted as purely private and secular affairs4 ,such schools now number twenty-one1 ten denominational and eleven private1 all in #aiab-aiac having #fch pupils4 ,most are of comparatively recent date1 the first having been established in #ahgc1 and nine since #aija4cje ,the denominational schools are found in ,california1 ,illinois1 ,louisiana1 ,maryland1 ,michigan1 ,missouri1 ,ohio1 ,pennsylvania1 and ,wisconsin1 there being two in ,pennsylvania4 ,they are for the most part boarding institutions1 in a few cases being departments of larger institutions4 ,their controlling purpose is to surround their pupils with religious influences1 and to provide them with religious instruction4 ,all but one are under ,roman ,catholic auspices1 as a usual thing in the hands of the ,sisters4 ,the single ,protestant school is in the care of the ,lutheran ,church1 and is controlled by the synod1 with the direct management vested in a board of trustees4 ,these schools are supported by denominational funds1 by voluntary contributions1 and in a small measure by tuition fees4 ,in some of the schools1 as in ,maryland and ,pennsylvania1 there is state aid to a small extent4 ,the fees paid by pupils are never high1 and not many in the schools pay the full amount1 though inability to pay is never allowed to keep any away who wish to attend4#cjf ,,private ,,schools ,the eleven non-denominational schools may be themselves divided into two classes3 those which are really homes for very young deaf children1 sometimes under the control of a society organized for the purpose2 and those which are purely private enterprises1 owned and directed by one or more individuals4 ,of the former there are four homes or kindergartens--the ,sarah ,fuller ,home of ,boston1 the ,mc,cowen ,homes of ,chicago1 the ,home ,school near ,baltimore1 and the ,home ,school of ,san ,francisco4#cjg ,their main object is to give their pupils an early start in the use of speech as well as to provide a home1 and children as young as three1 or even younger1 may be admitted4 ,the management of these schools is usually in the hands of trustees4 ,support is derived largely from the fees of pupils1 though some schools are often the recipients of private donations1 especially when children are taken without charge2 and one or two have aid from public allowances4#cjh ,the private schools of the second class are almost entirely dependent on tuition fees1 though one or two likewise receive some state aid4 ,with two exceptions1#cji they are found in large cities1 ,new ,york having two1 and ,philadelphia1 ,baltimore and ,cincinnati one each4 ,these schools are both boarding and day schools4 ,the method employed in the private schools is nearly always the oral1 and this is the method also of some of the denominational schools4 ,in some of the schools of both classes manual training and instruction in trades are given to an extent4 ,,footnotes3 #cje ,there have been a number of private schools at various times1 perhaps a score or more1 which have been discontinued--besides those which were the nuclei of the state institutions4 ,there are1 moreover1 several private schools for the hard of hearing1 where instruction and practice are offered in lip-reading1 and attended for the most part by adults4 #cjf ,thus in the ,michigan ,evangelical ,lutheran ,institute1 where the minimum fee is #aj a month1 we are advised that only two or three pay the full amount4 ,in ,st4 ,john's ,institute of ,wisconsin1 where #ab a month is asked1 we are advised that the officials are contented with whatever part of this sum the parents or guardians can pay4 ,voluntary contributions likewise do not always prove large4 ,of the ,immaculate ,conception ,institution of ,st4 ,louis1 we are advised that private contributions are too meagre to support one child4 ,the industry of the ,sisters often adds much for the maintenance of the ,catholic schools4 #cjg ,another such home is in ,philadelphia1 but is now a state institution4 #cjh ,to the ,sarah ,fuller ,home the state of ,massachusetts allows #bej per capita for some of the children4 #cji ,at ,lead1 ,south ,dakota1 and ,macon1 ,georgia4 ,,chapter ,,xiii ,,the ,,national ,,college ,after our review of the various schools that have been created for the deaf in the ,united ,states1 we come to what may be regarded as the culminative feature in the provision for their instruction--an institution for their higher education4 ,in this particular the work in ,america stands unique among the nations of the world4 ,this institution is ,gallaudet ,college--named after the founder of the first school--which is maintained at ,washington by the national government1 and is open to all the deaf of the country4 ,we have seen how the national government has rendered very distinct aid in the work of the education of the deaf2 but in establishing the college it has gone far beyond this1 and by this act may be said to have placed the capstone upon the structure of their education4 ,this college has resulted from a school which was established in the ,district of ,columbia in #aheg1 known as the ,kendall ,school4 ,not long after ,congress was asked to create an institution for the higher education of the deaf as well1 and to include all the country4 ,no little interest was aroused in the matter1 and zealous advocates appeared to present the claims of the new undertaking4 ,the chief objection was the lack of precedent1 while with some members of ,congress the idea seemed strange of conferring college degrees upon the deaf4 ,opposition1 however1 did not prove strong1 and the measure was finally enacted in #ahfd by a practically unanimous vote4#caj ,thus was the college established1 and ,congress continues regularly to provide for it1 together with the ,kendall ,school1 both being known as the ,columbia ,institution for the ,deaf4 ,in the college there are now provided one hundred full scholarships for students from the several states of the ,union4#caa ,it is not surprising that this action on the part of ,congress should have been held without a precedent4 ,in no other instance has the national government attempted to make provision for the education of any class or part of the inhabitants of the different states1 beyond certain so-called wards of the nation1 as the ,indians1 for example4 ,though the national government has very perceptibly encouraged learning in many ways1#cab yet direct provision for the education of the youth of the several commonwealths has universally been regarded as their sole prerogative4 ,in thus establishing a college for certain residents of the various states1 the federal government has done something that stands out by itself4 ,though the reason lies in the fact that no other means for the higher education of the deaf seemed at hand1 it would appear that thereby the government has signally favored the deaf1 as it indeed has2 and in taking under its immediate direction this higher education of the deaf1 the national government has won the gratitude of them all4 ,,footnotes3 #caj ,see ,e4 ,m4 ,gallaudet1 ,address in behalf of ,columbia ,institution1 #aheh2 ,inauguration of the ,college for the ,deaf and ,dumb1 #ahfd2 ,report of ,columbia ,institution1 #ahff2 #ahfh1 p4 #ajd2 #ahhi2 #ajjj1 p4 #af2 #ahib2 ,proceedings of ,alumni ,association of ,gallaudet ,college1 #ahhi-ahii1 p4 #ee2 ,history of ,charities in ,district of ,columbia1 #ahih1 part #c2 ,annals1 xiv41 #ahfi1 p4 #ahc2 xix41 #ahgd1 p4 #acd2 lvi41 #aiaa1 p4 #ahd2 ,journal of ,social ,science1 vi41 #ahgd1 p4 #afj2 ,scribner's ,magazine1 iii41 #ahgb1 p4 #gbg2 ,harper's ,magazine1 lxix41 #ahhd1 p4 #aha2 ,review of ,reviews1 xvi41 #ahig1 p4 #eg4 ,the college was considerably aided in its first few years by private contributions4 ,the first president was ,edward ,miner ,gallaudet1 son of ,thomas ,hopkins ,gallaudet1 who served more than fifty years4 #caa ,the number was at first small1 and has gradually been increased to #ajj4 ,it has also been suggested that the states assist in providing scholarships4 ,report of ,columbia ,institution1 #ahgf1 p4 #bj4 #cab ,this is done1 for instance1 in the several bureaus established for investigation and the dissemination of knowledge1 and in the grants of land for the benefit of agricultural colleges or state universities4 ,,chapter ,,xiv ,,provision ,,for ,,education ,,by ,,states ,having now considered the plan and organization of the several kinds of schools for the deaf in ,america1 namely1 the institutions1 the day schools1 the private schools and the national college1 we proceed in this chapter to examine the work in the several states individually1 and to note to what extent and in what manner the education of the deaf has been provided for in each4 ,alabama4 ,a private school was started near ,montgomery in #ahed1 but was discontinued after one or two years4 ,the state school was established at ,talladega in #aheh4cac ,in #ahiacad a school was created for the colored deaf and blind4 ,the schools are governed by a board of thirteen members1 including the governor and the superintendent of public instruction4#cae ,arizona4 ,before the opening of a local school the deaf were sent to other states for instruction4#caf ,the state school was created in #aiab1cag and is a part of the state university4 ,on the admission of ,arizona as a state1 #ajj1jjj acres of the public land were granted for the benefit of the school for the deaf and the blind4 ,arkansas4 ,a private school was opened at ,clarksville in #ahej1 which was moved to ,little ,rock in #ahfa4cah ,after a suspension1 it was started anew in #ahfg1 and in #ahfh was taken over by the state4#cai ,the school is now in the hands of the state board of charitable institutions4#cbj ,california4 ,the state institution for the deaf and the blind was established at ,berkeley in #ahfj1cba after a society had been formed for the purpose4 ,the school is controlled by a board of five directors1 while the state board of charities supervises4#cbb ,there are four day schools in the state3#cbc at ,oakland1 opened in #ahih1 and supported by state and county2 at ,los ,angeles in #ahii1 supported by city and private subscriptions2 at ,san ,francisco in #aija1 supported by the city2 and at ,sacramento in #aijd1 supported by state and city4 ,there is a private school in ,oakland1 the ,st4 ,joseph's ,home1 opened in #ahie1 and one in ,san ,francisco1 the ,holden ,home ,oral ,school1 opened in #aiac4 ,colorado4 ,the state school was opened at ,colorado ,springs in #ahgd1cbd and is for the deaf and the blind4 ,it is supported by a one-fifth mill tax on the assessed property valuation of the state4 ,the school is in the hands of a board of five trustees1 and is connected with the state board of education4#cbe ,connecticut4 ,the ,american ,school was established at ,hartford in #ahag4cbf ,at the time the state made an appropriation of #e1jjj1 and in #ahbh began to allow a certain sum for each state pupil1 a policy still continued4 ,the school has remained a private corporation1 and its board is made up of eight vice-presidents and eight elected directors1 together with the governors and secretaries of state of the ,new ,england states4 ,in #ahai ,congress gave the school #bc1jjj acres of the public land1 from which almost #cjj1jjj has been realized4 ,gifts from private sources have nearly equalled this1 about half coming since #ahej4cbg ,a second school is at ,mystic1 known as the ,mystic ,oral ,school1 this having been started in #ahgj at ,ledyard1 where it remained four years4#cbh ,it is under a board of ten corporators4 ,both these schools receive per capita allowances from the state1 and are visited by the state board of charities4#cbi ,delaware4 ,deaf children are sent to schools in neighboring states1 the first provision having been made in #ahce4 ,the supreme court judges act as trustees ex-officio1 and recommend pupils to the governor to be placed4#ccj ,district of ,columbia4 ,the ,kendall ,school1 as it is known1 was opened in #aheg1cca and was designed primarily for the children of the ,district and of persons in the army and navy service4 ,in #ahfdccb ,congress decided to establish a collegiate department for the deaf of all the country1 which was first known as the ,national ,deaf-,mute ,college1 but is now ,gallaudet ,college4 ,the ,columbia ,institution1 embracing both the college and the ,kendall ,school1 is supported by ,congress1 and is in the form of a corporation1 of which the ,president of the ,united ,states is patron1 and of the nine members of which one is a ,senator and two are members of the ,house4#ccc ,florida4 ,the state school for the deaf and blind was opened at ,st4 ,augustine in #ahhe4ccd ,it is now in the hands of the state board of control of educational institutions1 which also directs the state university4#cce ,georgia4 ,the state began sending some of its deaf children to the ,hartford school in #ahcd4ccf ,a private school was started at ,cedar ,springs in #ahdb1 which continued two years4 ,the state school was established at ,cave ,spring in #ahdf4ccg ,it is under a board of seven trustees4#cch ,there is a day school in ,atlanta1 supported by the city1 and a private one at ,macon1 both opened in #aiab4 ,idaho4 ,before the opening of a state school1 deaf children were sent to outside institutions4#cci ,the school for the deaf and the blind was opened at ,boise in #aijf1 but in #aiaj was removed to ,gooding4 ,it is under the state board of education1 and subject to other state inspection4#cdj ,illinois4 ,the state school was opened at ,jacksonville in #ahdf1 although steps had been taken several years before for its establishment4#cda ,the school is directed by the state board of administration1 while the board of charities has moral and auditing supervision4#cdb ,there are in the state five day schools1 four of which are in ,chicago1 the first having been established in #ahif1 and the last in #aiac4 ,the other day school is at ,rock ,island1 opened in #aija4 ,all these schools are operated under the state law1 and supported by city funds4#cdc ,in ,chicago there are also two private schools3 the ,ephpheta1 opened in #ahhd1 and maintained by ,st4 ,joseph's ,home for the ,friendless1#cdd and the ,mc,cowen ,homes for ,deaf ,children1 opened in #ahhc4cde ,indiana4 ,prior to the opening of the state school1 some children were sent to ,kentucky and ,ohio for education4 ,in #ahda a private school was started in ,parke ,county1 which lasted one year4#cdf ,in #ahdc another private school was begun in ,indianapolis1 which was adopted by the state in #ahdd4cdg ,the school is now governed by a board of four trustees1 and is under the state board of education1 with certain connection also with the board of charities4#cdh ,iowa4 ,before the opening of the state school some pupils were sent to the school in ,illinois4 ,in #ahec a private school was started at ,iowa ,city1 which in #ahee was taken over by the state1#cdi in #ahff being removed to ,council ,bluffs4#cej ,the school is under the state board of control4#cea ,kansas4 ,a private school was started in #ahfa at ,baldwin ,city4 ,after being removed to ,topeka in #ahfd and back again to ,baldwin ,city in #ahfe1 it was taken over by the state in #ahff1ceb and permanently located at ,olathe4 ,the state board of administration for educational institutions has the direction of the school4#cec ,kentucky4 ,the state school was established at ,danville in #ahbc4ced ,in #ahbf it received from ,congress a township of land in ,florida4#cee ,the school is in the hands of a board of twelve commissioners1 and is related to the state department of education4#cef ,louisiana4 ,in #ahcg the state began to send some of its children to schools in other states1 many being sent to ,kentucky4#ceg ,the state school was established at ,baton ,rouge in #aheb4ceh ,it is governed by a board of trustees1 including the governor and the superintendent of public instruction1 and is visited by the state board of charities4#cei ,in ,new ,orleans there is a day school1 opened in #aiaa1 and supported by the city4#cfj ,at ,chinchuba there is a private school1 the ,chinchuba ,deaf-,mute ,institute1 under the ,sisters of ,notre ,dame1 opened in #ahij4 ,maine4 ,in #ahbe the state began to send its children to the ,american ,school1 and later to the schools in ,massachusetts as well4#cfa ,in #ahgf a private school was started in ,portland with aid from the city1 and the following year from the state also4#cfb ,in #ahig the state assumed charge1 the school being placed under a board of five trustees4#cfc ,inspection is made by the state board of charities4 ,maryland4 ,in #ahbg provision was made for pupils in the ,pennsylvania ,institution1 and in #ahfj in the ,district of ,columbia4#cfd ,in #ahfhcfe the ,maryland school was established at ,frederick4 ,it is under a private society1 composed of twenty-seven visitors1 but is supported and controlled by the state4 ,in #ahgb a department for the colored was opened in connection with the institution for the blind1 now located at ,overlea4#cff ,both of these schools are inspected by the state board of charities4#cfg ,there are two private schools in ,baltimore1 the ,st4 ,francis ,xavier under the ,mission ,helpers of the ,sacred ,heart1 opened in #ahig1 and a department in the ,knapp ,school1 opened in #ahgg2 and at ,kensington a ,home ,school1 opened in #aijh4 ,these schools are aided by the state4#cfh ,massachusetts4 ,in #ahai1 just after the ,american ,school had been established1 ,massachusetts began sending its deaf children to it1 which policy was continued till the state had schools of its own4#cfi ,the first of these was the ,clarke ,school at ,northampton1 which was established in #ahfg4cgj ,this had been started at ,chelmesford the year before1 but removed to ,northampton when a citizen whose name it bears offered it #ej1jjj--subsequently adding to this till his total gifts reached #cjj1jjj4cga ,in #ahfh the legislature provided that state pupils might be sent to it4 ,the school is under a board of twelve corporators4 ,the ,new ,england ,industrial ,school was opened at ,beverly in #ahgi1cgb for the purpose of teaching language and industrial training4 ,it is under a board of thirteen incorporators4 ,the ,boston ,school at ,randolph was established in #ahii1 and is under the ,sisters of ,st4 ,joseph4#cgc ,in ,boston there is a day school1 known as the ,horace ,mann ,school1 opened in #ahfi1 and directed by the city4#cgd ,the ,sarah ,fuller ,home is at ,west ,medford1 and was opened in #ahhh4cge ,all these schools receive state appropriations1 and are supervised by the state department of education4#cgf ,michigan4 ,action was taken in #ahdh towards the establishment of an institution1 but it was not till #ahed that the school was opened1 ,flint being chosen as the site4#cgg ,in #ahej the state granted the school fifteen sections of its salt spring lands1 later increasing the number to twenty-five1 which amounted in all to #af1jjj acres4#cgh ,the school is under a board of three trustees1 and is visited by the state board of charities and corrections4#cgi ,there are fourteen day schools in the state1 operating under the state law3#chj ,bay ,city1 opened in #aija2 ,calumet1 #aijb2 ,detroit1 #ahid2 ,grand ,rapids1 #ahih2 ,houghton1 #aijh2 ,iron ,mountain1 #aijf2 ,ironwood1 #aijc2 ,jackson1 #aiab2 ,kalamazoo1 #aijd2 ,manistee1 #aijd2 ,marquette1 #aijg2 ,saginaw1 #aija2 ,sault ,ste4 ,marie1 #aijf2 and ,traverse ,city1 #aijd4 ,there is a private school at ,north ,detroit1 the ,evangelical ,lutheran ,deaf-,mute ,institute1 opened in #ahgc4cha ,minnesota4 ,the state school was opened at ,faribault in #ahfc1 though it had been planned in #aheh4chb ,the school is governed by a board of seven directors1 including the governor and the superintendent of public instruction1 while the state board of control has the financial administration4#chc ,there is a day school in ,st4 ,paul1 opened in #aiac1 and supported by the city and with private aid4#chd ,mississippi4 ,the state school was opened at ,jackson in #ahed4che ,it is in the hands of a board of six trustees1 including the governor4#chf ,missouri4 ,a school under ,catholic auspices was established in ,st4 ,louis in #ahcg1 to which the state sent some of its children1 while others were sent to schools in other states4#chg ,the state school was opened at ,fulton in #ahea4chh ,it is governed by a board of five managers1 and is visited by the state board of charities4#chi ,there is a day school in ,st4 ,louis1 founded in #ahgh1 and managed as part of the public school system4 ,in the same city is a private school1 under the ,sisters of ,st4 ,joseph1 opened in #ahhe and offspring of the school of #ahcg4 ,it is known as the ,immaculate ,conception ,institute1 and is part of a convent and orphans' home4#cij ,montana4 ,before the establishment of a school1 deaf children were sent to schools in other states4#cia ,the state institution for the deaf and blind was opened at ,boulder in #ahic1cib #ej1jjj acres of the public land having been given by ,congress for its benefit4 ,it is under a board of nine trustees1 appointed by the state board of education1 with a local executive board of three1 there being other state inspection also4#cic ,nebraska4 ,before the establishment of a school1 deaf children were sent to ,iowa4#cid ,in #ahfi the state school was opened at ,omaha4#cie ,it is governed by the state board of control of state institutions4#cif ,nevada4 ,deaf children have been sent since #ahfi to ,california or ,utah for education1 the superintendent of public instruction contracting for them4#cig ,new ,hampshire4 ,in #ahba the state began sending its deaf children to the school at ,hartford4#cih ,they are now sent to the schools in the several ,new ,england states1 as the governor and council may direct1 on the recommendation of the board of control4#cii ,new ,jersey4 ,in #ahba the state began to provide for the education of its deaf children in the schools in ,pennsylvania and ,new ,york4#djj ,in #ahhc the state school was established at ,trenton4#dja ,it is related to the state department of education4#djb ,there are two day schools in the state1 at ,newark and ,jersey ,city1 both opened in #aiaj1 and operating under the state law4#djc ,new ,mexico4 ,a private school was opened at ,santa ,fe in #ahhe1 which in #ahhg was taken over by the territory4#djd ,it was given #ej1jjj acres of the public land1 and on the admission of ,new ,mexico as a state1 this was increased to #ajj1jjj4 ,the school is directed by a board of six trustees4#dje ,new ,york4 ,there are in this state eight institutions1 three day schools1 and two private schools4 ,the institutions are all private corporations receiving state aid4 ,the first of these was the ,new ,york ,institution for the ,instruction of the ,deaf and ,dumb1 which was opened in #ahah in ,new ,york ,city4#djf ,in #ahai the state began to make appropriations4 ,the school is governed by a board of twenty-one trustees4#djg ,the next school was ,le ,couteulx ,st4 ,mary's ,institution for the ,improved ,instruction of ,deaf-,mutes1 organized in ,buffalo in #ahec by a benevolent society1 and opened in #ahfb4 ,in #ahgb it came within the state law as to public aid4#djh ,it is controlled by a board of seven managers4 ,in ,new ,york ,city in #ahfg the ,new ,york ,institution for the ,improved ,instruction of ,deaf-,mutes was established1 which had resulted from a private class4 ,it is in the hands of an association formed for the purpose1 the management being vested in a board of twenty-one trustees4#dji ,in #ahfi ,st4 ,joseph's ,institution was opened in ,new ,york ,city1 a branch being created in ,brooklyn in #ahgd4daj ,it is under the control of the ,ladies of the ,sacred ,heart of ,mary1 and directed by a board of seven managers4 ,the ,central ,new ,york ,institution was opened at ,rome in #ahge1 and is governed by a board of fifteen trustees4#daa ,the ,western ,new ,york ,institution was established at ,rochester in #ahgf1 and has twenty-one trustees4#dab ,the ,northern ,new ,york ,institution was established at ,malone in #ahhd1 and is under a board of fifteen trustees4#dac ,the ,albany ,home ,school for the ,oral ,instruction of the ,deaf was opened in #ahhi as a private affair1 and came under the state law in #ahib4dad ,it has a board of eight trustees4 ,the ,new ,york law admitting children into these several institutions is peculiar1 pupils under twelve years of age being sent as charges of the counties1 and those over that age as state pupils1 who are appointed by the state commissioner of education4 ,the schools are visited both by the departments of education and of charities4#dae ,the three day schools are in ,new ,york ,city1 one in ,manhattan1 opened in #aijh1 one in ,brooklyn1 opened in #aiaj1 and one in ,queens1 opened in #aiaa1 the last two being annexes of the first4 ,the two private schools are also in this city3 the ,wright ,oral1 opened in #ahid1 and the ,reno ,margulies1 opened in #aija4daf ,north ,carolina4 ,a school was planned in this state in #ahbh1 but it did not come into being till #ahde1 when the state institution was established at ,raleigh1#dag which was for both the deaf and the blind4 ,in #ahid a school was opened at ,morganton for the white deaf1#dah the colored remaining in a department of the former school4 ,both schools are controlled by boards of directors--eleven for the ,raleigh and seven for the ,morganton--and are inspected by the departments of education and of charities4#dai ,north ,dakota4 ,prior to the opening of a state school1 children were sent to schools in other states4 ,in #ahij the state institution was created at ,devil's ,lake4#dbj ,it is in charge of the state board of control4#dba ,on the admission of ,north ,dakota as a state1 #dj1jjj acres of the public land were set aside for the benefit of the school4 ,it is further supported by a tax of six per cent of one mill on the assessed property valuation of the state4#dbb ,ohio4 ,a movement was on foot for the establishment of a school at ,cincinnati in #ahba1 but did not succeed4 ,a private school was opened in #ahbg at ,tallmadge1 which lasted two years4 ,the state school was established at ,columbus in #ahbi4dbc ,it is now in the hands of the state board of administration4#dbd ,five day schools are in operation in the state3 ,cincinnati1 opened in #ahhf2 ,cleveland1 #ahib2 ,dayton1 #ahii2 ,ashtabula1 #aijc2 and ,toledo1 #aiaa4dbe ,there are two private schools in ,cincinnati3 one1 the ,notre ,dame1 under the ,sisters of ,notre ,dame1 opened in #ahij1 and the other in #aijf4dbf ,oklahoma4 ,before creating an institution of its own1 ,oklahoma provided for the education of its deaf children in a private school at ,guthrie1 which had been opened in #ahih4dbg ,in #aijh the state school was established at ,sulphur1#dbh and in #aiji a second school was opened at ,taft1 known as the ,industrial ,institute for the ,deaf1 the ,blind and ,orphans of the ,colored ,race4#dbi ,the former school is directed by a board of four trustees1 and the latter by a board of five regents1 the state superintendent of public instruction being a member of each4 ,the schools are related to the state department of education1 and are inspected by that of charities4#dcj ,oregon4 ,a private school was started at ,salem in #ahgj1 which in #ahgd was taken over by the state4#dca ,it is now administered by the state board of control4#dcb ,there is a day school in ,portland1 opened in #aijh1 and supported by the city4 ,pennsylvania4 ,there are four institutions and two private schools in this state4 ,two of the institutions are private corporations receiving state aid1 and two are state-owned schools4 ,the first to be established was the ,pennsylvania ,institution1 which was opened in #ahbj in ,philadelphia4#dcc ,friends of this school have been generous from the start1 and it has probably received several hundred thousand dollars in gifts4 ,the governing board is composed of twenty-seven members4#dcd ,the ,western ,pennsylvania ,institution near ,pittsburg was established in #ahgf1 and was the result of a church mission which had begun in #ahfh and developed into a day school4 ,it is directed also by a board of twenty-seven members4#dce ,the ,pennsylvania ,oral ,school was founded at ,scranton in #ahhc4 ,it was a private institution till #aiac1 when it was made a state school4 ,it is governed by a board of eighteen trustees1 six of whom are appointed by the governor4#dcf ,the ,home for the ,training in ,speech of ,deaf ,children before they are of school age was started in ,philadelphia in #ahib as a private school1 and then adopted by the state4#dcg ,it is under a board of five trustees4 ,all these schools receive appropriations from the state1 and are visited by the state board of charities4#dch ,the private schools are the ,forrest ,hall in ,philadelphia1 opened in #aija1 the ,de ,paul ,institute of ,pittsburg1 opened in #aijh1 and the ,archbishop ,ryan ,memorial ,institute in ,philadelphia1 opened in #aiab4 ,to these a certain amount of state aid is granted4#dci ,rhode ,island4 ,in #ahdb the state began to send its deaf children to the school at ,hartford1 a policy continued till a local school was created4#ddj ,in #ahgg a class for the deaf was started in ,providence1 for the benefit of which the state made appropriations1 and which was soon taken over as a state school4#dda ,it is now under a board of eleven trustees1 including the governor and lieutenant-governor1 and is related to the state board of education4#ddb ,south ,carolina4 ,a school was proposed in this state in #ahba1ddc but it was some years later that one was established4 ,in #ahcd the state began sending deaf children to the ,hartford school4#ddd ,in #ahdi a private school was opened at ,cedar ,springs as a department in a hearing school1 and in #aheg this was adopted by the state4#dde ,the school is for the deaf and blind1 and is under a board of five commissioners1 one of whom is the state superintendent of education4#ddf ,south ,dakota4 ,in #ahhj a private school was started at ,sioux ,falls which the territory of ,dakota soon took over1#ddg before this some of the deaf having been sent to the schools in ,iowa1 ,nebraska and ,minnesota4 ,in #ahhi when ,south ,dakota was admitted as a state1 the school was retained at the same location2 and ,congress granted it #dj1jjj acres of the public land4 ,the school is under the direction of the state board of control4#ddh ,a private school was established at ,lead in #aiaa1 known as the ,black ,hills ,school4 ,tennessee4 ,the state school was established at ,knoxville in #ahde4ddi ,it is under a board of fourteen trustees1 including the superintendent of public instruction1 and is visited by the state board of charities4#dej ,texas4 ,the state school was established at ,austin in #aheg1dea receiving #ajj1jjj acres of the public land which had been set apart by the state for its several eleemosynary institutions4 ,in #ahhg a school for the colored deaf and blind was opened in the same city4#deb ,the schools are each under a board of five trustees4#dec ,utah4 ,in #ahhd a class for the deaf was begun at the state university at ,ogden1 and in #ahhh a department was created4 ,in #ahib the state school was established4#ded ,it is for both the deaf and the blind1 and is under a board of six trustees1 including the attorney-general4#dee ,on the admission of ,utah as a state1 #bjj1jjj acres of the public land were bestowed upon the school4 ,vermont4 ,in #ahbe the state began to send pupils to the ,american ,school1#def and later to the schools in ,massachusetts as well4#deg ,in #aiab a school for the deaf and blind was established at ,brattleboro1 known as the ,austine ,institute4 ,it is a private institution1 with a board of six trustees1 but receiving state aid and under state supervision4#deh ,virginia4 ,a private school was started in #ahab in ,goochland ,county1 thence moved to ,cobbs1 and finally to ,manchester1 coming to an end in #ahai4 ,the state school for the deaf and the blind was established at ,staunton in #ahci1 though planned several years before4#dei ,in #aiji a school for the colored deaf and blind was created at ,newport ,news4#dfj ,the first school is under a board of seven trustees1 including the superintendent of public instruction1 and the second under a board of five4 ,both are visited by the state board of charities4#dfa ,washington4 ,before the creation of a state school some of the deaf children were sent to ,oregon for instruction4#dfb ,in #ahhe a private school was started at ,tacoma1 which lasted one year4 ,the state school was established at ,vancouver in #ahhf4dfc ,it is governed by the state board of control4#dfd ,at ,seattle and ,tacoma there are day schools supported by the respective cities1 the former opened in #aijf and the latter in #aijh4 ,west ,virginia4 ,the state school for the deaf and the blind was opened at ,romney in #ahgj1dfe before which time children had been sent to the schools in ,virginia and ,ohio4#dff ,the school is under a board of nine regents1 while the state board of control has charge of financial affairs4#dfg ,wisconsin4 ,prior to the establishment of a school of its own1 ,wisconsin sent some of its deaf children to the ,illinois ,school4 ,the state institution1 which had been planned in #ahdc1 was opened in #aheb at ,delavan1 resulting from a private school started two years previously4#dfh ,it is under the direction of the state board of control4#dfi ,there are #bd day schools in the state1 operating under the state law3#dgj ,antigo1 opened in #aijf2 ,appleton1 #ahif2 ,ashland1 #ahih2 ,black ,river ,falls1 #ahig2 ,bloomington1 #aijf2 ,eau ,claire1 #ahie2 ,fond du ,lac1 #ahie2 ,green ,bay1 #ahig2 ,kenosha1 #aiac2 ,la ,crosse1 #ahii2 ,madison1 #aijh2 ,marinette1 #ahie2 ,marshfield1 #aiab2 ,milwaukee1 #ahih2 ,mineral ,point1 #aiab2 ,new ,london1 #aijf2 ,oshkosh1 #ahie2 ,platteville1 #aijf2 ,racine1 #aijj2 ,rice ,lake1 #aijg2 ,sheboygan1 #ahid2 ,stevens ,point1 #aije2 ,west ,superior1 #ahig2 and ,wausau1 #ahij4 ,a private school1 the ,st4 ,john's ,institute1 was established at ,st4 ,francis in #ahgf1 and is conducted by the ,sisters of the ,third ,order of ,st4 ,francis4 ,wyoming4 ,deaf children have been sent since #ahhf to the schools in ,california1 ,utah1 ,colorado and ,montana1 the state board of charities and reform having them in charge4#dga ,the ,american ,possessions4 ,outside of the ,united ,states proper very little has been done for the education of the deaf4 ,in the ,philippine ,islands a school has been established1 this being opened at ,manila in #aijg4dgb ,a school under ,roman ,catholic auspices was started in ,porto ,rico in #aiaa2 and it is possible that one under the direction of the state will be created in time1 a school for the blind having already been opened4 ,in ,alaska there is no school1 though the deaf have been looked after to some extent by missionaries4#dgc ,no provision has been made in the ,panama ,canal ,zone or the ,hawaiian ,islands4#dgd ,,footnotes3 #cac ,laws1 #ahdc-d1 p4 #dc2 #ahei-fj1 p4 #cdd4 #cad ,laws1 ch4 #bji4 #cae ,laws1 #ahgj1 p4 #ie2 #ahga1 p4 #hi2 #ahgi1 p4 #cd2 #ahhg1 p4 #gj2 #ahhi1 p4 #bi2 #ahic1 p4 #idc2 #aija1 p4 #be2 #aijd1 p4 #de2 #aijg1 p4 #aa2 ,code1 #aijg1 ,sec4 #aicc;ff4 ,the school has received a gift of #e1jjj for shops4 #caf ,laws1 #ahia1 ch4 #id2 #ahie1 ch4 #aj2 ,rev4 ,stat41 #aija1 ,sec4,sec4 #bbfg-bbga4 #cag ,laws1 #aiab1 p4 #adi4 #cah ,to this the legislature appropriated a small sum4 ,another private school was started at ,fort ,smith in #ahfj1 but lasted only one year4 #cai ,acts1 ,july #ag1 #ahfh2 ,april #i1 #ahfi2 ,digest1 #ahgd1 p4 #bjd4 ,there were a few gifts at first1 and aid came also from the city4 ,the state granted two tracts of land1 one of #ajj acres4 #cbj ,laws1 #ahhc1 p4 #ahb2 #ahia1 ch4 #aee2 #ahic1 chs4 #ca1 #abf2 #ahie1 ch4 #aea2 #aije1 ch4 #bef2 #aiji1 ch4 #ef2 ,digest1 #aijd1 ,sec4 #dabi;ff4 #cba ,laws1 #ahfj1 pp4 #baa1 #bgg2 #ahfa1 p4 #ha2 #ahfc1 p4 #ehc2 #ahfe1 p4 #egi2 #ahgd1 p4 #gea2 #ahge1 p4 #fhf4 ,in the beginning there were contributions from friends and proceeds from fairs4 ,the city of ,san ,francisco gave #g1jjj for a site1 and the county a lot4 #cbb ,laws1 #aije1 ch4 #chb2 ,pol4 ,code1 #aiji1 ,sec4 #bbcf;ff4 ,in addition to the funds given at first1 over #ej1jjj has been donated to the school1 three-fourths coming from one source in #ahga4 #cbc ,laws1 #aijc1 p4 #hh2 ,code1 ,sec4 #afah4 ,separate classes 7oral7 may be established by city boards or district trustees where there are five or more pupils1 #c to #ba years of age4 ,there were day schools in ,fresno from #aijd to #aijf1 and in ,san ,diego from #aiab to #aiac2 and private schools in ,san ,francisco and ,oakland from #ahih to #aijj4 #cbd ,act ,feb4 #ac1 #ahgd2 ,gen4 ,laws1 #ahgg1 p4 #fec4 ,the school resulted largely from the action of some public-spirited men4 ,it was established on condition that #e acres be given1 and it received #ab4 #cbe ,laws1 #ahhe1 p4 #bgg2 #ahia1 p4 #chh2 #ahie1 ch4 #ih2 #aiji1 p4 #ccc2 ,ann4 ,stat1 #aijh1 ,sec4 #dcac;ff42 #aiab1 ,sec4 #ejji;ff4 ,the school has been the recipient of #cj1jjj or more1 largely from two men4 #cbf ,a charter was granted in ,may1 #ahaf4 ,see ,laws1 #ahbi1 ch4 #bd2 #ahcg1 p4 #bf2 #ahdc1 p4 #bf4 #cbg ,at the beginning about #cj1jjj was raised for the school4 #cbh ,this was known as the ,whipple ,school at first4 ,in #ahih it was made a joint stock corporation1 capitalized at #h1ejj4 ,it began to receive state aid in #ahgb4 ,act ,july #bd2 ,laws1 #ahgd1 p4 #h4 #cbi ,laws1 #ahie1 p4 #ade2 #aijc1 ch4 #bjg2 #aiaa1 ch4 #dg2 ,rev4 ,laws1 #aijb1 ,sec4 #ahca4 ,the per capita allowance is #bge4 ,in #ahfj a private school was opened at ,hartford1 lasting one year4 #ccj ,the counties paid the cost at first4 ,act ,march #d1 #ahce2 ,laws1 #ahda1 p4 #dah2 #ahdc1 p4 #dah2 ,rev4 ,stat41 #aheb1 p4 #ach2 ,laws1 #ahfj1 ch4 #aai2 #ahge1 ch4 #eh2 #ahii1 ch4 #bde2 #aijg1 ch4 #adc2 ,rev4 ,code1 #ahic1 pp4 #chh-cij4 ,the president of the state hospital for the insane is authorized to visit the schools to which pupils are sent4 #cca ,stat41 #aheg1 ch4 #df2 #ahfj1 ch4 #abj4 ,an unsuccessful attempt had been made a year or two before to start a school4 ,to the new school #d1jjj of a former orphans' home was turned over4 #ccb ,stat41 #ahfd1 ch4 #abj2 #ahfh1 ch4 #bfb4 #ccc ,u4 ,s4 ,comp4 ,stat41 #aija1 pp4 #ccfe-ga4 ,colored children are sent to ,maryland for education4 ,to the college and school #be1jjj or more was given at the beginning1 funds coming from several cities in the ,east4 ,a few acres of land were also given4 ,for two years support largely came from private funds4 ,in the college there are now #ajj full scholarships4 ,in ,washington also an experimental school was opened in #ahhc1 continuing three years4 ,another private school was started in #ahef1 lasting one year4 #ccd ,laws1 #ahhc1 ch4 #cdej4 ,the school resulted from the work of the ,association for the ,promotion of the ,education of the ,deaf and the ,blind4 ,the city gave #e acres of land and #a1jjj1 and in #aije gave #aj acres further4 #cce ,laws1 #ahie1 no4 #da2 #aijc1 ch4 #ajd2 ,gen4 ,stat41 #aijf1 ,sec4,sec4 #dah-dbe4 ,a department for colored pupils was opened in #ahie4 #ccf ,laws1 #ahcd1 p4 #bha2 #ahch1 p4 #ib2 #ahdb1 p4 #bd4 ,an appropriation1 first of #c1ejj1 then of #d1ejj1 was made4 #ccg ,laws1 #ahde1 p4 #be2 #ahdg1 p4 #id2 #aheb1 p4 #hj2 #ahed1 p4 #cj2 #ahef1 p4 #aei2 #aheh1 p4 #dg2 #ahfj1 p4 #bg4 ,it was first part of an academy4 ,another private school was established at ,lexington in #ahef1 but it too was short lived4 ,at the school at ,cedar ,springs there were several state pupils4 #cch ,laws1 #ahgf1 p4 #cj2 #ahgg1 p4 #cb2 #ahha1 p4 #if2 #ahib1 p4 #hc2 #ahig1 p4 #hc2 ,code1 #aiaa1 ,sec4 #adaf;ff4 ,in #ahhb a department was created for the colored4 ,for a time the deaf and the blind were allowed free transportation on the state-owned railroad4 ,laws1 #ahec1 p4 #ig4 ,the school has received a gift of #ejj4 #cci ,laws1 #ahia1 p4 #bbf2 #ahii1 p4 #afb4 #cdj ,laws1 #aijg1 p4 #bdj2 #aiji1 p4 #cgi2 ,rev4 ,code1 #aijh1 ,sec4 #hjj;ff4 ,the school has been given #bj acres of land4 ,in this state1 #aej1jjj acres of public land are granted to the charitable and other institutions1 the school for the deaf not being mentioned by name4 #cda ,laws1 #ahci1 p4 #afb2 #ahde1 p4 #ic2 #ahdg1 p4 #dg2 #ahdi1 pp4 #ic1 #afc2 #ahea1 p4 #ajb2 #ahec1 p4 #ij2 #aheg1 p4 #hd2 #ahge1 p4 #ajd4 ,it seems that at first one-fourth of the interest of the school fund was allowed to the institution1 but in #ahea a tax of one-sixth mill was laid for its benefit1 which lasted four years4 #cdb ,laws1 #ahig1 ch4 #bc2 #aiji1 p4 #ajb2 ,rev4 ,stat41 #aiji1 ch4 #bc4 ,the school has been given five acres of land by the city1 and a private gift of #b1jjj4 #cdc ,laws1 #ahig1 p4 #bij2 #aije1 p4 #cgc2 #aiaa1 p4 #ejb2 ,rev4 ,stat41 #aiji1 p4 #bjac4 ,the superintendent of public instruction may grant permission for teaching one or more classes of not less than three pupils1 average attendance1 in the public schools4 ,the amount authorized from the state is not to exceed #aaj for each pupil4 ,the first ,chicago school was a private one1 established in #ahgj1 and lasting one year4 ,in #ahgd another school was opened1 which was taken over by the city in #ahge4 ,the state allowed it #ae1jjj1 and appropriated #e1jjj a year till #ahhg1 instead of creating an institution in the northern part of the state4 ,see ,laws1 #ahgi1 p4 #bj2 ,report of ,illinois ,institution1 #ahgd1 p4 #gf2 ,p4 ,a4 ,emery1 ,brief ,historical ,sketch of ,chicago ,deaf-,mute ,schools1 #ahhf4 ,there has been connection between the ,chicago schools and the ,mc,cowen ,homes4 ,other day schools in ,illinois have been3 ,la ,salle1 #ahih-ahii2 ,streator #ahih-aije2 ,derinda1 #ahii-aijj2 ,rockford1 #aija-aije2 ,moline1 #aija-aijh2 ,galena1 #aijb-aijc2 ,dundee1 #aijc-aijd2 ,aurora1 #aijc-aiab2 and ,elgin1 #aije-aijf4 ,in #aiac there were eleven day schools in ,chicago1 which were consolidated into four4 ,in this city a vacation school is also maintained for the deaf4 #cdd ,this school has received among other gifts a bequest of #dc1jjj1 a donation of #ae1jjj from a ladies' society1 and of #dj1jjj from friends4 #cde ,this school is under a board of twelve trustees4 ,it has received some private gifts1 in addition to an endowment fund from its first trustees4 ,there was in ,chicago a private school for adults from #aije to #aiac4 #cdf ,this school was taught by a deaf man largely at his own expense4 ,in #ahdb the state granted it #bjj4 ,a census of the deaf was authorized in #ahci4 ,laws1 p4 #eh4 #cdg ,laws1 #ahdc1 ch4 #gj2 #ahdd1 ch4 #af2 #ahde1 ch4 #fi2 #ahdh1 ch4 #ei2 #ahfe1 p4 #abd2 ,rev4 ,stat41 #aheb1 p4 #bdc4 ,for the benefit of the school a tax levy was laid1 first of two mills1 then of five1 and later of fifteen1 which continued till #ahea1 netting the school some #ej1jjj4 #cdh ,laws1 #ahia1 ch4 #ahf2 #ahie1 p4 #aeg2 #ahii1 ch4 #aah2 #aijg1 ch4 #ih2 #aiji1 ch4 #adf2 ,ann4 ,stat41 #aijh1 p4 #aja;ff4 ,there was a private school at ,evansville from #ahhf to #aijb4 #cdi ,code1 #ahea1 ch4 #gc2 ,laws #ahec1 ch4 #bf2 #ahee1 chs4 #ef1 #hg4 ,an appropriation was made to the school while still a private one4 #cej ,laws1 ch4 #acf4 #cea ,code1 #ahig1 p4 #ibf;ff42 ,laws1 #aijb1 ch4 #abb2 #aiji1 ch4 #age2 #aiac1 p4 #bee2 ,code1 #aijg1 p4 #fbb;ff4 ,there was a private school at ,dubuque from #ahhh to #ahii1 which received contributions1 proceeds of fairs1 etc41 of several thousand dollars4 ,it was hoped that this would be made a state school for the children of ,eastern ,iowa4 #ceb ,laws1 #ahfb1 p4 #ie2 #ahfd1 ch4 #ej2 #ahfe1 ch4 #cf2 #ahff1 ch4 #dh2 #ahga1 ch4 #cd2 #ahgc1 ch4 #ace2 #ahgg1 ch4 #acj4 ,to the private school the state granted some aid4 ,the school was located at ,olathe on condition that #bj acres of land be given for a site1 and #aej for its benefit4 #cec ,laws1 #aija1 ch4 #cec2 #aije1 chs4 #chd1 #dge2 ,gen4 ,stat41 #aiji1 ,sec4 #hdcg;ff4 #ced ,laws1 #ahbb1 p4 #agi2 #ahbd1 p4 #deb2 #ahcf1 p4 #cgi4 ,a private school was opened at ,hopkinsville in #ahdd1 which lasted ten years4 ,pupils were received from several states4 ,annals1 xliv41 #ahii1 p4 #cei4 #cee ,this grant seems not to have been wisely administered1 but over #eg1jjj was realized from it4 #cef ,laws1 #ahej1 p4 #bc2 #ahea1 ch4 #bf2 #aheb1 p4 #ceg2 #ahed1 p4 #ae2 #ahgj1 p4 #b2 #ahhb1 p4 #af2 #aiab1 ch4 #ga2 ,stat41 #aiji1 ,sec4 #bgj;ff4 ,a department for the colored was created in #ahhd4 ,laws1 p4 #age4 ,there have been some private gifts to the school1 amounting to about seven thousand dollars4 #ceg ,see ,laws1 #ahch1 p4 #i2 ,digest1 #ahdb1 ch4 #ci2 ,report of ,kentucky ,school1 #ahdh1 p4 #h4 #ceh ,laws1 #aheb1 p4 #bbj2 #ahff1 p4 #abd2 #ahga1 p4 #bjc2 #ahhh1 p4 #ea4 #cei ,laws1 #ahih1 ch4 #aff2 #aijh1 ch4 #bci2 ,rev4 ,stat41 #aijd1 pp4 #egi-ehb4 #cfj ,a day school was also maintained here from #ahhf to #ahia4 #cfa ,laws1 #ahbc1 p4 #bcc2 #ahbd1 p4 #cec2 #ahbi1 p4 #be2 #ahdj1 ch4 #gj2 #aheb1 p4 #cei2 #ahgi1 p4 #abb4 #cfb ,in #ahgg the state made appropriations for pupils outside of ,portland1 and in #ahha for the entire state4 #cfc ,laws1 #ahhe1 ch4 #bbj2 #ahic1 ch4 #bjc2 #ahig1 ch4 #ddf2 #ahii1 ch4 #b2 ,rev4 ,stat41 #aijc1 p4 #bbf4 ,the property was conveyed to the state4 #cfd ,laws1 #ahbf1 ch4 #bee2 #ahbg1 ch4 #adj2 #ahcc1 ch4 #abe2 #ahcd1 ch4 #afi2 #ahci1 ch4 #bh2 #ahdi1 ch4 #bji2 #ahed1 ch4 #bbd2 #ahfj1 ch4 #abi2 #ahfe1 ch4 #fh4 #cfe ,laws1 #ahfg1 ch4 #bdg2 #ahfh1 chs4 #bje1 #dji2 #ahgj1 p4 #ibb2 #ahgd1 ch4 #db4 ,the society was to have power of perpetual succession1 and the state was to appropriate #e1jjj a year till the endowment fund should reach #bjj1jjj4 ,the school was opened in certain barracks belonging to the state4 #cff ,laws1 #ahgd1 p4 #dhc4 ,this school was formed under a board composed of three visitors each from the school for the deaf and that for the blind4 #cfg ,laws1 #ahhf1 ch4 #gh2 #ahib1 ch4 #bgb2 #aijd1 ch4 #bii2 #aijf1 ch4 #bcf2 ,gen4 ,laws1 #aijd1 i41 p4 #igi4 ,the school has received in gifts over six thousand dollars since #ahhj4 ,grants have also been made to it by the city of ,baltimore4 #cfh ,the first receives #a1jjj a year1 and the second #a1bjj4 #cfi ,laws1 #ahag1 ch4 #bd2 #ahah1 p4 #dif2 #ahbe1 ch4 #hc2 #ahbh1 ch4 #ig2 #ahda1 ch4 #de2 #ahdc1 ch4 #gi2 #ahee1 ch4 #hd4 #cgj ,laws1 #ahfg1 chs4 #caa1 #ccd2 #ahfh1 ch4 #bjj2 #ahfi1 ch4 #ccc4 #cga ,some other gifts have also been received1 including a gymnasium and two donations of #ej1jjj each4 #cgb ,see ,laws1 #ahhf1 ch4 #db2 #ahii1 p4 #eed4 ,this school resulted from a gift of #a1ejj to the ,new ,england ,gallaudet ,association1 a home for adults first being contemplated4 ,see ,report1 #ahha1 p4 #g2 ,report of ,united ,states ,commissioner of ,education1 #ahhj1 p4 clxviii4 ,the school has received a legacy of #ej1jjj1 and there are annual donations of two or three thousand dollars4 #cgc ,this school came within the law as to state pupils4 ,some gifts have no doubt been received by it4 #cgd ,laws1 #ahfi1 p4 #fcg2 #ahhe1 ch4 #bja2 #aije1 ch4 #dfh1 ,the state granted the land for a building4 ,this school has received gifts of several thousand dollars4 #cge ,the home is under an executive committee of twenty-five1 with powers of trustees4 ,subscriptions and donations average one or two thousand dollars a year1 and in all have amounted to some #ej1jjj4 #cgf ,laws1 #ahga1 ch4 #cjj2 #ahge1 ch4 #aah2 #ahhf1 ch4 #bda2 #ahhg1 ch4 #agi2 #ahhh1 ch4 #bci2 #ahhi1 ch4 #bbf2 #aijf1 ch4 #chc2 ,rev4 ,stat41 #aijb1 p4 #dab4 ,appointments are made by the governor with the approval of the secretary of the board of education4 ,the state appropriations are #aej for the day school1 and from #bej to #cej for the other schools4 #cgg ,laws1 #ahdh1 pp4 #bdf1 #dfc2 #ahdi1 pp4 #acg1 #cbg2 #ahej1 p4 #ccd2 #ahec1 no4 #hj2 #aheg1 p4 #ahe4 #cgh ,the school also received #bj acres of land and #c1jjj from the city4 #cgi ,laws1 #ahfg1 p4 #abh2 #ahgc1 chs4 #aji1 #aaa2 #ahha1 pp4 #e1 #bgd2 #ahia1 ch4 #afi2 #ahic1 ch4 #aaf2 #aijg1 chs4 #dh1 #bge2 ,comp4 ,laws #ahig1 ,sec4,sec4 #aiij-bjjh4 #chj ,laws1 #ahii1 ch4 #agf2 #aije1 ch4 #bbd4 ,the law reads3 ,upon the application of a district board or of a board of education of a city in this state to the ,superintendent of ,public ,instruction1 he shall grant permission to such board to establish1 and such board shall be empowered to establish and maintain1 within the limits of its jurisdiction1 one or more day schools1 having an average attendance of not less than three pupils1 for the instruction of deaf persons over the age of three1 etc4 ,the amount allowed for each pupil is #aej4 ,there have been other day schools in this state3 ,menominee1 #aijj-aijg2 ,ishpeming1 #aijd-aiji2 ,flint1 #aiaa-aiab2 and ,l',anse1 #aiab-aiac4 ,the school at ,flint was an evening school for adults4 #cha ,ten congregations may be incorporated to organize such an institution1 and hold property to the value of #ej1jjj4 ,laws1 #aija1 ch4 #bh4 ,this school was for a time part of an orphan asylum4 ,it has been given #bj acres of land4 ,the control is in the hands of a board of nine trustees4 ,a private school was maintained at ,marquette from #ahgi to #ahhc4 #chb ,laws1 #aheh1 p4 #age2 #ahfc1 ch4 #i2 #ahfd1 ch4 #ga2 #ahfh1 ch4 #ag2 #ahgd1 ch4 #ah4 ,in #ahfc also provision was made for pupils in outside schools4 ,the school was established on condition that the city give it #dj acres of land1 and it received #be acres in addition4 #chc ,laws1 #ahhg1 ch4 #bje2 ,laws1 #aijb1 ch4 #hc2 #aijg1 ch4 #djg2 #aiji1 ch4 #cif2 ,rev4 ,laws1 #aije1 ,sec4,sec4 #aica-aicg4 ,there is also a board of visitors of state institutions4 ,departments for the blind and for the feeble-minded were created here1 but later separated4 #chd ,there was another day school here from #ahie to #ahih2 and a private school from #ahhf to #ahic4 ,a department for the deaf was established at ,st4 ,olaf ,college at ,northfield in #aijg1 but discontinued in #aiab4 ,see ,bulletin1 ,may1 #aiji2 ,viking1 #aiji1 p4 #ef4 #che ,act1 ,march #a2 ,laws1 #ahee1 p4 #aad2 #ahef-g1 ch4 #be2 #aheg1 p4 #dj2 #aheh1 p4 #bcj2 ,stat4 ,l41 #aheg1 p4 #afi4 ,the governor had recommended a school in #ahda4 #chf ,ann4 ,code1 #aijf1 ch4 #fh4 ,the school has received a gift of #e1jjj4 ,a department for the colored was opened in #ahhb4 #chg ,in #ahci #b1jjj was appropriated for the deaf at ,st4 ,louis1 and #baj for a pupil in the ,kentucky school4 ,laws1 pp4 #bg1 #bac4 ,some pupils were sent to ,ohio and ,illinois also4 ,see also ,laws1 #ahdg1 p4 #dh4 #chh ,laws1 #ahea1 p4 #baa2 #ahgb1 p4 #aee2 #ahgd1 p4 #aga2 #ahgg1 p4 #bfd4 ,forty acres of land provided for the insane asylum were given to the school4 #chi ,laws1 #ahie1 p4 #ahh2 ,rev4 ,stat41 #aiji1 ,sec4 #adhd;ff4 ,a department for the colored was opened in #ahhi4 #cij ,a branch of this school was maintained at ,hannibal from #ahhb to #ahhg1 and another branch in ,st4 ,louis from #ahic to #aijj4 ,in ,st4 ,louis there was also a private school from #ahhe to #ahia1 and from #ahij to #ahib4 #cia ,comp4 ,stat41 #ahhg1 p4 #iag4 #cib ,laws1 #ahic1 p4 #aha2 ,code1 #ahie1 ,sec4 #bccj;ff4 #cic ,laws1 #aijc1 chs4 #i1 #aj2 ,rev4 ,code1 #aijg1 ,sec4 #aaae;ff4 ,a department for the feeble-minded has been connected with this school4 #cid ,rev4 ,stat41 #ahff1 p4 #cgd4 #cie ,laws1 #ahfg1 p4 #ei2 #ahga1 pp4 #id1 #bca2 #ahge1 p4 #adf4 ,ten acres of land were given by the city of ,omaha4 #cif ,laws1 #ahig1 ch4 #bf2 #aija1 ch4 #gj2 #aije1 ch4 #adg2 #aiji1 p4 #bcj2 #aiaa1 p4 #bji2 #aiac1 p4 #ecg2 ,ann4 ,stat41 #aiaa1 ,sec4 #aj1jjf;ff4 ,a private school was opened in ,omaha in #ahig1 lasting one year4 #cig ,laws1 #ahfi1 ch4 #ef2 #aije1 p4 #bec2 #aijg1 p4 #cga2 ,rev4 ,laws1 #aiab1 ,sec4 #agjb;ff4 #cih ,in #ahai a committee was appointed to inquire into the circumstances of the deaf and the blind4 ,laws1 p4 #bde4 ,see also ,laws1 #ahba1 p4 #ejh2 #ahbb1 p4 #ib2 #ahcf1 ch4 #bef4 #cii ,laws1 #ahge1 p4 #dhd2 #ahgi1 ch4 #eh2 #ahii1 ch4 #ii2 #aije1 ch4 #ajf2 ,pub4 ,stat41 #aija1 ch4 #hf4 #djj ,the first appropriation was of #b1jjj4 ,laws1 #ahba1 p4 #c2 #ahcj1 pp4 #aac1 #cad2 #ahch1 p4 #hb2 #ahec1 p4 #adj2 #ahfj1 p4 #bdj2 #ahgc1 p4 #de4 ,a few pupils were sent to the school at ,mystic1 ,connecticut1 shortly before the state school was created4 #dja ,laws1 #ahhb1 p4 #bei2 #ahhd1 p4 #afj2 #ahhe1 p4 #agg4 ,the property of an old school for the children of soldiers was first made use of4 ,in #ahbe a school was incorporated in this state1 and #afj was allowed by the legislature for each pupil4 ,laws1 pp4 #aaa1 #abd4 ,some private donations seem to have been made1 but the school never came into being4 ,in #ahge a tract of land was offered for a school4 ,report of ,commission on ,proposals for ,sites and ,plans for ,buildings for the ,deaf1 ,blind and the ,feeble-minded1 #ahgd4 ,in #ahfj a private school was opened in ,trenton1 which continued six years4 #djb ,laws1 #ahia1 ch4 #ig2 #ahib1 ch4 #bjc2 #ahic1 p4 #cbg2 #ahie1 ch4 #daa2 #aiaj1 p4 #ccd2 ,comp4 ,stat41 #aiaj1 p4 #ahif;ff4 #djc ,day schools are authorized where there are ten or more ,pupils in a city4 ,laws1 #aiaj1 p4 #eac4 #djd ,laws1 #ahhg1 ch4 #ca4 ,there were a few contributions at first4 #dje ,laws1 #ahii1 ch4 #db2 #aijc1 ch4 #b2 ,comp4 ,laws1 #ahig1 p4 #ijd4 #djf ,laws1 #ahag1 ch4 #bfd2 #ahai1 chs4 #bjf1 #bch2 #ahbb1 p4 #bdg2 #ahbg1 p4 #cbi2 #ahcb1 ch4 #bbc2 #ahcf1 chs4 #bbh1 #eaa2 #ahda1 p4 #acc2 #ahdi1 p4 #ehi4 ,see also ,cammann and ,camp1 ,charities of ,new ,york1 #ahfh1 p4 #aea2 ,j4 ,f4 ,richmond1 ,new ,york and its ,institutions1 #ahga1 p4 #bhg4 ,the city granted #djj annually for several years1 allowed the use of land at a nominal rental for twenty-one years1 and later gave an acre of land1 besides furnishing quarters in a public building for eleven years4 ,by the state the ,institution was1 together with a certain free school society1 allowed for fourteen years one-half of the proceeds from fines or licenses on lotteries1 which from #ahai to #ahbg netted over #bj1jjj4 ,in #ahbg the legislature granted #aj1jjj on condition that an equal sum be raised from private funds1 and that inspection be allowed to the state4 ,in #ahbe a school was established by the state at ,canajoharie1 but in #ahcf its property was ordered sold1 and its pupils brought to the ,new ,york ,institution4 ,laws1 #ahbc1 p4 #bbd2 #ahcf1 p4 #ggi4 #djg ,from #ahgi to #ahhb a primary department was maintained at ,tarrytown4 ,in #aheg it was proposed that the buildings and other property be conveyed to the state as trustee1 but to be used always for the instruction of the deaf1 on condition that the state pay all the debts and finish the buildings then in course of construction2 but this plan was not adopted4 ,report1 #aheh1 p4 #i2 ,assembly ,documents of ,state of ,new ,york1 #aheg1 no4 #aij4 ,the total amount of private gifts to this school seems to be about #abe1jjj1 nearly all coming in the first few decades of its existence4 ,see ,report1 #ahgi1 p4 #aja4 ,the institution holds #ch names in perpetual and grateful remembrance4 ,the funds are given in #aiab as #a1jcj1jei1 which are largely due to favorable investments4 #djh ,laws1 #ahga1 ch4 #edh2 #ahgb1 ch4 #fgj4 ,funds were received in the beginning from the proceeds of bazaars1 etc41 and an acre of land and a building were given to it4 ,contributions are still received from time to time4 #dji ,laws1 #ahfg1 ch4 #gba2 #ahgj1 ch4 #ahj4 ,within a short time after opening1 #gj1jjj was donated for the school4 ,see ,addresses upon ,laying of ,corner ,stone1 #ahhj4 ,other considerable gifts have come to it1 one in #aiji being of #cj1jjj1 while there are annual contributions of several thousand dollars4 ,land for a building was granted by the city for ninety-nine years at an annual rental of one dollar4 ,this school has been under ,hebrew auspices1 but there has been discussion of its being turned over to the city on the payment of its debts1 to be kept as a public non-sectarian school4 ,see ,reports1 #aiji1 #aiaj4 #daj ,laws1 #ahgg1 ch4 #cgh4 ,to this school about #aej1jjj seems to have been donated1 to gather from the reports4 ,several thousand dollars are received annually4 #daa ,laws1 #ahgf1 ch4 #ac2 #ahhj1 ch4 #cce2 #ahij1 ch4 #dfi4 ,six acres of land and several thousand dollars were given at the beginning4 #dab ,laws1 #ahgf1 ch4 #cca4 ,a few gifts were received at first4 #dac ,laws1 #ahhd1 ch4 #bge2 #ahij1 ch4 #bhj4 ,in the ,census ,report of ,benevolent ,institutions of #aijd this school is given as under the direct control of the state4 #dad ,laws1 #ahib1 ch4 #cf4 #dae ,in #ahfc it was enacted that county overseers or supervisors should place a deaf child when likely to become a public charge in an institution2 or a parent or friend of such a child from five to twelve years of age might prove that the health1 morals1 or comfort of such child was endangered by the want of education or of proper care1 and might apply to the county officer for an order to admit the child to an institution4 ,laws1 ch4 #cbe4 ,the per capita allowance to the schools is #cej4 ,see ,laws1 #ahea1 ch4 #bgb2 #ahed1 ch4 #bgb2 #ahfd1 ch4 #eee2 #ahge1 ch4 #bac2 #ahgf1 ch4 #ac2 #ahhf1 ch4 #fae2 #ahid1 ch4 #eef2 #aijc1 chs4 #fb1 #bbc2 #aiji1 ch4 #ba2 #aiaj1 ch4 #adj2 #aiab1 p4 #dje2 ,cons4 ,laws1 #aiji1 p4 #gbg;ff4 ,the state allows #cjj a year to a deaf person seeking a higher education4 ,laws1 #aiac1 ch4 #age4 #daf ,there have been a number of private schools in the state3 the ,bartlett ,family ,school1 established in ,new ,york ,city in #aheb1 in #ahec moved to ,fishkill1 in #ahed to ,poughkeepsie1 and discontinued in #ahfa2 a school at ,niagara1 #aheg-ahfj2 the ,home for the ,young ,deaf in ,new ,york ,city1 organized in #ahed1 and in operation from #ahei to #ahfb1 which was intended for those too young to enter the ,new ,york ,institution1 and which received a number of contributions2 a class in the ,cayuga ,lake ,academy at ,aurora1 #ahga-ahgh2 ,syle's ,free ,evening ,class in ,new ,york ,city1 principally for teaching trades to adults1 #ahgd-ahgh2 the ,keeler ,school1 a private class in ,new ,york ,city1 #ahhe-ahig2 the ,warren ,articulation ,school1 #ahij-ahie2 and the ,peet ,school1 #ahic-ahid4 #dag ,act1 ,jan4 #ab1 #ahde2 ,rev4 ,code1 #ahed1 ch4 #f2 ,laws1 #ahgj-a1 ch4 #ce2 #ahgc1 ch4 #acd2 #ahgf1 ch4 #aef2 #ahgi1 ch4 #ahg2 #ahhj1 p4 #agj2 #ahha1 ch4 #baa4 ,at first the counties were to raise #ge by taxation for each pupil4 ,in #ahgf a tax of #i cents on #ajj was laid for the benefit of the school4 ,this school has received a gift of #d1jjj4 ,in #ahfi colored deaf and blind were admitted1 and in #ahgb a department was created for them1 this being the first public action in the ,united ,states for their education4 ,see ,laws1 #ahgb1 ch4 #acd2 ,report of ,north ,carolina ,institution1 #ahfi1 p4 #ac4 #dah ,laws1 #ahia1 ch4 #cii2 #ahic1 ch4 #fi4 #dai ,laws1 #aija1 chs4 #baj1 #gjg2 #aijg1 chs4 #ibi1 #ajjg2 ,rev4 ,code1 #aije1 ,sec4 #dahg;ff4 #dbj ,laws1 #ahij1 ch4 #afa4 #dba ,laws1 #ahia1 chs4 #ef1 #acc2 #ahic1 ch4 #abb2 #ahig1 ch4 #gb2 #aije1 chs4 #ajj1 #ajc2 ,rev4 ,code1 #aije1 ,sec4 #aacc;ff4 #dbb ,from this #a1jjj a month is received4 #dbc ,laws1 #ahbb1 p4 #e2 #ahbg1 p4 #acj2 #ahca1 p4 #dbg2 #ahcb1 p4 #bj2 #ahcd1 p4 #ci2 #ahcg1 p4 #aah2 #ahdd1 p4 #h2 #ahdf1 p4 #aaa2 #ahed1 p4 #ga2 #ahef1 pp4 #db1 #if2 #ahff1 p4 #aaf2 #ahfg1 p4 #abd4 ,to the school at ,tallmadge the legislature granted #ajj a year for two years4 ,the state school was at first allowed the benefit from the taxes on auction sales in ,hamilton ,county1 which netted #b1jjj a year at first1 but afterward of diminishing amounts4 ,the lots for the school were bought at a price considerably below their supposed value4 ,a donation of #ae1jjj has also been received by this school4 ,in #aiaj #ahj acres of land were bequeathed to the schools for the deaf and the blind4 #dbd ,laws1 #ahhe1 p4 #gi2 #aijb1 p4 #bgc2 #aijh1 p4 #eih2 #aiaa1 p4 #baa2 ,gen4 ,code1 #aiaj1 ,sec4 #ahgb;ff4 #dbe ,there was a school also in ,cleveland from #ahga to #ahgd1 and in ,toledo from #ahij to #ahic4 ,in ,cincinnati a school was established by the city in #ahge1 and in #ahhh incorporated with the present one1 which had been started as a private school4 ,both the ,cincinnati and ,cleveland schools received aid from the state1 but in #aijb this was held up by the courts4 ,other day schools have been at ,elyria from #ahih to #aijg2 at ,canton from #aijb to #aijd2 and at ,conneaut from #aiji to #aiab4 ,according to the present law1 on the application of a local board1 schools may be established2 #aej may be allowed from the state school funds for each pupil2 and the state commissioner is to appoint teachers1 and inspect schools4 ,laws1 #aijb1 p4 #cg2 #aijf1 p4 #bai2 #aiac1 p4 #bgj2 ,gen4 ,code1 ,sec4 #ggee4 ,in #ahih the establishment of day schools was made obligatory in certain cities4 ,laws1 pp4 #ahf1 #bcf4 ,local tax levies have been of considerable aid in this state4 #dbf ,a private school was in operation in ,cincinnati from #ahhg to #ahij1 and in ,columbus from #aijb to #aijd4 #dbg ,laws1 #ahig1 ch4 #af2 ,rev4 ,stat41 #aijc1 ,sec4 #cifj2 ,governor's ,message1 #aijc1 p4 #ac4 ,in #ahii a tax of two-fifths of a mill was levied for the benefit of the deaf4 ,laws1 p4 #bba4 ,there was a private school at ,byron from #ahih to #ahii4 #dbh ,laws1 p4 #fag4 #dbi ,laws1 p4 #edf4 #dcj ,laws1 #aiji1 p4 #ecd2 #aiac1 p4 #che2 ,rev4 ,laws1 #aiaj1 ,sec4,sec4 #fihf1 #gjad4 ,the public land for the benefit of the schools is said to be worth #cej1jjj4 ,the school at ,sulphur was given #fj acres of land by the city1 and that at ,taft #ajj acres by citizens4 #dca ,laws1 #ahgb1 p4 #ajb2 #ahgd1 p4 #hh2 #ahhj1 p4 #ah4 ,the legislature made an appropriation to the school while it was still in private hands4 ,it was largely founded through the efforts of the ,society to ,promote the ,instruction of ,deaf-,mutes4 ,donations amounting to two or three thousand dollars1 and four lots1 were received at the beginning4 #dcb ,laws1 #ahia1 p4 #ach2 #ahic1 p4 #ahj2 #aija1 p4 #cjj2 #aijg1 ch4 #gi2 #aiac1 pp4 #abj1 #fhc2 ,oregon ,laws1 #aiaj1 ch4 #bc4 ,the school was formerly under the state board of education4 #dcc ,a charter was granted in #ahba4 ,laws1 ch4 #be4 ,see also ,laws1 #ahcc1 p4 #eab2 #ahcf1 ch4 #bfh2 #ahch1 pp4 #bfc1 #cih2 #ahdd1 p4 #bba2 ,j4 ,p4 ,wickersham1 ,history of ,education in ,pennsylvania1 #ahhf1 p4 #ddc2 ,report1 #ahgj1 appendix2 #ahge1 appendix4 #dcd ,in #ahhi a gift of #bjj1jjj was received1 and in #ahib one of #ej1jjj1 as well as other gifts4 ,there are over #djj life members who have contributed each #cj1 while there are #ac scholarships of #e1jjj each4 ,the present endowment funds amount to about #djj1jjj1 as we are advised4 ,see also ,reports of ,state ,board of ,charities4 ,from #ahha to #ahhe a day school was conducted as part of the institution4 #dce ,laws1 #ahgb1 p4 #ig2 #ahha1 p4 #adi4 ,aid was received from the city of ,pittsburg at first4 ,the school has been given over #ajj1jjj1 a number of acres of land1 and a ,carnegie ,library4 #dcf ,laws1 #ahhg1 p4 #bch4 ,there have been some gifts1 including five acres of land4 #dcg ,laws1 #ahia1 p4 #cga2 #ahic1 p4 #bgb4 ,about #g1jjj came at the beginning as well as some land4 ,contributions now average several thousand dollars a year4 #dch ,laws1 #ahga1 p4 #bde2 #ahgb1 p4 #i2 #ahic1 p4 #bej2 #aiji1 p4 #dje2 ,purdon's ,digest1 #aijc1 p4 #abha;ff4 ,the per capita appropriations to the several schools range from #bfj to #ceg4 ,in school districts of #bj1jjj population1 special schools with eight or more pupils may be established4 ,laws1 #ahgf1 p4 #aeg4 #dci ,there have been day schools at ,pittsburg1 #ahfi-ahgf2 ,erie1 #ahgd-ahhd2 ,allegheny1 #ahge-ahgf2 and ,philadelphia1 #ahhj-ahha4 ,there was a private school in ,philadelphia from #ahhe to #ahhi4 #ddj ,rev4 ,stat41 #aheg1 p4 #aeh4 #dda ,laws1 #ahgh1 p4 #bjj4 #ddb ,laws1 #ahia1 ch4 #ibb2 #ahif1 chs4 #cbd1 #ccb2 #ahic1 ch4 #aage2 #aija1 ch4 #hji2 ,gen4 ,laws1 #aiji1 chs4 #ajj1 #aja4 ,the governor makes the appointments4 ,there is a state board of purchases and supplies in connection with the school4 #ddc ,act1 ,dec4 #bj4 #ddd ,laws1 #ahcd1 p4 #eac4 ,at first #b1ejj was appropriated4 ,see also ,laws1 #ahdh1 p4 #ebd4 #dde ,laws1 #aheb1 p4 #ahg2 #ahga1 p4 #fji4 #ddf ,laws1 #ahgh1 p4 #gjg2 #ahie1 ch4 #eba2 #aijb1 ch4 #edf2 #aiaj1 ch4 #dfh2 ,code1 #aiab1 ch4 #bg4 ,a department for the colored was created in #ahhc4 #ddg ,laws of ,dakota1 #ahha1 pp4 #af1 #fe2 #ahhc1 ch4 #bf2 #ahhg1 ch4 #da2 ,comp4 ,laws1 #ahhg1 ,sec4 #bfa;ff4 ,ten acres of land and a thousand dollars or more were given to the school4 #ddh ,laws1 #aijg1 ch4 #acg2 ,comp4 ,laws1 #aiaj1 p4 #aej;ff4 #ddi ,act1 ,jan4 #bi1 #ahdd2 ,laws1 #ahde-f1 ch4 #aeg2 #ahdi-ej1 ch4 #abg2 ,code1 #aheh1 p4 #cch2 ,laws1 #ahfj1 chs4 #ai1 #fi2 #ahff-g1 ch4 #db4 ,the law creating the school was appended to one providing for the blind alone4 ,at the beginning #f1djj and two acres of land were given to it4 #dej ,laws1 #ahgg1 ch4 #di2 ,ann4 ,code1 #ahif1 ,sec4,sec4 #bffj-bfgj4 ,a department for the colored was created in #ahha4 ,laws1 ch4 #aji4 #dea ,laws1 #ahef1 p4 #ff2 #ahge1 p4 #ff2 #ahhc1 p4 #aji4 #deb ,laws1 p4 #aej4 #dec ,laws1 #aijb1 ch4 #aj2 #aije1 p4 #dg2 ,rev4 ,stat41 #aiaa1 p4 #fh4 #ded ,laws1 #ahhh1 pp4 #cc1 #dd2 #ahij1 pp4 #dd1 #fh2 ,comp4 ,stat41 #ahhh1 p4 #ffb4 ,for two years the school was conducted as a day school4 ,it received some county assistance at first1 and there were some private donations4 #dee ,laws1 #ahib1 p4 #aj2 #ahid1 ch4 #bf2 #ahif1 p4 #ajj2 #ahig1 p4 #cf2 #ahih1 ch4 #bj2 #aijc1 p4 #ea2 #aijg1 pp4 #ad1 #ei2 #aiaa1 ch4 #ih2 ,comp4 ,laws1 #aijg1 p4 #ghi;ff4 #def ,in #ahag a census of the deaf was taken4 ,laws1 no4 #be4 #deg ,laws1 #ahbc1 no4 #dj2 #ahbe1 no4 #ba2 #ahcc1 no4 #ba2 #ahci1 p4 #aba2 ,rev4 ,stat41 #ahdj1 p4 #aba2 ,laws1 #ahda1 no4 #bb2 #ahdb1 no4 #af2 #aheh1 no4 #c2 #ahgb1 nos4 #af1 #ai2 #ahib1 no4 #bg2 #ahih1 chs4 #bi1 #cj2 #ahii1 no4 #bg2 #aijf1 chs4 #ee1 #ef2 ,pub4 ,stat41 #aijf1 ch4 #fj4 #deh ,laws1 #aijh1 p4 #dij2 #aiaj1 p4 #hd4 ,the governor is commissioner for the deaf1 and designates and commits them4 ,this school resulted from a fund of #ej1jjj1 which was bequeathed for a hospital for the temporary treatment of strangers and local invalids peculiarly situated1 but which the court allowed to be used for the school4 #dei ,laws1 #ahch1 ch4 #ai2 #ahci1 p4 #bje2 #ahde1 p4 #che2 #ahdf1 p4 #ag2 #ahdi1 p4 #che2 #ahef1 p4 #ha4 ,in #ahbe a committee was sent to ,kentucky to examine the school4 ,in #ahce a private association was formed to organize a school4 #dfj ,laws1 ch4 #afd4 #dfa ,laws1 #ahge1 ch4 #agg2 #ahgi1 ch4 #bdd2 #ahif1 ch4 #gjb2 #ahih1 p4 #bgf2 #aijc1 ch4 #bff2 #aijd1 p4 #ge2 ,code1 #aijd1 ch4 #gd4 ,the ,staunton school received some private donations at first1 and #e acres of land1 besides a later legacy of #c1jjj for poor deaf children2 and the ,newport ,news school has received a few gifts1 including some land4 #dfb ,laws1 #ahha1 p4 #baa4 #dfc ,laws1 #ahhf1 p4 #acf4 ,at the beginning #ajj acres of land were donated4 ,the school seems not to have profited by the gift from ,congress of #bjj1jjj acres for charitable and reformatory institutions4 #dfd ,laws1 #ahij1 p4 #dig2 #ahig1 p4 #ddc2 #aijc1 p4 #bff2 #aije1 ch4 #aci2 #aijg1 p4 #bch2 #aiji1 p4 #beh2 #aiab1 ch4 #aj2 ,code and ,stat41 #aiaj1 ,sec4 #dchg;ff4 ,there was a department for the feeble-minded till #aijf1 and for the blind till #aiab1 all being known as the school for defective youth4 #dfe ,laws1 #ahgj1 ch4 #aaf2 #ahga1 ch4 #ga4 ,a building and #ae acres of land were given by the city4 #dff ,laws1 #ahfh1 ch4 #ga4 #dfg ,laws1 #ahhg1 ch4 #eb2 #ahie1 chs4 #be1 #ci2 #ahig1 ch4 #be2 #aije1 ch4 #ff2 ,code1 #aijf1 ,sec4 #aggd;ff4 ,colored pupils are sent to ,maryland for education4 #dfh ,laws1 #aheb1 ch4 #dha2 #aheg1 ch4 #cd2 #aheh1 ch4 #ajb2 ,rev4 ,stat41 #aheh1 ch4 #ahf4 ,eleven acres of land were given to the school4 #dfi ,laws1 #ahff1 ch4 #aje2 #ahfi1 ch4 #h3 #ahhj1 ch4 #aaf2 #ahha1 ch4 #bih2 #ahhc1 ch4 #bfh2 #ahia1 ch4 #cca2 #ahic1 ch4 #bij2 #aijg1 ch4 #abh2 ,rev4 ,stat41 #ahih1 ch4 #ch4 #dgj ,laws1 #ahhe1 ch4 #cae2 #ahig1 ch4 #cba2 #aija1 ch4 #dbb2 #aijc1 ch4 #hf2 #aijg1 ch4 #abh2 ,rev4 ,stat41 #ahih1 ,sec4 #egh4 ,it is provided that on the application of a local board of education1 the state ,superintendent of ,public ,instruction1 with the consent of the ,board of ,control1 may authorize the establishment of schools4 ,inspectors are also appointed by him1 and the creation of schools may be compelled by the county judge4 ,for each pupil the amount first allowed was #ajj1 then #abe1 and now #aej4 ,for the board of pupils who do not live near the school1 #ajj additional is allowed4 ,the first day school in the state was a private one at ,milwaukee1 founded in #ahgh and lasting till #ahhe1 when the law was enacted4 ,it was under the auspices of the ,wisconsin ,phonological ,institute1 #ae1jjj being contributed for it by a ladies' society1 and a city allowance being made to it in #ahhc4 ,there have been other day schools in the state3 ,manitowac1 #ahic-aija2 ,oconto1 #ahih-ahii2 ,neilsville1 #ahih-aije2 ,sparta1 #ahii-aiji2 ,tomah1 #ahii-aijj2 ,rhinelander1 #aijb-aijd2 and ,waupaca1 #aije-aijf4 ,there was another school in ,oshkosh from #ahhh to #ahhi4 #dga ,laws1 #ahhf1 ch4 #gg2 #ahia1 ch4 #ae2 #ahic1 ch4 #cb2 #ahie1 ch4 #be2 #aijg1 ch4 #aj2 ,comp4 ,stat41 #aiaj1 ch4 #dh4 ,it has been provided that when there are as many as #ab applicants1 a state school will be organized4 ,a building was erected and designed for the school in #ahig1 but was set aside for military purposes4 ,by the act of admission to the ,union1 #cj1jjj acres of land were granted for the school4 ,the income from this fund in #aiaj was #b1hdi4 #dgb ,see ,annals1 lii41 #aijg1 p4 #bjh2 liii41 #aijh1 p4 #agc2 liv41 #aiji1 p4 #aic2 ,association ,review1 ix41 #aijg1 p4 #egb4 ,the school opened with #bb pupils4 #dgc ,see report of ,dr4 ,sheldon ,jackson1 ,proceedings of ,conference of ,charities and ,corrections1 #ahie1 p4 #cbb4 ,in the ,report of the ,department of the ,interior for #aijh1 pp4 #bgd1 #bgh1 we have the following3 ,congress in its appropriations for the education of the natives has also provided for their support4 ,acting under this authority1 an effort is being made to reach the sick and indigent4 ,it is possible that the needs of the deaf will be discovered in this way4 #dgd ,in the ,report of the ,minister of ,public ,instruction to the ,hawaiian legislature1 ,april #ad1 #ahed1 p4 #ag1 it is stated3 ,provision for the deaf1 dumb and blind3 ,no provision for such sufferers among us1 and from the returns of the census there are on the islands #ajf deaf and dumb1 and #cbi blind4 ,no mention of such sufferers has been found in a later report4 ,for much of the information concerning the ,american possessions presented here1 the writer is indebted to the ,chief ,bibliographer of the ,library of ,congress4 ,,chapter ,,xv ,,constitutional ,,provisions ,,for ,,schools ,,extent ,,of ,,constitutional ,,provisions ,not only has provision for the education of the deaf been consummated in all the states1 but in some of them this provision has been buttressed1 as it were1 by a permanent guarantee in the organic law4 ,this regard1 while not necessary practically for the continuance of the schools1 is none the less commendable1--and indeed is one that should be declared in every state4 ,such provision concerning the education of the deaf1 more direct in some than in others1 is found in the constitutions of twenty-seven1 or a little over half of the states4 ,these are ,alabama1 ,arizona1 ,arkansas1 ,colorado1 ,florida1 ,idaho1 ,indiana1 ,kansas1 ,louisiana1 ,michigan1 ,minnesota1 ,mississippi1 ,montana1 ,nevada1 ,new ,mexico1 ,new ,york1 ,north ,carolina1 ,north ,dakota1 ,ohio1 ,oklahoma1 ,south ,carolina1 ,south ,dakota1 ,texas1 ,utah1 ,virginia1 ,washington1 and ,west ,virginia4#dge ,new ,york in #ahdf was the first state to make reference thus to a school for the deaf4 ,michigan1 however1 in #ahej was the first state to provide directly for their education1 followed in #ahea by ,indiana and ,ohio4 ,of the forty-two states adopting constitutions since #ahdf1 twenty-seven have made reference to schools1 while fifteen have failed to do so4 ,of the twenty states adopting constitutions since #ahhi1 sixteen have made such provision4#dgf ,it is to be noted1 however1 that many of the states with special reference to the education of the deaf have comparatively recent constitutions1 while in others where no such provision is found1 the present constitutions often date far back in our national history1 and were adopted before attention had been called to the needs of the deaf and similar classes4 ,hence1 in general1 it is not to be concluded from the mere presence or absence of a reference in the constitution that certain states are more solicitous than others for the education of their deaf children4 ,,language ,,and ,,forms ,,of ,,provisions ,the language of these constitutional provisions for schools for the deaf varies to some extent4#dgg ,in all of the constitutions1 with the exception of that in ,minnesota1 schools for the deaf are coupled with those for the blind1 and unless the provision is under the caption of education1 institutions for the insane are likewise provided for in the same clause4 ,in several instances there is more than one reference to the school for the deaf4#dgh ,the most usual statement is that institutions for the deaf and dumb1 the blind1 and the insane shall be established and maintained1 or fostered and supported1 by the state1 as in ,arizona1#dgi ,colorado1#dhj ,florida1#dha ,idaho1#dhb ,kansas1#dhc ,michigan1#dhd ,montana1#dhe ,nevada1#dhf ,ohio1#dhg ,south ,carolina1#dhh ,utah1#dhi and ,washington4#dij ,in the ,south ,carolina constitution the school is also declared to be exempted from taxation2 and in the ,utah constitution a further provision establishes the location1 and guarantees against diversion the lands granted by the ,united ,states4#dia ,in the constitutions of ,arkansas1#dib ,indiana1#dic ,mississippi1#did and ,oklahoma1#die the statement or its equivalent is that it is the duty of the legislature to provide by law for the support of institutions for the education of the deaf and dumb1 and blind1 and for the insane4 ,in other states less direct or authoritative references are found4 ,in ,west ,virginia#dif the legislature may make suitable provision for the blind1 mute and insane whenever it may be practicable1 while in ,north ,carolina#dig the matter seems also optional4 ,in the ,minnesota constitution#dih there is an amendment by which the public debt is increased for the purpose of establishing certain public institutions1 including the school for the deaf4 ,in the ,south ,dakota constitution#dii the several charitable and penal institutions are enumerated1 among which is the school for the deaf1 while direction is also given as to the sale of land held for the benefit of the school4 ,in ,new ,mexico#ejj the school is enumerated among the educational institutions1 reference also being made to the public land2 and in ,virginia#eja the school is mentioned in connection with the composition of the state board of education4 ,in the ,texas constitution#ejb a permanent fund is provided from the lands which have been granted prior to its adoption1 while another reference is made to the printing to be done at the school4 ,in the ,north ,dakota constitution#ejc the lands from ,congress are declared to be a perpetual fund and inviolable1 while in another place the location of the school is provided for4 ,in the ,alabama constitution#ejd the legislature is expressly declared not to be empowered to change the location of the school4 ,in ,new ,york#eje the constitutional provisions have reference to the subsidies granted to private institutions1 it being stated that nothing in the constitution shall prevent the legislature from making such provision for the education and support of the blind1 the deaf and dumb1 and juvenile delinquents 444 as it may deem proper1 and that the legislature is not to be prohibited from action by the prohibition of the credit or land of the state being given to private associations1 corporations and undertakings4 ,in ,louisiana#ejf a similar1 though less explicit1 reference to state aid is found4 ,,footnotes3 #dge ,the constitutions of most of the states provide for the education of all their children1 and the deaf could well be included here4 ,moreover1 in the constitution of ,nebraska 7,,viii41 #ab7 there is a provision for children growing up in mendicancy and crime2 and in that of ,wyoming 7,,vii41 #ah7 that such charitable1 penal or reformatory institutions shall be established as the claims of humanity and the public good many require4 ,in either of these the provision might be construed to apply to schools for the deaf4 #dgf ,in the constitutions of some states1 as ,michigan1 ,mississippi1 ,new ,york1 and ,south ,carolina1 there were provisions in the preceding as well as the present drafts4 #dgg ,in the constitutions no reference is made to the deaf other than in provisions for schools1 except in the case of ,mississippi1 where exemption from a certain tax is found4 #dgh ,in these constitutional references1 the provision is as a rule found under some general head as public institutions1 state institutions1 or miscellaneous4 ,in the ,south ,carolina constitution the provision is found under the caption charitable1 and in the ,north ,carolina under charitable and penal4 ,under the heading of education are the provisions in the constitutions of ,arizona 7one clause71 ,colorado 7as an amendment71 ,michigan1 ,mississippi1 ,new ,mexico1 ,oklahoma 7one clause71 ,texas 7though under the sub-title charitable71 ,utah 7one clause71 and ,virginia4 #dgi ,,xxii41 #ae2 ,,xi41 #a4 #dhj ,,viii41 #a4 ,a later amendment classifies it with the educational institutions of the state4 #dha ,,xiii41 #a4 ,adopted the same year that the school was established4 #dhb ,x41 #a4 #dhc ,,vii41 #a4 #dhd ,,xi41 #ae4 #dhe ,x41 #a2 ,,xi41 #ab4 #dhf ,,xiii41 #a4 #dhg ,,vii41 #a4 #dhh ,,xii41 #a2 ,x41 #d4 #dhi ,x41 #aj2 ,,xix41 #b1 #c4 #dij ,,xiii41 #a4 #dia ,it is to be noted that in nearly all the states having government donations of land1 reference is made to its inviolability4 #dib ,,xix41 #ai4 #dic ,,ix41 #a4 #did ,,viii41 #bji4 #die ,,xii41 #b2 ,,xxi41 #a4 #dif ,,xii41 #ab4 #dig ,,xi41 #aj4 #dih ,,ix41 #ad1 as amended4 #dii ,,xiv41 #a4 #ejj ,,xii41 #aa4 #eja ,,ix41 #acj4 #ejb ,,vii41 #i2 ,,xvi41 #ba4 #ejc ,,ix41 #aei2 ,,xix41 #bae4 ,see also amendment1 #aijd1 sec4 #e4 #ejd ,,xiv41 #bfg4 #eje ,,viii41 #i1 #ad4 #ejf #ec4 ,,chapter ,,xvi ,,question ,,of ,,the ,,charity ,,connection ,,of ,,schools ,,institutions ,,sometimes ,,regarded ,,as ,,educational3 ,,sometimes ,,as ,,charitable ,in considering the relation of the state to its schools for the deaf1 the question is raised as to the way they are regarded by the state1 and in what scheme of classification they have been assigned4 ,we find that with many of the states the institutions are held to be charitable1 and the further question is presented as to whether this is proper and just4 ,in times past this has been the usual classification1 but of late years an increasing number of states have made a change and now regard the institutions as merely educational4 ,it would be difficult to say with precision to what scheme of classification the schools in the several states should be ascribed2 and in quite a number the lines shade off one into the other4 ,from what has been said in the preceding chapters and also from certain legislative classification1 it would seem that the schools in the following states are regarded largely1 if not entirely1 as educational3 ,alabama1 ,arizona1 ,colorado1 ,district of ,columbia1 ,florida1 ,georgia1 ,idaho1 ,indiana1 ,iowa1 ,kansas1 ,kentucky1 ,massachusetts1 ,mississippi1 ,montana1 ,new ,jersey1 ,nevada1 ,new ,mexico1 ,oregon1 ,rhode ,island1 ,south ,carolina1 ,texas1 ,utah1 ,vermont1 and ,west ,virginia4 ,in about half of the states1 however1 the institutions continue to be regarded as charitable to a greater or less extent from their connection with charity boards or from some other classification4 ,some are recognized as educational1 but at the same time not held altogether free from the charitable touch4#ejg ,,charity ,,in ,,connection ,,with ,,schools ,,for ,,the ,,deaf ,considerable difficulty at the outset rests with the word charity4 ,in its best sense1 it is the finest word in our language1 and from its springs flow all benevolence1 material and spiritual3 when looked upon scientifically much of the repugnance and prejudice felt toward it is lost1 and it becomes the touchstone for the remedy of human ills4 ,in one sense1 education is most surely and deeply charitable1 whether or not it is held to be but the equipment of the state for its self-preservation4 ,this has long been accepted1 and so unanimously have the states undertaken the instruction of their children that its very discussion is now unknown4 ,but popularly conceived1 charity is still something doled out and granted by the giver as a matter of grace1 and to the recipient are carried associations that do not comport with independence and manliness of character4 ,besides1 education has long ceased to be thought of as charitable1 and only such institutions as are for the education of the deaf and blind are left with the undesirable signification of the word4 ,in addition1 the state maintains institutions for certain of its classes1 as the insane1 the feeble-minded and the infirm1 which as a rule are in no sense educational from our standpoint1 and other institutions of a reformatory1 corrective or punitive character1 and with them have to be classed the institutions for the deaf1 all being known as the state's charitable institutions1 or state institutions2 while the public rarely makes discrimination1 or notes the distinctions involved4 ,the chief trouble1 then1 in classifying the schools for the deaf as charitable is this connection of the word charity1 and the grouping of the deaf with certain other parts of the state's population which other children do not have to share4 ,the deaf are thus differentiated from children who have no defect of sense1 and the education of the one is thus education1 and of the other charity4 ,schools in which the deaf are educated would thus seem not to be given their just status4 ,they are misrepresented by being aligned1 on the one hand1 with people of defective or diseased minds1 and on the other1 with the state's delinquent and criminal classes4 ,the deaf thus become wards of the state1 and constitute one of its dependent classes4 ,they are inmates of an eleemosynary institution1 and the fact that it is all for education is lost sight of4#ejh ,but1 we are told1 the treatment of deaf children should rest upon an altogether different basis1 and they should1 even in appearance1 receive an education as a right and as nothing else4 ,education as the paramount privilege of ,american children is so deeply established in ,american institutions and character that it would seem to be a principle to be applied to all the children of the state4 ,admission into schools for the deaf has become more and more like that in the regular schools4#eji ,the schools are open1 as a general rule1 only to those able and fitted to be educated1 and the mentally and physically disqualified are often rejected4 ,when a child has completed the prescribed number of years of attendance1 he can be provided for no longer1 and at vacation time in nearly all schools he must depart4 ,the schools1 as we are to see1 have become free to all1 while compulsory education laws have also been made to apply4 ,hence if schools for the deaf are educational1 they can be regarded as charitable only to the extent that all schools are so considered2 they should not be looked upon in a different light1 and the public should be as fully alive to their claims4#eaj ,,arguments ,,for ,,the ,,connection ,,with ,,the ,,boards ,,of ,,charities ,hitherto we have been discussing the theory in regard to the proper place in which the institutions are to be held1 but we are now to see what are the actual grounds upon which the connection with the state board of charities is to be justified4 ,much might be said of the practical workings of schools in connection with such boards1 and it is claimed that the schools get the substance at least in the way of beneficial treatment4 ,by one superintendent it has been stated thus3 ,in theory it is all wrong1 but in practice it could not be improved upon4 ,where the boards are composed of capable1 broad-minded1 sympathetic men1 the needs of the schools can be satisfactorily looked into1 and their experience with other institutions1 where the problems are akin in the way of housing a large number of people1 can be utilized to great advantage1 especially in connection with sanitary1 hospital and other arrangements4#eaa ,such boards may secure supplies on more favorable terms1 may systematize all the institutions1 may properly apportion the appropriations to be asked of the legislature1 may exercise a wider supervision1 and may correlate all the means of the state for the maintenance of certain classes of its population4 ,these boards may also have peculiar opportunities for coming across poor and neglected children and of getting them in the schools4 ,lastly1 and most important of all1 even though the institutions are educational1 there is much also to be considered besides education alone1 for a home and board are furnished during the school year1 and usually transportation and clothing as well to those in need of them4#eab ,by the boards of charity themselves the institutions are not necessarily regarded as charitable4#eac ,many of them hold the institutions to be educational1 despite the charity connection1 and few are unwilling to give recognition to their educational features4 ,in none is there a desire to injure or stigmatize the deaf4 ,the aim is to consider the matter in its practical bearings1 and the question is held to be largely one of classification and administration4 ,with all the fact weighs that board1 lodging1 etc41 are given entirely free4#ead ,the clearest and fullest presentation of the point of view of the charity boards is given in the following extract from a letter by one board3#eae ,the institutions are doubtless both educational and charitable1 or at least ought to be1 using these words in their ordinary application4 ,it is not a question of merit or demerit on the part of the unfortunates or their families4 ,it is not a question whether they are entitled to an education as much as normal children4 ,so far as there is any real issue1 it is one of classification for purposes of administration4 ,the question seems to be whether the institutions that care for the above mentioned classes can best be administered under the department of charities that has charge of public institutions1 or the department of education that usually has to do with institutions that furnish education only in the limited technical sense1 where pupils attend school a few hours a day1 but are not boarded at the institutions4 ,because an institution is an educational institution1 ,i think it may be none the less a charitable institution4 ,for example1 it would hardly be denied that an orphan asylum is a charitable institution2 yet an orphan asylum that was not an educational institution would be deplorable4 ,in the state institutions for the deaf and the blind1 throughout the country1 the educational side is very properly emphasized4444 ,these inmates would properly be classed as public dependents as they usually have been4444 ,the whole trouble seems to arise from a feeling of aversion to the word charity1 and probably the word has been degraded4444 ,to refer to the institutions under consideration as educational institutions1 without any qualification1 would not be in the interest of clearness of thought1 and would either lead to confusion or to some qualifying phrases1 because the deaf and the blind are certainly different enough from the normal child to be considered1 for many purposes1 in a separate class1 and the institutions which educate and support them1 it would seem to me1 need some term by which they can be designated1 which would distinguish them from the educational institutions designed for the normal child4 ,,arguments ,,in ,,opposition ,,to ,,the ,,connection ,yet over against all the arguments for the connection with the boards of charities the voice of the educators of the deaf is in unison that the connection of the schools be completely severed with whatever is of charitable signification4#eaf ,this feeling cannot all be ascribed to the prejudice regarding the words employed4 ,in the dissolving of the charity connection an issue not to be disregarded is the moral effect on the public4 ,a right conception is to be obtained respecting the education of the deaf1 and while in the schools and in after life they are entitled to the recognition of the true character of this education and of their status in the community4 ,if the deaf after they have left the schools have shown that they are capable of wrestling unaided with the difficulties of life1 and are really not objects of charity at all1 then they should be spared all discriminating associations4 ,indeed1 as our new view of charity is the making of men capable of standing alone1 and economic units of gain in society1 so the deaf should not be considered as a distinct or dependent class1 when by the use of certain expressions this is done2 and we should hold that if their work in the world has justified them1 then no barriers should be raised which their fellows in society do not have to meet1 and that their education should be offered to them without discrimination or stigma4 ,the benefits derived from the relation with the board of charities may be more than offset by the connection with educational agencies1 where the school is recognized as part of the state's educational system4 ,in respect to the providing of maintenance for the pupils1 this can be regarded as but an incidence1 when any other plan would be impracticable4 ,the main1 overshadowing purpose in the work of the institutions is education1 and what are supplied beyond are only to render this the more effective4 ,but after all this is said1 the opponents of the charity connection insist that the burden of proof is upon those who advocate the connection4 ,why1 they ask1 should the deaf children of the state who are as capable of being educated as others be considered objects of the state's charity8 ,why any more than other children8 ,the feeling in the matter may be indicated by two declarations on the subject1 one by the educators of the deaf1 and the other by the deaf themselves4 ,the first is in the form of a resolution adopted by the ,convention of ,american ,instructors3#eag ,resolved1 that the deaf youth of our land unquestionably deserve1 and are lawfully entitled to1 the same educational care and aid as their more fortunate brothers and sisters2 and that this education1 the constitutional duty of the state1 should be accorded them as a matter of right1 not of charity1 standing in the law1 as it is in fact1 a part of the common school system4 ,the second is a resolution adopted by the ,national ,association of the ,deaf3#eah ,whereas1 the privilege of an education is the birthright of every ,american child 4442 and ,whereas1 the deaf child 444 has the same inalienable right to the same education as his more fortunate hearing brother2 and ,whereas1 444 the modern movement 444 is giving schools for the deaf their proper place as part of the public school system of the country2 and ,whereas1 444 eighty-one per cent of the deaf are gainfully employed of those who have had schooling1 thus indicating the value of education 4442 therefore be it ,resolved1 444 that education of the deaf on the part of the state is simply fulfillment of its duty as a matter of right and justice1 not sympathetic charity and benevolence to the deaf2 444 that schools for the deaf should not be known and regarded1 nor classified1 as benevolent or charitable institutions1 444 but as strictly educational institutions1 a part of the common school system 444 and not with such associations as tend to foster a spirit of dependence in the pupils and mark them as the objects of charity of the state4444 ,,conclusions ,,in ,,respect ,,to ,,the ,,charity ,,connection ,,of ,,schools ,,for ,,the ,,deaf ,certain inferences or conclusions may now be reached regarding our question as to whether schools for the deaf may be regarded and classified as charitable4 #a4 ,in ,america the schools have been regarded both as educational and charitable1 but there is an increasing tendency to consider them as purely educational4 ,at present about half of the states hold them entirely or in the main as educational4 #b4 ,the state boards or public authorities that regard the schools as charitable are in no wise prompted by any desire to discriminate against the deaf1 or to deny that they are less capable or worthy of education than others4 ,the question is held to be mainly one of administration4 #c4 ,inasmuch as board and a home are provided in the institutions1 and in some cases clothing and transportation also1 the charitable element is present1 and in point of fact the schools must be regarded ad hoc as charitable4 #d4 ,this charitable feature1 however1 plays a slight and almost negligible part in the work of the schools1 being in fact only incidental1 and the educational aims take precedence over all else4 #e4 ,because of the associations involved in the charity connection1 which are not shared in by the regular schools1 and because of the little to suggest charity in the after lives of the deaf1 the schools for the deaf have reason to protest against the connection4 ,as education is the one purpose of the schools1 and as their operations are conducted solely to this end1 they are entitled to an educational classification4 #f4 ,that the schools for the deaf should thus be held and treated1 to the farthest possible extent1 as purely educational1 is demanded both by justice and by the regard for the proper effect on the deaf and on the public4 ,,footnotes3 #ejg ,thus1 in addition to the states named above1 in the constitutions of ,michigan1 ,oklahoma and ,virginia the institutions are designated educational4 ,in certain states also1 as we have seen1 the state superintendent of public instruction is ex-officio member of the governing board1 and in a few other states report is made to the department of education4 ,in ,new ,york and ,north ,carolina the schools are visited by this department4 ,in a number also an educational classification is found in some of the statutory references or captions4 ,see in particular on this subject1 ,annals1 xlviii41 #aijc1 p4 #cdh2 lviii41 #aiac1 p4 #cbg4 #ejh ,the earlier conception of the schools is in part illustrated by the name asylum given4 ,british schools were often called asylums or hospitals1 and were largely founded and supported by charity4 ,likewise in ,america the term asylum was frequently given to the schools when first started4 ,but the name has now been generally discarded1 and in but one state is the title retained1 ,new ,mexico4 ,school is now mostly used1 while in a few institution is employed4 ,see ,annals1 loc4 cit4 ,see also ,report of ,board of ,penal1 ,pauper and ,charitable ,institutions of ,michigan1 #ahgh1 p4 #da4 #eji ,in ,massachusetts appropriations were once for beneficiaries in asylums for the deaf and dumb1 but now they are for the education of deaf pupils in schools designated by law4 #eaj ,in a legal sense1 nearly all educational institutions can be called charitable1 especially if they are private affairs1 and gifts for such purposes are held in the law as for charitable purposes4 ,see #d ,wheaton1 #eah2 #b ,how4 7,u4 ,s471 #bbg2 #ad ,how41 #bgg2 #dd ,mo41 #egj2 #be ,o4 ,st41 #bbi4 ,not many cases have arisen in regard to the status of institutions for the deaf4 ,in #aijj the ,columbia ,institution was held in the opinion of the ,attorney-,general to be under the department of charities1 but ,congress the next year declared it to be educational4 ,see ,annals1 xlvi41 #aija1 p4 #cde4 ,in ,colorado an opinion was rendered that the school was educational alone1 and not subject to the civil service rules1 and this was later ratified in the constitution and by the legislature4 ,some of the courts have been inclined to view the institutions as charitable4 ,in ,nebraska the school for the deaf was at first considered an asylum and in the same class with almshouses1 rather than educational4 #f ,neb41 #bhf4 ,see also #dc ,neb41 #ahd4 ,in ,new ,york the provision of the law allowing the ,state ,board of ,charities to inspect the ,institution for the ,blind was attacked1 and it was held that1 though the institution was partly educational and was visited by the department of education1 yet the word charity was to be taken in its usual meaning1 and if the institution as a private body educated1 clothed and maintained indigent pupils1 it was charitable4 #aed ,new ,york1 #ad 7#ahig74 #eaa ,see ,report of ,illinois ,board of ,charities1 #ahgb1 pp4 #ac;ff41 #cb;ff4 #eab ,in a few cases a home during vacation is afforded to the indigent or unprotected4 #eac ,in order to discover how these institutions are regarded by the departments of charities1 letters of inquiry were sent by the writer to all the states of the ,union4 ,replies were received in #de out of #di cases1 coming from boards of charities1 boards of control1 or in their absence from commissioners of education or other state officials1--and in a few cases from individuals or societies to whom the communication was turned over4 ,in the answers1 the institutions were called charitable by #f1 educational by #ac1 both charitable and educational by #ab1 while by #ad the question was not specifically answered4 ,in some instances1 these replies were only private opinions1 but they represent none the less the views of those most in touch with the charity activities of the states4 ,in a few cases the replies were at variance with what has been accepted regarding certain states4 ,it was also found that boards of control do not necessarily consider the institutions as charitable4 #ead ,by one board1 while such schools are admitted to be partly educational1 they are held charitable in that they afford a home for certain defective persons during the time of their dependence4 ,by one board the pupils are called charity patients4 #eae ,the ,district of ,columbia4 #eaf ,many of the schools in their reports take pains to disclaim any but a strictly educational character4 ,of the ,michigan school it is expressly stated that it is not an asylum1 reformatory or hospital2 of the ,colorado that it is not an 'asylum' or 'home' for the afflicted2 it is not a hospital for the care and treatment of the eyes and ears2 and it is not a place for the detention and care of imbeciles2 of the ,illinois that it is not a reformatory1 poor house1 hospital or asylum2 of the ,indiana that it is not an asylum1 place of refuge1 reform school1 almshouse1 children's home or hospital2 of the ,georgia that it is in no sense an asylum 444 or charitable institution2 and of the ,mississippi that it is in no sense an asylum 444 a home 444 nor a place for medical treatment4 ,see also ,report of ,commissioner of ,public ,lands and ,buildings of ,nebraska1 #ahif1 p4 #cef2 ,education ,department of ,new ,york1 #aiab1 p4 #ha4 #eag ,proceedings1 xvii41 #aije1 p4 #afh4 ,see also ibid41 xv41 #ahih1 p4 #baf2 ,annals1 lv41 #aiaj1 p4 #acc4 ,the schools are also said to be maintained solely for the instruction of a large and interesting class of children who1 by reason of a physical infirmity1 the loss of hearing1 are denied instruction in the public schools4 ,dr4 ,a4 ,l4 ,e4 ,crouter1 ,proceedings of ,national ,conference of ,charities and ,corrections1 #aijf1 p4 #bdi4 ,see also ,report of ,kentucky ,school1 #aiji1 p4 #ag4 #eah ,proceedings1 viii41 #aijg1 p4 #dj4 ,see also ibid41 v41 #ahif1 p4 #dg4 ,,chapter ,,xvii ,,provisions ,,concerning ,,admission ,,of ,,pupils ,,into ,,schools ,,rules ,,as ,,to ,,the ,,payment ,,of ,,fees ,hitherto we have considered the several forms of provision for the schools for the deaf1 and the general treatment accorded them4 ,we now turn our examination to the schools themselves in their relation to the pupils who enter them4 ,our first concern is with the provisions as to the admission of pupils into the schools4 ,we find that the schools1 to all intents and purposes1 are free to all applicants mentally and physically qualified to enter4#eai ,usually1 when started1 the schools were free to the indigent only1 though some1 especially in the ,west1 were made free to all from the very beginning4 ,however1 there was little attempt to observe closely these limitations1 and in time1 as we have seen1 they were for the most part given up4#ebj ,at present limitations of any kind are found in the smaller number of states1 and exist in these in form rather than in practice1 so that to-day laws or regulations of a restrictive nature may be regarded as but nominal4 ,in all the states the schools are by statute free to the indigent at least1 and in less than a score is there a regulation short of universal admittance prescribed4 ,by the wording of the statute1 either directly or by implication1 it would seem to be indicated that the schools1 or1 in their absence1 the proper public authorities1 in the following states were still empowered to demand a charge in whole or in part from those able to pay3 ,alabama1 ,arizona1 ,delaware1 ,district of ,columbia1 ,florida1 ,kentucky1 ,maryland1 ,mississippi1 ,missouri1 ,new ,hampshire1 ,new ,jersey1 ,new ,mexico1 ,nevada1 ,pennsylvania1 ,south ,carolina1 and ,virginia--these states at least making reference in some place to the indigent4#eba ,but with or without such reference1 as we have noted1 in but few instances is there a charge to any1 indigent or not4#ebb ,in some states proof of indigence is still formally necessary1#ebc and in others payment may be made if desired4#ebd ,little effort1 then1 is made to collect fees in ,american schools for the deaf4 ,the circumstances of the deaf themselves are usually such as to demand for them education without cost2 while at the same time the general ,american feeling that education should be a free gift of the state to its youth would be sufficient to prevent attempts to secure payment1 even if such action should be considered proper4 ,,provision ,,for ,,collateral ,,support ,,of ,,pupils ,the state thus supplies the means for the education and maintenance of pupils without cost to them2 but to insure the attendance of those who by reason of poverty might be prevented from availing themselves of its bounty1 it assists even further4 ,where no other means are provided1 clothing and transportation to and from the schools are furnished free of expense4 ,such charges are usually paid by the counties from which the pupils come1 though a few states undertake this directly4 ,a given sum may be allowed for this purpose1 or the actual cost may be collected4#ebe ,,age ,,limits ,,of ,,attendance ,with most of the schools the age limits of attendance are fixed1 and pupils may be admitted only within the time prescribed by the law4 ,in some the age permitted is the common school age2 in others pupils are admitted who are of suitable age and qualifications1 or capacity2 and in some cases1 no limits being set down1 the matter seems to be left to the discretion of the authorities4#ebf ,in schools where the limits of attendance are specified1 the minimum age is usually six1 seven or eight1 while a few schools admit at five4 ,in a few of the day schools1 and in most of the oral home schools1 children may be received as early as three1 or even two1 to make an early beginning in the use of speech1 some of the home schools being designed expressly to receive children under five1 or before the regular school period4 ,the age limit for the completion of the school period is often twenty or twenty-one1 while a few schools may keep pupils longer1 as to twenty-five4 ,the most frequent age period at present1 where age limits are stated1 is from six to twenty-one1 but the period often begins and ends at other ages4#ebg ,in some cases pupils are allowed to remain a certain number of years1 but none beyond a certain limit1 while in many the period may be extended two1 three or five years1 when it appears that the progress of the pupil justifies a more protracted residence4#ebh ,finally1 it is to be noted that the limits of attendance have in general been lowered1 and have been made to conform more and more with those of the regular schools4#ebi ,,footnotes3 #eai ,certain of the schools receive a few pay pupils1 but these are usually from outside the state or are otherwise exceptionally provided for4 ,receipts from such sources are inconsiderable1 and have little effect on the revenues of the schools4 ,according to the ,census of ,benevolent ,institutions of #aije1 less than #ee1jjj came to the schools in this way1 the greater amount being for pupils of other states4 #ebj ,the statutes of some states1 as of ,maine and ,massachusetts1 even go so far as distinctly to declare that no discrimination shall be made on account of wealth4 ,on this subject1 see ,report of ,clarke ,school1 #ahhe1 p4 #h4 #eba ,in ,florida tuition at least seems to be provided free by the statute1 and in ,georgia free admission seems to be provided only for the indigent blind1 while education is made free to all the deaf4 ,on this subject1 see ,american ,journal of ,sociology1 iv41 #ahih1 p4 #ea;ff4 #ebb ,on this subject the superintendent of the ,mississippi ,school addressed letters to heads of ,southern schools1 and found only two--those in ,texas and ,mississippi--having any requirement as to payment4 ,in ,mississippi there had been only two payments in the course of a considerable number of years4 ,in the ,texas school for the year #aiji we find the sum of #a1edf collected as a reasonable amount for board1--an unusual item in the receipts of a school4 #ebc ,wherever a formal regulation is stated1 we are advised that the schools are free to the indigent1 free if parents are unable to pay1 free under certain circumstances1 etc4 ,in a few states1 certificates of inability have been demanded4 #ebd ,in ,maine1 for instance1 the law states that the school is free1 provided1 however1 that nothing herein contained shall be held to prevent the voluntary payment of the whole or part of such sum by the parent or the guardian4 #ebe ,some states1 notably ,washington1 ,minnesota1 ,mississippi1 ,south ,carolina1 ,arkansas1 ,utah1 ,nebraska1 and ,oklahoma allow funds to pay the transportation of students who enter the college at ,washington1 and in some cases an even further allowance is made4 ,in ,minnesota and ,nebraska1 for instance1 the amount is #cjj a year4 ,see ,annals1 lvi41 #aiaa1 p4 #ahj4 #ebf ,even where the age period is fixed by law1 it is not always rigidly adhered to1 and considerable elasticity may be allowed4 ,of the ,michigan school we are told that the state wisely allows the board of trustees the privilege of admitting those pupils who are older or younger1 if they see fit4 ,report1 #aijh1 p4 #cb4 ,for discussion of the age period1 see ,report of ,new ,york ,institution for ,improved ,instruction1 #ahgj1 p4 #bh2 ,ohio ,school1 #ahgb1 p4 #ag2 ,clarke ,school1 #ahhh1 p4 #h2 ,american ,school1 #ahic1 p4 #cb2 ,michigan ,school1 #ahid1 p4 #bb2 ,new ,jersey ,school1 #ahih1 p4 #bj2 ,pennsylvania ,institution1 #aija1 p4 #ce2 ,proceedings of ,convention of ,american ,instructors1 xviii41 #aijh1 p4 #aef2 ,association ,review1 v41 #aijc1 p4 #chj4 #ebg ,the formal age period is from #f to #ba in ,colorado1 ,florida1 ,idaho1 ,maryland1 ,montana1 ,oklahoma1 ,south ,dakota1 and ,washington2 from #g to #ba in ,kansas1 ,michigan1 ,nebraska and ,new ,mexico2 #g to #be in ,georgia and ,north ,dakota2 #g to #bj in ,wisconsin2 #h to #bj in ,minnesota2 #h to #ba in ,indiana2 #h to #be in ,west ,virginia2 #h to #bf in ,california2 #e to #ba in ,iowa and ,maine2 #e to #bj in ,vermont2 and in ,north ,carolina at one school #f to #ba1 and at the other #h to #bc4 ,in ,alabama pupils between the ages of #g and #ba may remain #aj years1 with an extension of #d1 but none beyond #be4 ,in ,arkansas the limits are #f and #ba1 and the time of residence may be extended to #ac years4 ,in ,texas they are #g and #bj1 with a residence of #ab years permitted4 ,in ,missouri they are #h and #ba1 with a residence of #ab years4 ,in ,kentucky and ,virginia they are the same1 with a residence of #aj years4 ,in ,rhode ,island they are #c and #bj1 with a stay of #aj years1 which may be extended4 ,in ,new ,jersey the limits are #h and #ba1 and a pupil is entitled to a stay of #h years1 which may be extended #c1 and #c more in addition4 ,in ,louisiana the limits are #h and #bb1 pupils under #ad being allowed to stay #aj years2 between #ad and #ag1 #h2 and over #ag1 #e--with an extension in each case of #d years4 ,in ,delaware a pupil may stay #e years1 with a further extension of #e4 ,in ,ohio the lower limit is #g1 and none may remain more than #ac years4 ,in ,new ,york pupils may enter at #e1 but after #ab1 the period is #e years1 with an extension of #c1 and a further one of #c4 ,in ,wyoming pupils may enter at #f2 and in ,connecticut at #f1 with a residence of #ab years and an extension of #f4 ,in ,massachusetts a residence of #aj years is permitted1 which may be extended1 but here the ,clarke ,school has no fixed time1 and the ,horace ,mann takes pupils over #e4 ,in ,pennsylvania1 though the statute seems to have provided from #aj to #bj years as the period1 there are no strict limits1 the ,pennsylvania ,institution receiving from #e to #ba1 the ,western ,pennsylvania from #f to #bj1 and the ,pennsylvania ,oral none under #f1 except in special circumstances4 ,in ,utah there seems to be only an upper limit of #cj4 #ebh ,it sometimes happens that there are found a small number of deaf persons who are beyond the age allowed1 but who are in need of a certain amount of schooling4 ,their condition is said to be due to their environments1 to merciless and exacting parents1 to sickness1 and to other causes4 ,report of ,iowa ,school1 #ahab1 p4 #ac4 ,see also ,report1 #aiaj1 p4 #h4 ,under special arrangements1 some of these might be benefited no little by a few years of instruction4 ,in ,iowa such persons may now be received up to the age of thirty-five1 if the ,state ,board of ,control consents4 #ebi ,we have already noticed that in the first schools an early age was not insisted upon1 some pupils entering at #aj or #ab1 while their attendance was also of short duration4 ,the period was often from #i to #cj4 ,the latter age has been allowed in some states till recent years1 as in ,texas1 ,arkansas and ,missouri4 ,it may be stated here that the law as to residence applies usually only at the time of entrance1 and the removal of the parent may not always effect a change4 ,for a case in point1 see #d ,r4 ,i41 p4 #ehg4 ,,chapter ,,xviii ,,attendance ,,in ,,schools ,,the ,,proportion ,,of ,,the ,,deaf ,,in ,,the ,,schools ,the question now arises as to whether the deaf generally attend these schools provided for them4 ,this inquiry really resolves itself into two parts3 how far the deaf have at some time and for a longer or shorter period had recourse to the schools2 and how far they may be found to be in attendance at a given time4 ,the one has relation rather to how widely the schools are extending their educational opportunities1 and the other to how effectively they are accomplishing their ends4 ,as to the first consideration1 the schools are found to reach most of the deaf children with the privileges of an education to a greater or less extent4 ,from the returns of the census#ecj we find that nearly four-fifths 7#gh4d per cent7 of the deaf have attended school1 over three-fourths 7#gg4e per cent7 of these having attended the special schools4 ,the proportion would be greater still but for the number of the deaf too young to enter school4 ,the proportion of the deaf of school age who have attended school may likewise be estimated by comparing the total number of approximate school age with the number who were reported to have been in attendance4 ,there were1 according to the census1 #ac1ije deaf children from five to twenty years of age4 ,of these1 #aj1fdj1 or #gf4e per cent1 were reported to have attended school4#eca ,in #aiab-aiac the total number in attendance was #ad1dgd1 which probably means a higher proportion4 ,on the whole1 then1 it would seem that1 in respect to the number of deaf children actually reached at one time or another1 the schools make a really commendable showing1 and one that is becoming better from year to year4 ,the second matter1 however1 cannot be disposed of nearly so satisfactorily4 ,it is difficult to determine with any approach to exactness the respective proportions of the deaf in the several states of school age who are out of school4 ,the census does not give us definite information on this point2 and though the school authorities themselves are usually aware of conditions in their respective states1 they seldom have the means of fully ascertaining4 ,but we may learn something of the general situation4 ,in the reports of some of the schools complaint is not infrequently made as to the number of deaf children out of school who should be in1 and in a portion the number is said to be large4#ecb ,the proportions1 furthermore1 found in attendance in the different states in comparison with their total population1 or with their total deaf population under twenty years of age1 indicate that the attendance in some states is far greater than in others1 which means that in the latter a relatively smaller part are in school4#ecc ,it would appear1 then1 that the number of the deaf out of school who are of school age is probably not negligible in any of the states1 and that in some it is very considerable4#ecd ,the fact that the schools do not have their full quota of pupils is not all due to the refusal of deaf children to avail themselves of the opportunity for a schooling4 ,it is in good part owing also to the failure of some of the pupils who attend to remain a sufficient length of time4 ,in the preceding chapter we have seen what are the limits of attendance prescribed in the schools2 but as a matter of fact a large proportion of the pupils do not remain the full period allotted1 and in some of the schools an appreciable number do not remain the better or a substantial part of the term4#ece ,as in all schools1 there is in the passing of the pupils from the years of childhood an increasing tendency to leave1 and with the deaf this applies with no less force2#ecf so that on no small portion of the pupils the work of the schools is not permitted to have full effect4 ,,the ,,need ,,of ,,compulsory ,,education ,,laws ,,for ,,the ,,deaf ,it is thus quite evident1 however large the true proportion of the deaf who attend the school may be1 and whatever the proportion remaining a satisfactory period may be1 that in practically every state there are a certain number of deaf children not in the schools who should be there1 and that the offer of the state to provide an education for all its deaf children is not availed of as it should be4#ecg ,for the existence of this condition of affairs the schools are not to be held responsible4 ,they are usually doing all they can to get the children in1 and all the deaf if they will may receive an education4 ,the cause lies further back3 most often in the ignorance or short-sightedness of the parent4 ,for it all there is but one remedy--the enactment of a strong compulsory education law and its uncompromising enforcement4 ,no matter how strenuous and diligent may be the efforts to reach the children1#ech it is only when such a law is on the statute books that the state's really effective weapon is at hand to secure attendance4#eci ,however urgent are the needs of compulsory education laws for children generally1 there are special reasons for them with the deaf4 ,the deaf stand in particular need of an education1 and without it their condition is peculiarly helpless and pitiable4 ,compelling reason is also found in the fact that1 besides the ordinary schooling1 industrial training is likewise afforded to the deaf1 which is hardly possible elsewhere1 and which may mean no little towards success in after life4 ,even though it sometimes seems hard to take a deaf child from his home1 and separate him from his parents for a number of months at a time1 especially if the child is in his tender years1 the greater necessity of the law is but indicated if such children are to be kept from growing up in ignorance4 ,the hardship in separation is rather apparent only and is temporary1 while the gains are not to be measured4 ,not only should the deaf child be required to attend school1 but for reasons equally strong it should be seen that he remains at school a sufficient number of years1 and a sufficient length of time each year4 ,it is a difficult matter as it is to secure full attendance1 but too often also the temptation is at hand for pupils to leave early to take up work on their own account1 or because the school routine seems irksome2 and too often is a pupil called away to help on the farm or in the shop by what is sometimes hardly less than the greed of the parent1 or by what is sometimes miscalled his poverty4 ,the state should allow nothing at all to stand in the way of the child's best interests4 ,,present ,,extent ,,of ,,compulsory ,,education ,,laws ,how important are compulsory education laws for the deaf is being generally seen1 and the demand has become practically unanimous for their enactment1 the feeling not being confined to educators of the deaf but shared in by others interested in them4#edj ,such laws have begun to find their way upon the statute books1 and are now being increasingly enacted4 ,already practically half of the states have them1 nearly all of which were enacted since #aijj4 ,in other states the matter is also being agitated1 with the likelihood that provisions will be extended to them in time4 ,states with such laws now number at least twenty-three3 ,california1 ,colorado1 ,idaho1 ,indiana1 ,iowa1 ,kansas1 ,maryland1 ,massachusetts1 ,michigan1 ,minnesota1 ,montana1 ,nebraska1 ,new ,mexico1 ,north ,carolina1 ,north ,dakota1 ,ohio1 ,oklahoma1 ,oregon1 ,rhode ,island1 ,south ,dakota1 ,utah1 ,washington1 and ,wisconsin4#eda ,with respect to the provisions of these statutes1 we find that in some cases the general compulsory education law applies with its age-periods1 fines1 etc41 while in others there are special enactments for the deaf4 ,in most states an exception is made if there is instruction at home1 or with equal facilities1 and at the same time and in the same branches4 ,in certain ones truancy officers are expressly designated to enforce the law4#edb ,fines for violation are placed at sums varying from #e to #bjj4edc ,the period of attendance required may be the school year1 but more often a part1 as five1 six or eight months2#edd and the term for which attendance is required is either a designated number of years1 as five or eight1 or a period between certain age limits1 as from eight to sixteen or from seven to eighteen1 etc4#ede ,,footnotes3 #ecj ,special ,reports1 #aijf1 pp4 #ade1 #adf1 #bdb4 ,of the colored deaf less than one-half--#a1afi out of #b1hcf--;had been to school4 #eca ,in #ahij the proportion of deaf children between five and twenty years found to be in school was only #dj per cent1 to be accounted for in part by the fact that only those children actually in school at the time that the census was taken were included4 ,census ,reports1 #ahij4 ,report on ,insane1 ,feeble-minded1 ,deaf and ,dumb and ,blind1 #ahie1 p4 #ajb4 #ecb ,in the case of the ,alabama ,school it is said that there are many deaf children of school age in the state not in school4 ,report1 #aijj1 p4 #bd4 ,in the case of the ,kentucky ,school it is stated that there are still #bjj children of school age in the state who have not received the benefit of the school4 ,report1 #aijc1 p4 #ac4 ,see also ,report1 #ahhg1 p4 #ih4 ,in ,tennessee it is stated that there are doubtless quite a number of deaf children of whom we have no knowledge in certain counties4 ,report of ,tennessee ,school1 #aiaj1 p4 #aa4 ,in ,texas there are said to be #cjj deaf children in the state within scholastic age who are not in school1 this proportion possibly being #ej per cent4 ,report of ,texas ,school1 #aiab1 pp4 #e1 #ab4 ,see also ,report of ,board of ,charities of ,new ,york1 #aiaj1 i41 p4 #aea2 ,arkansas ,school1 #ahij1 p4 #dd2 ,western ,pennsylvania ,institution1 #ahhh1 p4 #ai2 #aijh1 p4 #ai2 ,maryland ,school1 #ahic1 p4 #h4 #ecc ,it has been found that1 by comparing the number of the deaf in school in the several states with the total population of #aiaj1 the best record is #bf4j per #ajj1jjj of population1 which belongs to ,wisconsin2 and if this ratio be accepted as an approximate standard1 the average proportion for all the ,united ,states is only one-half1 with a ratio of #ac4f per #ajj1jjj1 while in a few of the states it is only one-third1 the lowest ratio being #f4a per #ajj1jjj4 ,if all the states had as high a ratio as #bf1 the number in attendance would be #bc1iac4 ,the finding of these results is due to ,mr4 ,f4 ,w4 ,booth1 ,volta ,review1 xii41 #aiaa1 p4 #ghf4 ,if we compare the number of the deaf reported by the census under twenty years of age with the number found at school4 ,in #aiab-aiac1 the lowest proportion is seen to be #de per cent1 though only half a dozen states have proportions under #fj4 #ecd ,the proportion of children generally out of school is found by the ,russell ,sage ,foundation to average #ba4h per cent in all the states1 ranging from #g4c to #dd4g per cent4 ,comparative ,study of ,public ,school ,systems in #dh ,states1 #aiab4 #ece ,in respect to the ages most common in the schools for the deaf1 it has been found by ,dr4 ,harris ,taylor1 of the ,new ,york ,institution for ,improved ,instruction1 that of #b1fcd pupils in #ch schools for whom returns were made1 #ai4h per cent were seven years of age2 #ag4c per cent1 eight2 #aj4i per cent1 six2 #aj4b per cent1 nine2 and #i4f per cent1 ten4 ,only #a4d per cent were over nineteen4 ,volta ,review1 xiv41 #aiab1 p4 #agg4 #ecf ,see ,report of ,western ,new ,york ,institution1 #ahhh1 p4 #bh2 ,kentucky ,school1 #ahhi1 p4 #ad4 ,in the regular schools #he per cent of the pupils are said to drop out between the twelfth and fifteenth years4 ,f4 ,m4 ,leavitt1 ,examples of ,industrial ,education1 #aiab1 p4 #ed4 ,see also ,report on ,condition of ,women and ,children ,wage ,earners in the ,united ,states1 #aiaj1 vol4 #g4 #ecg ,in some cases it happens that the school is already crowded1 but the need is no less1 and it should be the business of the state to provide sufficient accommodations for all those who seek an education4 #ech ,great credit is often due to the schools for their efforts to get all the children in4 ,of the ,kentucky ,school it is said that there remain but few deaf children whom we have not seen personally4 ,report1 #aijg1 p4 #ad4 #eci ,we do not have sufficient data to enable us to make comparison between the attendance in states with a compulsory education law and those without it1 though the former have in general apparently the better record4 ,in ,michigan it is stated that the compulsory education law has brought in many who otherwise would not have come4 ,report1 #aijh1 p4 #ad4 #edj ,see ,proceedings of ,national ,conference of ,charities and ,corrections1 #aijg1 p4 #dih2 ,report of ,commissioner of ,charities and ,corrections of ,oklahoma1 #aiab1 p4 #dcj2 ,proceedings of ,convention of ,american ,instructors1 vii41 #ahgj1 p4 #acg2 x41 #ahhb1 p4 #afd2 xi41 #ahhf1 p4 #cd2 ,conference of ,principals1 ii41 #ahgb1 p4 #agh2 ,national ,association of the ,deaf1 iii41 #ahhi1 p4 #eb2 ,annals1 xv41 #ahgj1 p4 #baf2 xliv41 #ahii1 p4 #aeb2 liv41 #aiji1 p4 #cef2 lviii41 #aiac1 p4 #cdg2 ,association ,review1 v41 #aijc1 p4 #aha2 ,report of ,clarke ,school1 #ahhh1 pp4 #h1 #ai2 ,north ,carolina ,school 7,raleigh7 #ahif1 p4 #f2 ,illinois ,school1 #ahih1 p4 #ac2 ,colorado ,school1 #ahih1 p4 #ah2 ,indiana ,school1 #aijj1 p4 #bj2 ,oregon ,school1 #aija1 p4 #i2 ,nebraska ,school1 #aiab1 p4 #i2 and current reports of schools generally4 #eda ,in a certain number of states1 moreover1 as ,connecticut and ,west ,virginia1 town and county authorities are required to make report of the deaf at fixed times1 and this may sometimes have the effect of a regular law4 ,in addition1 in some states with the full law1 as ,wisconsin1 ,michigan and ,north ,carolina1 it is the duty of certain county officials1 as superintendents of education1 assessors1 etc41 to send in the names of possible pupils to the schools4 ,in ,north ,carolina many county superintendents of education are said to take an interest in thus getting the children in4 ,report of ,north ,carolina ,school1 #aijh1 p4 #aj2 #aiaj1 p4 #i4 ,by the secretary of the state board of charities of ,california1 however1 we are advised that the state does not compel a parent to send his deaf or blind child to an institution4 #edb ,as in ,kansas1 ,maryland1 ,michigan1 ,minnesota1 ,nebraska1 ,ohio1 and ,oregon4 #edc ,the fines in some of the states are as follows3 #e in ,maryland1 #e-bj in ,minnesota1 #e-be in ,montana and ,oregon1 #bj in ,rhode ,island1 #be in ,iowa1 #e-ej in ,wisconsin1 #ajj in ,kansas1 and #ej-bjj in ,washington4 ,in ,utah the offense is a misdemeanor4 #edd ,kansas requires #e months1 ,oklahoma1 ,oregon and ,montana #f1 and ,maryland1 ,north ,dakota and ,wisconsin #h4 #ede ,the number in ,montana is #h1 and in ,california #e4 ,the limits in ,wisconsin are #f and #af1 in ,north ,carolina #g and #ag1 in ,indiana and ,maryland #h and #af1 in ,north ,dakota #g and #bj1 in ,kansas and ,oklahoma #g and #ba1 in ,michigan1 ,nebraska and ,rhode ,island #g and #ah1 in ,montana1 ,ohio1 ,oregon and ,utah #h and #ah1 in ,minnesota #h and #bj1 and in ,iowa #ab and #ai4 ,in ,minnesota it is suggested that the law apply to those over #bj as well4 ,report of ,board of ,control1 #aijh1 p4 #cef2 ,report of ,minnesota ,school1 #aiji1 p4 #bc4 ,,chapter ,,xix ,,methods ,,of ,,instruction ,,in ,,schools ,,the ,,use ,,of ,,signs ,,as ,a ,,means ,,of ,,communication ,deaf children cannot be educated as other children1 and in the schools there have to be employed special means of instruction4 ,in the present chapter it is our purpose to consider these methods only as they represent1 in a complete study of the provision of the state for the education of the deaf1 the means which have been found necessary to employ to attain this end4 ,from the beginning of organized instruction of the deaf in ,america a system of signs has been in use to a wide extent4 ,at the time when the methods of instruction of the deaf were introduced into the first schools1 the sign language was brought in as an essential part from ,france1 where it had largely been formulated4 ,modified somewhat and considerably enlarged--and in conjunction with the manual alphabet1 of ,spanish origin--the system has taken its place as a recognized means of education and communication in the great number of the schools4 ,the deaf themselves after passing from the doors of the schools have employed the sign language mainly in their intercourse with one another1 and with most of them meetings and social affairs are conducted virtually entirely in this manner4 ,thus the sign language has for long been one of the vehicles--usually the chief vehicle--of communication among the deaf and their instructors4 ,with the sign language for practical use goes the manual alphabet1 or finger-spelling1 by which the several letters of the alphabet are represented on the hand1 the two together really constituting the language4#edf ,the order of signs itself forms to an extent a universal language4 ,it consists of gestures1 bodily movements1 mimic actions1 pantomime1 postures--and to carry a close shade of meaning1 even the shrugging of shoulders1 the raising of eyebrows and the expression of the face--all appealing graphically to the accustomed eye4 ,the signs of which it is made up are partly natural1 and partly arbitrary or conventional2 and the whole system as now practiced has been codified1 as it were1 for experienced users4 ,by the deaf it can be employed rapidly and with ease1 and is readily and clearly understood4 ,many of them become such masters of this silent tongue that it may be used with grace1 warmth and expressiveness4#edg ,,rise ,,and ,,growth ,,of ,,the ,,oral ,,movement ,this system of signs1 however1 has not been looked upon with favor by all parties4 ,the sign language is said to be a foreign language1 known and understood by only a very small part of the population1 standing as a great barrier to the acquisition of language used by people generally1 and tending to make the deaf of a class apart or clannish4 ,in its place in the schools would be substituted what is known as the oral method1 and speech and lip-reading would be used as the means of instruction4 ,it has been sought thus to give all the schools over to the oral method1 and summarily to drive out the sign language4#edh ,though the system of signs has been used in ,america as the prevailing method from the beginning1 it cannot be said that speech-teaching had not been employed at all in the early days4 ,several schools had started out as oral schools1#edi and in others speech had been employed to a greater or less extent4#eej ,but in none of the schools had the oral method been retained to the exclusion of all others4 ,in time1 however1 attempts were made to secure the adoption of a pure oral system4 ,attention was called especially to ,germany1 which had long been known as the home of this method1 and it was sought to introduce it into ,america4#eea ,in #ahdc ,horace ,mann and ,dr4 ,samuel ,g4 ,howe visited that country1 and on their return reported in favor of the oral method1 though no change was then brought about4#eeb ,a few years later the matter was further agitated1 and in #ahfd an effort was made to have an oral school incorporated in ,massachusetts1 but without success4 ,a small oral school was then started at ,chelmesford in #ahff1 which after a short time was removed to ,northampton1 having been very liberally endowed1 and becoming known as the ,clarke ,school4 ,in #ahfg the legislature decided to incorporate this1 and to allow some of the state pupils to be sent to it4 ,in the meantime--in fact1 seven months prior to the actual establishment of the ,clarke ,school--a school which had resulted from a private class had been started in ,new ,york ,city1 known as the ,new ,york ,institution for the ,improved ,instruction of ,deaf-,mutes4 ,this was under a former ,austrian teacher1 and its stated purpose was to use the oral method as in ,germany4 ,two years later the school board of ,boston1 having made a canvass of the deaf children of the city1 resolved to establish a day school1 which was to be a pure oral one1 and which not long after was called the ,horace ,mann ,school4 ,these three schools were thus the pioneers in the present oral movement4#eec ,the oral method has gained ground steadily since these times4 ,it is now used exclusively in twelve of the institutions1 while it has always remained the prevailing method in the day schools4#eed ,a great extension is also found in the institutions employing what is called the combined system1 and in them more and more attention is given to the teaching of speech4 ,the growth in the number of speech-taught pupils may be indicated in the following table1 showing the number and percentage of those taught speech in different years from #ahhd1 the year we first have record2 of those taught wholly or chiefly by the oral method since #ahib2 and also of those taught wholly or chiefly by the auricular method since #ahic4eee ,,number ,,of ,,the ,,deaf ,,taught ,,speech1 ,,number ,,taught ,,wholly ,,or ,,chiefly ,,by ,,oral ,,method1 ,,and ,,number ,,taught ,,wholly ,,or ,,chiefly ,,by ,,auricular ,,method1 ,,in ,,different ,,years ---------------------------------------- --------------------- ,,number ,,number ,,total ,,taught ,,taught ,,number ,,number ,,wholly ,,wholly ,,year ,,of ,,taught ,,per ,,or ,,per ,,or ,,per ,,pupils ,,speech ,,cent ,,chiefly ,,cent ,,chiefly ,,by ,,cent ,,by ,,oral ,,auricular ,,method ,,method ---------------------------------------- --------------------- #ahhd #g1dhb #b1jda #bg4b #ahij #h1ija #c1fhb #da4c #ahib #g1idj #c1ibd #di4d #a1eha #ai4i #ahic #h1cjd #d1dhe #ed4j #b1jef #bd4g #hj #j4i #ahie #i1beb #e1jhd #ed4i #b1egj #bg4g #adi #a4f #aijj #aj1fjh #f1hhg #fc4j #d1ech #db4h #ajh #a4j #aije #aa1cdd #g1gjj #fg4h #e1gcc #ej4e #adi #a4c #aiaj #ab1ccb #h1hfh #ga4i #g1efb #fa4c #acd #a4a #aiac #ac1dei #aj1ach #ge4c #h1gia #fe4c #ace #a4a ,it thus appears that in a little over a quarter of a century the proportion of pupils in the schools taught speech has nearly trebled2 and that in a score of years the proportion taught chiefly or wholly by the oral method has more than trebled4 ,the proportion of the pupils taught wholly or chiefly by the auricular method never rises above two per cent4 ,it should be stated1 however1 that these figures are not to be taken as meaning that all the pupils thus enumerated have become proficient in the employment of speech1 or have become able to speak clearly and intelligibly1 and well enough for general practical use4 ,it would be nearest the truth to say that they are taught articulation1 or that they are instructed by the use of speech and speech-reading4 ,oftentimes the greatest success lies in the preservation in fair shape of the speech of those who have once had it4 ,the speech acquired by the deaf is of varying degrees1 as we have seen2 but in some it may be such as to be of distinct service1 as well as the lip-reading which may be said to go with it4#eef ,,present ,,methods ,,of ,,instruction ,the methods of instruction at present employed in ,american schools for the deaf are known as the manual1 the manual alphabet1 the oral1 the auricular and the combined4 ,they are thus described in the ,annals3#eeg ,i4 ,,the ,,manual ,,method4--,signs1 the manual alphabet1 and writing are the chief means used in the instruction of the pupils1 and the principal objects aimed at are mental development and facility in the comprehension and use of written language4 ,the degree of relative importance given to these three means varies in different schools2 but it is a difference only in degree1 and the end aimed at is the same in all4 ,,ii4 ,,the ,,manual ,,alphabet ,,method4--,the manual alphabet and writing are the chief means used in the instruction of the pupils1 and the principal objects aimed at are mental development and facility in the comprehension and use of written language4 ,speech and speech-reading are taught to all of the pupils in the school 7the ,western ,new ,york ,institution7 recorded as following this method4 ,,iii4 ,,the ,,oral ,,method4--,speech and speech-reading1 together with writing1 are made the chief means of instruction1 and facility in speech and speech-reading1 as well as mental development and written language1 is aimed at4 ,there is a difference in the different schools in the extent to which the use of natural signs is allowed in the early part of the course1 and also in the prominence given to writing as an auxiliary to speech and speech-reading in the course of instruction2 but they are differences only in degree1 and the end aimed at is the same in all4 ,,iv4 ,,the ,,auricular ,,method4--,the hearing of semi-deaf pupils is utilized and developed to the greatest possible extent1 and with or without the aid of artificial appliances1 their education is carried on chiefly through the use of speech and hearing1 together with writing4 ,the aim of the method is to graduate its pupils as hard-of-hearing speaking people1 instead of deaf-mutes4 ,v4 ,,the ,,combined ,,system4--,speech and speech-reading are regarded as very important1 but mental development and the acquisition of language are regarded as still more important4 ,it is believed that in many cases mental development and the acquisition of language can best be promoted by the ,manual or ,manual ,alphabet ,method1 and so far as circumstances permit1 such method is chosen for each pupil as seems best adapted for his individual case4 ,speech and speech-reading are taught where the measure of success seems likely to justify the labor expended1 and in most of the schools some of the pupils are taught wholly or chiefly by the ,oral ,method or the ,auricular ,method4#eeh ,of these methods the oral and the combined are practically the only ones found4 ,the auricular is employed only in connection with certain pupils in some of the schools2 while the manual method is found in but two schools1 and the manual alphabet in but one4 ,in the institutions the combined is by far the preponderating system1 being employed in all but fifteen of the sixty-five2 while the oral is employed in twelve4 ,on the other hand1 the oral method is used in the day schools almost altogether1 there being but two of the sixty-five schools employing the combined system4 ,in the twenty-one denominational and private schools the oral method predominates1 fifteen employing the oral or the oral and auricular1 and six the combined4 ,in such schools1 the denominational more often employ the combined method1 while the strictly private are oral4 ,in respect to the number of pupils in the schools using the two chief methods1 we find that #hc4g per cent of those in institutions are in institutions employing the combined system1 and #ac4i per cent in oral institutions2 that of those in day schools #if4a per cent are in oral schools1 and #c4i per cent in combined2 and that of those in denominational and private schools1 #ed4h per cent are in combined schools1 and #de4b per cent in oral4 ,of all the pupils in the schools1 #gb4d per cent are in schools employing the combined system of instruction1 and #be4f per cent in schools employing the oral4 ,the percentage taught by the manual or manual alphabet method is #b4j4 ,the percentage given auricular instruction is #a4a4 ,,courses ,,of ,,study ,,and ,,gradations ,,of ,,pupils ,schools for the deaf have courses of study corresponding in general with those in regular schools1 although special emphasis and drill have to be put upon language--something the congenitally deaf child in particular finds exceedingly difficult to use properly4 ,pupils capable of taking the full course are carried through the kindergarten1 primary1 intermediate1 grammar and high school grades2 and on the completion of the prescribed course may receive diplomas1 while in some cases a certificate may be granted for a certain period of attendance4 ,not a large proportion of the pupils1 however1 really graduate4#eei ,in all the schools for the deaf in the ,united ,states in the year #aiab-aiac there were #ad1dgd pupils4 ,of these1 #aa1hid1 or #hb4b per cent1 were in institutions2 #a1idb1 or #ac4d per cent1 in day schools2 and #fch1 or #d4d per cent1 in denominational and private schools4#efj ,the instructors employed in all the schools 7not including teachers of industries1 but including superintendents or principals7 number #a1dai1 or one instructor for every #i4e pupils3 in the institutions1 #a1jij1 or one to #aj2 in the day schools1 #bbc1 or one to #g4i2 and in the denominational and private1 #ib1 or one to #e4g4efa ,the total number of pupils who have received instruction from the beginning is #gb1dec1 of whom #hi4j per cent have been in institutions1 #g4g per cent in day schools1 and #c4c per cent in denominational and private schools4 ,the following table1 based on the figures given in the ,report of the ,united ,states ,commissioner of ,education will show the number of pupils in the different grades and classes in the schools for the year #aiaa-aiab4efb ,,grades ,,of ,,pupils ,,in ,,the ,,schools ---------------------------------------- --------------------------- ,,classes ,,classes ,,classes ,,corresponding ,,corresponding,,corresponding ,,kind ,,of ,,school,,kindergarten,,to ,,grades #a ,,to ,,to ,,grades #e ,,to ,,high ,,departments #d ,,in ,,elementary ,,to #h ,,school ,,schools ,,grades ---------------------------------------- --------------------------- ,institutions #a1jfc #e1jdj #c1cfe #a1jfi ,day ,schools #acd #a1aie #eei #ch ,denominational and ,private ,schools #fc #bdd #afc #af ---------------------------------------- ------------- ,total #a1bfj #f1dgi #d1jhg #a1abc ,for #aiab there were reported #acc graduates from the schools3 #acj from institutions1 #b from day schools1 and #a from denominational or private schools4#efc ,,industrial ,,training ,,in ,,the ,,schools ,the industrial training given in the ,american schools for the deaf forms a very important feature of the work--in many respects it may be said to be the most important4 ,in many of the schools industrial instruction was recognized almost from the very start1 and in a number it commenced practically with the beginning of the work of education4#efd ,it is now provided in all the institutions1 in nearly all the day schools1 and in over half of the denominational and private schools4 ,many of the institutions have large1 well-equipped shop and trade departments1 with skilled and capable instructors4 ,nearly every pupil at a suitable age is put at some industry1 and encouragement and special opportunity are often given to those who show a particular bent or aptitude4 ,the value of this industrial preparation of the schools in the after lives of the deaf has already been referred to4#efe ,the following table will show the number and percentage of the pupils in the several kinds of schools in industrial departments1 according to the ,report of the ,united ,states ,commissioner of ,education for #aiaa-aiab4eff ,,number ,,of ,,pupils ,,in ,,industrial ,,departments ,,in ,,schools ,,for ,,the ,,deaf ---------------------------------------- ------------------------ ,,total ,,number ,,in ,,kind ,,of ,,school ,,number ,,industrial ,,per ,,cent ,,departments ---------------------------------------- ------------------------ ,institutions #aa1bdd #f1bjc #ee4b ,day ,schools #a1ibh #ffb #cd4c ,denominational and ,private ,schools #eah #aif #cg4h ----------------------------- ,total #ac1fij #g1jfa #ea4h ,in all the schools there are #djc industrial instructors1 #cgc being in institutions4#efg ,the industries taught in the schools1 as given in the ,annals1#efh are as follows3 ,art1 baking1 barbering1 basket-making1 blacksmithing1 bookbinding1 bookkeeping1 bricklaying1 broom-making1 building trades1 cabinet-making1 calcimining1 carpentry1 chalk-engraving1 cementing1 chair-making1 china-painting1 construction work1 cooking1 clay-modeling1 coopery1 dairying1 domestic science1 drawing1 dress-making1 electricity1 embroidery1 engineering1 fancy work1 farming1 floriculture1 gardening1 glazing1 harness-making1 house decoration1 half-tone engraving1 housework1 horticulture1 ironing1 knife work1 knitting1 lace-making1 laundering1 leather work1 manual training1 mattress-making1 millinery1 needlework1 nursing1 painting1 paper-hanging1 photography1 plastering1 plate-engraving1 plumbing1 pottery1 poultry-farming1 printing1 pyrography1 raffia1 rug-weaving1 sewing1 shoemaking1 shop work1 sign-painting1 sloyd1 stone-laying1 stencil work1 tailoring1 tin-work1 tray work1 typewriting1 ,venetian iron-work1 weaving1 wood-carving1 wood-engraving1 wood-turning1 wood-working1 working in iron1 and the use of tools4 ,the number and kinds of particular industries taught in the different schools vary not a little4 ,in a few as many as a score are offered1 while in others only three or four are given4 ,the average seems to be about six or eight4 ,the most usual industries afforded are art1 cabinet-making1 carpentry1 cooking1 domestic science1 drawing1 dress-making1 farming1 gardening1 laundering1 painting1 printing1 sewing1 shoemaking1 sign-painting1 tailoring1 wood-working1 and the use of tools4 ,the most common of all are carpentry1 sewing1 printing1 farming1 shoemaking1 and painting4 ,in most of the institutions papers are printed to afford practical instruction in printing1 as well as to give local news of interest4 ,these papers are published weekly1 bi-weekly or monthly4 ,a number of the schools1 especially those in agricultural states1 also have small experimental farms in connection with their industrial work1 and dairy farming and truck gardening are often given particular attention4#efi ,,footnotes3 #edf ,in ,america the one-hand alphabet is used practically altogether1 which is also the case with most of the countries of ,europe4 ,in ,england the double-hand is employed mainly4 ,finger-spelling1 as well as sign-making1 is very old with the human race4 ,the ,egyptians1 ,greeks and ,romans are said to have made use of a system of finger notation4 ,in the ,middle ,ages monks in their enforced silence often resorted to a finger alphabet4 ,dalgarno1 one of the early ,english writers on the deaf1 had an alphabet in which the letters were represented by parts of the hand4 ,see ,j4 ,c4 ,gordon1 ,practical ,hints to ,parents concerning the ,preliminary ,training of ,young ,deaf ,children1 #ahhf1 p4 #cd;ff42 ,w4 ,r4 ,cullingworth1 ,a ,brief ,review of the ,manual ,alphabet for the ,deaf1 #aijb4 #edg ,for a description of the sign language1 see ,j4 ,s4 ,long1 ,the ,sign ,language3 a ,manual of ,signs1 #aiaj4 ,see also ,american ,journal of ,science1 viii41 #ahbd1 p4 #cdh2 ,annals1 i41 #ahdg1 pp4 #ee1 #gi2 v41 #aheb1 pp4 #hc1 #adi2 vii41 #ahee1 p4 #aig2 xvi41 #ahga1 p4 #bba2 xviii41 #ahgc1 p4 #a2 xxxii41 #ahhg1 p4 #ada2 lvii41 #aiaa1 p4 #df2 ,proceedings of ,american ,instructors1 ii41 #ahea1 p4 #aic2 iv41 #aheg1 p4 #acc2 vii41 #ahgj1 p4 #acc2 xii41 #ahij1 pp4 #ajj1 #aga2 ,report of ,new ,york ,institution1 #ahch1 p4 #ad2 #ahdj1 p4 #ag2 ,american ,school1 #ahef1 p4 #ah2 ,california ,school1 #ahge1 p4 #bd4 ,see also ,the ,deaf3 by their ,fruits1 by the ,new ,york ,institution1 #aiab4 #edh ,against the arguments to abolish the sign language1 it is claimed that signs are free1 and are as natural to the deaf as spoken words to the hearing2 that with certain of the deaf1 especially the congenitally deaf1 they are all but indispensable2 that they cause mental stimulation as cannot otherwise be done2 that the acquisition of speech requires a great amount of time1 which is often needed for other things2 that the voices of many of the deaf are disagreeable and attract notice2 that communication readily and with pleasure among the deaf by speech and speech-reading cannot be accomplished to any wide extent2 that only with the gifted few1 and not with the general body of the deaf1 can such proficiency in the use of speech and speech-reading be attained as to cause them to be restored to society1 in that they can with ease and with any considerable degree of satisfaction carry on intercourse with the hearing2 and that1 finally1 the great majority of the deaf vigorously demand the retention of the sign language4 #edi ,the ,new ,york ,institution1 by a resolution adopted at the first meeting of its board of directors in #ahah1 decided for the employment of articulation teaching1 which policy was continued for some ten years4 ,report1 #aijh1 p4 #cj2 ,e4 ,h4 ,currier1 ,history of ,articulation ,teaching in the ,new ,york ,institution1 #ahid 7,proceedings of ,american ,association to ,promote the ,teaching of ,speech to the ,deaf1 iv41 sec4 #ab72 ,american ,journal of ,education1 iii41 #ahbh1 p4 #cig4 #eej ,in addition1 there have always been sporadic instances of private instruction in speech1 as by one's family or friends4 #eea ,it is also claimed that it was by accident that the sign method came into vogue in ,america1 ,gallaudet in his trip to ,europe having found the ,london and ,edinburgh schools closed to him1 and having for this reason been compelled to turn to ,france1 where the sign method was in use4 #eeb ,it is interesting to note that after ,mann and ,howe had made their report1 the ,american ,school at ,hartford and the ,new ,york ,institution sent special representatives to ,europe to investigate1 these advising little change on the whole4 ,see ,report of ,american ,school1 #ahde1 p4 #be2 ,new ,york ,institution1 #ahdd1 p4 #fb2 #ahea1 p4 #hc4 #eec ,see ,life and ,works of ,horace ,mann1 #ahia1 iii41 p4 #bde2 ,life and ,journals of ,samuel ,g4 ,howe1 #aiji1 p4 #afi2 ,report of ,board of ,charities of ,massachusetts1 #ahfg1 p4 lxxii42 #ahfh1 p4 lx42 ,report of ,special ,joint ,committee of the ,legislature on ,education of ,deaf-,mutes1 ,massachusetts1 #ahfg2 ,north ,american ,review1 lix41 #ahdd1 p4 #cbi2 civ41 #ahfg1 p4 #ebh2 ,american ,review1 iii41 #ahdf1 p4 #dig2 ,common ,school ,journal 7,boston71 vi41 #ahdd1 p4 #fe2 ,nation1 iv41 #ahfg1 pp4 #bdi1 #cci2 ,report of ,new ,york ,institution for ,improved ,instruction1 #ahfh1 p4 #e2 #ahgj1 p4 #aj2 ,american ,school1 #ahdi1 p4 #cc2 #ahff1 p4 #ah2 #ahfg1 p4 #bi2 #ahfh1 p4 #af2 ,clarke ,school1 #ahge1 p4 #e2 ,addresses at #beth ,anniversary of ,clarke ,school1 #ahib2 ,report of ,committee of ,school for ,deaf-,mutes 7,horace ,mann71 #ahgc1 p4 #c2 #ahia1 p4 #h2 ,annals1 xxi41 #ahgf1 p4 #agh2 ,lend a ,hand1 xiii41 #ahid1 p4 #cdf2 ,international ,review1 xi41 #ahha1 p4 #ejc2 ,g4 ,g4 ,hubbard1 ,education of ,deaf ,mutes1 #ahfg1 and ,rise of ,oral ,method 7in collected writings1 #ahih72 ,a4 ,g4 ,bell1 ,the ,mystic ,oral ,school3 ,argument in its ,favor1 #ahig1 and ,fallacies concerning the ,deaf1 #ahhc2 ,boston ,parents' ,education ,association1 ,offering in behalf of the ,deaf1 #aijc2 ,fred ,deland1 ,dumb ,no ,longer3 the ,romance of the ,telephone1 #aijc2 ,educational ,review1 xii41 #ahif1 p4 #bcf2 ,century ,magazine1 xxxi41 #ahig1 p4 #cca2 ,american ,educational ,review1 xxxi41 #aiaj1 pp4 #bai1 #bha1 #dae2 ,proceedings of ,american ,association to ,promote the ,teaching of ,speech to the ,deaf1 i41 #ahia1 p4 #hi2 ,volta ,review1 xiv41 #aiab1 p4 #egi 7,proceedings of same72 ,evidence before ,royal ,commission on the ,deaf1 etc41 #ahib1 i41 p4 #f2 ii41 p4 #c2 iii41 p4 #bjh4 #eed ,in many of the day school laws the use of the oral method is required1 which is also partly the case in several state institutions4 #eee ,these statistics are taken from the ,special ,reports of the ,census ,office1 #aijf1 p4 #hf1 and the ,january issues of the ,annals4 ,see also ,volta ,review1 xv41 #aiac1 p4 #ij2 ,proceedings of ,american ,association to ,promote the ,teaching of ,speech to the ,deaf 7,condition of ,articulation ,teaching in ,american ,institutions71 ii41 #ahib2 ,report of ,committee of ,horace ,mann ,school1 ,massachusetts1 #ahia1 p4 #h;ff42 #ahie 7,proceedings of #beth ,anniversary74 #eef ,the greatest usefulness of this speech is often found in one's own family circle1 or with immediate friends4 #eeg ,jan41 #aiad1 lix41 p4 #da4 #eeh ,the choice of methods for pupils may often depend on their classification1 as noted before1 into deaf-mutes1 that is1 those who have never been able to hear2 semi-mutes1 those who have been able to hear and speak1 and retain their speech to some extent2 and semi-deaf1 those able to hear a little4 #eei ,for accounts of possible correspondence or extension courses for the deaf outside the schools1 see ,report of ,california ,institution1 #aijd1 p4 #ah4 #efj ,from ,annals1 ,jan41 #aiad1 7lix41 p4 #bc74 ,for a few schools the figures refer to the number present on ,november #aj1 #aiac4 ,the total number on this date was #ac1dej4 ,the ,volta ,review for ,may1 #aiac 7xv41 p4 #ii71 gives the total number present on ,march #a1 #aiac1 as #ac1adc4 ,the ,report of the ,united ,states ,commissioner of ,education gives the number for #aiaa-aiab as #ac1fij3 in institutions1 #aa1bdd2 in day schools1 #a1ibh1 and in denominational and private schools1 #eah4 ,the total number of volumes in the libraries of the institutions was reported to be #acb1dfa4 ,for tables respecting the schools1 see ,appendix ,b4 #efa ,normal departments for the training of hearing teachers of the deaf are maintained at ,gallaudet ,college and the ,clarke ,school1 the latter having a special fund1 largely contributed by the ,american ,association to ,promote the ,teaching of ,speech to the ,deaf4 ,several of the institutions also have training classes1 and there are normal departments in connection with the ,chicago and ,milwaukee day schools4 ,on the subject of pensions for teachers of the deaf1 see ,annals1 xxix41 #ahhd1 p4 #cjd2 ,proceedings of ,convention of ,american ,instructors1 xviii41 #aijh1 p4 #adf2 ,report of ,california ,school1 #aiab1 p4 #ab4 #efb ,report1 #aiab1 ii41 ch4 xiii4 #efc ,it is hardly necessary to state that physical education is provided for in the schools for the deaf quite as fully as in the regular schools4 #efd ,the first school to give industrial training was the ,american ,school at ,hartford1 this being begun in #ahbb4 ,see ,history1 #ahic1 p4 #ae2 ,report of ,new ,hampshire ,board of ,charities1 #aijh1 p4 #ahd4 #efe ,on this industrial training1 see ,craftsman1 xiii41 #aijh1 p4 #djj4 #eff ii41 ch4 xiii4 #efg ,annals1 ,jan41 #aiad 7lix41 p4 #bc74 #efh ,ibid41 p4 #db4 #efi ,in some of the schools1 as we find from the reports1 the value of the products of the farms and gardens may amount to a tidy sum1 as may also be the case with the trade schools4 ,,chapter ,,xx ,,cost ,,to ,,the ,,state ,,for ,,education ,,value ,,of ,,the ,,property ,,used ,,for ,,the ,,education ,,of ,,the ,,deaf ,the various provisions for the education of the deaf have now been examined4 ,there is to be considered but one question further4 ,this is1 what is the cost of it all8 ,in the present chapter we are to see if we may not obtain some figures representing this cost to the state4 ,first we shall find what the plants1 that is1 the grounds and buildings in actual use1 are worth in dollars and cents4 ,taking the nearest available statistics1 which are those for the year #aiab-aiac1 we have the plants of the institutions valued at #af1hef1cch1egj or1 in round numbers1 nearly seventeen million dollars4 ,in all the institutions there were in this year #aa1hid pupils1 and we may thus calculate that there is property worth #a1dad for each pupil4 ,we do not know the full value of the property used in the day schools and the denominational and private schools1#ega but this would no doubt increase by some two million dollars the value of the property employed in the instruction of the deaf4 ,hence we have something like nineteen million dollars as the amount invested in plants for the education of the deaf in the ,united ,states4 ,for new buildings1 repairs1 and general expenditures for lasting improvements1 so far as is reported1 there was expended on institutions #hdh1jfh for the year #aiab-aiac1 which may represent the yearly cost of the upkeep of the institutions4#egb ,for the other schools we have few figures1 but they would add to this sum somewhat4 ,,cost ,,of ,,the ,,maintenance ,,of ,,the ,,schools ,for the maintenance of the institutions for the year #aiab-aiac there was expended #c1big1ddj4egc ,in forty-four1 or about two-thirds1 of the day schools for the year #aiaa-aiab there was expended #ahb1gaj1 and on the basis of #abj as the average cost of the pupils in them1 we have #bbe1gbj as the full cost of the support of the day schools4 ,for five of the private schools1 the cost per pupil was #bbe1 and assuming that this will hold for all1 we have #acc1eej as the full cost of the support of such schools1 a part of course coming from tuition fees4 ,then our total expenditures amount to #c1fef1gaj1egd or to over three and a half million dollars1 which represents the annual cost of the education of the deaf in the ,united ,states4#ege ,,form ,,of ,,public ,,appropriations ,save for certain endowment funds in a few institutions1#egf and for limited donations in a small number of schools1 all the means for the support of the schools for the deaf1 other than the private ones1 come from the public treasury4 ,in some of the day schools there are municipal subventions2 in a few states the maintenance of certain pupils is paid for by the counties from which they come2#egg and in the case of the ,columbia ,institution at ,washington support is received from the national government4#egh ,with these exceptions1 the entire maintenance of the schools is undertaken by the legislatures of the respective states4#egi ,appropriations by the legislatures are usually made in lump sums4#ehj ,in the case of the semi-public institutions the allowances are upon a per capita basis1 being from #bfj to #ceg1 but more often near #cjj4 ,in a few of the state schools appropriations are also based upon the number of pupils1 as in ,alabama with #bcj a year for each pupil1 in ,kentucky with #aej a year1 and in ,iowa with #ce a quarter1 the last two states having additional annual grants4 ,in the states in which pupils are sent to schools outside1 a sum of from #bjj to #cjj is allowed for each pupil thus provided for4 ,in a few cases funds are received from a special tax assessment levied for the benefit of the school1 as in ,colorado with a one-fifth mill tax on the assessed property valuation of the state1#eha and in ,north ,dakota with six per cent of one mill4 ,,cost ,,to ,,the ,,state ,,for ,,each ,,pupil ,the average cost for the support of the pupils in the institutions for the year #aiab-aiac was #bgg4bc4ehb ,in few of the schools does the cost go as low as #bjj1 while in a number it is between #cjj and #djj4 ,the cost per pupil in the day schools averages1 where known1 #abj4fj2ehc and in the private schools1 where known1 #bbe4cc4ehd ,for pupils in the common schools of the country1 the average cost is #ca4fe4ehe ,thus it costs the state eight times as much to educate its deaf children in institutions as it does its hearing children in the regular public schools1 and four times as much to educate them in day schools4 ,the education of the deaf1 then1 is not an inexpensive undertaking on the part of the state4 ,because of the special arrangements necessary for its accomplishment1 it comes high1 compared with the cost of education in general4 ,but considered merely as an investment1 the outlay for this instruction bears returns of a character surpassed in few other fields of the state's endeavor4 ,,footnotes3 #egj ,the figures in this chapter are for the most part from ,annals for ,january1 #aiad 7lix41 pp4 #bf1 #bg71 usually for the latest fiscal year1 these being supplemented in a few cases from the ,report of the ,united ,states ,commissioner of ,education for #aiab 7ii41 ch4 xiii474 ,in the institutions where there are departments both for the deaf and the blind1 we have ascertained the proportionate part for the deaf of the entire institution4 ,if no allowance is made for the blind in these1 the worth of all is #ag1gea1ahf1 and the amount of property for each pupil #a1dib4 ,for #aiaa-aiab the value of all was #af1ded1gih1 or according to the ,report of the ,commissioner of ,education1 #af1chg1gbf4 ,in this ,report the value of scientific apparatus1 furniture1 etc41 is stated to be #iah1jec4 #ega ,in most cases1 as we have seen1 the day schools are housed in public school buildings1 special establishments being provided only in a few large cities4 ,in the ,report of the ,commissioner of ,education1 the property value of four day schools1 two being large ones1 is put at #bej1jee1 or #ebe for each pupil2 and if this be accepted as a measure1 the property value of all the day schools is #a1jai1eej4 ,the property value of seven denominational and private schools is likewise given as #cbd1gag1 or #a1ceh for each pupil2 and if this is taken as a measure1 the property value of all is #hfe1djd4 #egb ,in #aiaj-aiaa this was #ejc1cbc1 and in #aiaa-aiab1 #ggb1bde4 ,if allowance be made for the dual schools1 it is about ten per cent less4 ,in the ,report of the ,united ,states ,commissioner of ,education it is placed at #efh1acf for #aiaa-aiab4 #egc ,with no allowance for the dual schools1 this is #c1dbc1abf4 ,in the ,report of the ,commissioner of ,education it is #c1bhe1jii1 for all but six institutions4 #egd ,at the ,conference of ,charities and ,corrections in #aijf this was estimated to be #c1bjj1jjj4 ,proceedings1 p4 #bdi4 #ege ,for tables as to the cost of the support of the schools1 see ,appendix ,b4 #egf ,these endowment funds are found for the most part only in certain of the semi-public institutions1 and in a few state schools which have received land from the federal government4 ,in the ,report of the ,commissioner of ,education the amount of productive funds in thirteen states for #aiaa-aiab is given as #c1cgb1efe1 as follows3 ,maine1 #b1jjj2 ,massachusetts1 #aic1fgd 7in #aiaj-aiaa1 #cfi1gbc72 ,connecticut1 #djc1jjj2 ,new ,york1 #a1jjb1fcc2 ,pennsylvania1 #cgc1geh2 ,maryland1 #d1ejj2 ,district of ,columbia1 #aa1jjj2 ,kentucky1 #i1jjj2 ,north ,dakota1 #fjj1jjj2 ,south ,dakota1 #djj1jjj2 ,montana1 #afj1jjj2 ,utah1 #afj1jjj2 ,california1 #ec1jjj4 ,thus practically two-fifths belongs in the states of ,massachusetts1 ,connecticut1 ,new ,york and ,pennsylvania1 nearly one-third being in ,new ,york alone2 while a little under two-fifths belongs in ,north ,dakota1 ,south ,dakota1 ,montana and ,utah4 #egg ,this is especially true of ,new ,york1 where the counties pay the entire amount up to the age of twelve1 and after that the state4 #egh ,in this connection it may be noted that ,congress has been asked to grant #ajj1jjj to encourage the establishment of homes in the states and territories for teaching articulate speech and vocal language to deaf children before they are of school age4 ,teachers are to be trained for this purpose1 and pupils are to enter at two years of age and remain till the regular school age4 ,see ,report of ,pennsylvania ,home for ,training in ,speech of ,deaf ,children1 #aijd1 p4 #e2 ,proceedings of ,conference of ,national ,association for the ,study and ,education of ,exceptional ,children1 #aiaa1 p4 #fd4 #egi ,charges for clothing and transportation of indigent pupils are as a usual thing paid for by the county1 though this is assumed by some states4 ,often a given sum1 as thirty dollars1 is allowed for clothing1 or the actual cost thereof is collected from the county4 ,this is done through the proper administrative offices of the county1 there being also some judicial procedure1 as where the county judge or similar official certifies by proof4 ,the school is then reimbursed for the expenditures it may have made4 ,some such procedure is quite general1 especially in the ,south and ,west1 though in a few states1 as ,vermont and ,new ,jersey1 the town or township1 where this is the political division1 plays a similar part4 ,in ,rhode ,island1 ,massachusetts1 ,maine1 ,louisiana1 ,california1 ,nevada1 and possibly other states1 these charges are paid by the state4 ,in ,maryland they may be paid by the county1 city or state4 #ehj ,it happens sometimes that legislatures are inclined to reduce the appropriations to as low a sum as possible1 and superintendents may receive commendation for efforts to cut down expenditures4 ,there is danger1 however1 that such a policy may be carried to a point where efficiency is sacrificed to seeming economy4 ,on the question of cost1 see ,report of ,mississippi ,school1 #aiji1 p4 #aa2 ,iowa ,bulletin of ,state ,institutions1 ,june1 #aijg1 ix41 #c2 ,ohio ,bulletin of ,charities and ,corrections1 ,nov41 #aijg1 xiii41 #d4 #eha ,on the value of this tax1 see ,report of ,colorado ,school1 #ahif1 p4 #bb4 #ehb ,in #aijg-aijh this was #beg4jb2 in #aiji-aiaj1 #bec4ib2 in #aiaj-aiaa1 #bei4fc2 and in #aiaa-aiab1 #bfb4ga4 ,without allowance for the blind in the dual schools1 the amount in #aiab-aiac is #bhi4fj4 ,according to the ,report of the ,commissioner of ,education1 the average cost is #cjc4eh4 ,it may be noted in this connection that the per capita cost for the blind in schools is more than that for the deaf1 being #cei4 #ehc ,in #aiaj-aiaa this was #acj4bh4 #ehd ,in #aiaj-aiaa this was #bfd4jf4 #ehe ,report of ,commissioner of ,education for #aiji-aiaj4 ,the figures for subsequent years have reference rather to average attendance4 ,,chapter ,,xxi ,,public ,,donations ,,of ,,land ,,to ,,schools ,,grants ,,by ,,the ,,national ,,government ,to the schools in some of the states land has been donated1 either as an investment1 the proceeds of which should be used for their benefit1 or as sites for the erection of buildings4 ,this has been done by the national government1 by the states1 by cities and by individuals and corporations4 ,the most important of such gifts have been the grants of the public domain made by ,congress for the benefit of certain of the state institutions4 ,shortly after the work of the education of the deaf had commenced in the country1 it bestowed #bc1jjj acres upon the ,hartford school and a township of land upon the ,kentucky4#ehf ,after nearly three-quarters of a century it came again materially to the aid of this education1 this time by directing that certain tracts of the public lands located in states about to be admitted to the ,union should be set apart for the benefit of the schools4 ,thus in the enabling act of #ahhiehg for the admission of the states of ,north ,dakota1 ,south ,dakota and ,montana1 land was set aside for the benefit of the schools for the deaf and the blind1 which are mentioned by name4 ,in ,north ,dakota and ,south ,dakota the number of acres allowed to each was #dj1jjj1 and in ,montana #ej1jjj4ehh ,likewise when ,wyoming was admitted in #ahij1ehi #cj1jjj acres were granted for an institution for the deaf and the blind1 though the school has not yet been established4 ,when ,utah was admitted in #ahif1eij #ajj1jjj acres were granted to the school for the deaf4 ,on the admission of ,arizona and ,new ,mexico in #aiaj1eia like amounts were respectively granted for institutions for the deaf and the blind1 #ej1jjj acres having already been set aside in the latter while a territory4#eib ,,grants ,,by ,,the ,,states ,grants by the states themselves for the schools on a large scale have not been numerous4 ,the state of ,texas has set apart large tracts of public land for its institutions1 the school for the deaf coming in for #ajj1jjj acres as its share4 ,the school in ,michigan has received a number of sections of the state salt spring lands1 amounting to #af1jjj acres4#eic ,,grants ,,by ,,cities ,,or ,,citizens ,small tracts of land have been donated in some cases by cities where the schools were to be established1 sometimes accompanied by a cash donation as a further inducement for a particular location4 ,similar gifts have been made by individuals and corporations4 ,these donations have occurred in about half of the states1 but they have usually been small in size1 most being of five or ten acres4#eid ,,footnotes3 #ehf ,we have also seen how applications were made to ,congress for the endowment of other schools4 #ehg ,stat4 at ,large1 #ahhi1 ch4 #ahj4 ,washington was also admitted by this act1 and there was a grant of #bjj1jjj acres for charitable1 penal and reformatory institutions4 ,the schools for the deaf and the blind1 which were not mentioned by name1 seem not to have shared in this grant4 #ehh ,similar amounts were allowed to the reform schools1 the agricultural colleges and the universities4 #ehi ,stat4 at ,large1 ch4 #ffd4 ,when ,idaho was admitted the same year 7ibid41 ch4 #fef7 #aej1jjj acres were granted to charitable1 educational1 penal and reformatory institutions1 the school for the deaf not being directly mentioned4 #eij ,ibid41 #ahid1 ch4 #ach4 ,similar amounts were allowed for the school for the blind and other institutions4 ,as the school in ,utah is for both the deaf and the blind1 it really has #bjj1jjj acres4 #eia ,ibid41 #aiaj1 ch4 #caj4 ,in the act admitting ,oklahoma1 though the school for the deaf is not mentioned among the institutions upon which land is bestowed1 it has shared in the grant1 having land reported to be worth at least #cej1jjj4 ,annals1 lvi41 #aiaa1 p4 #bjf4 #eib ,in general with respect to the land granted by ,congress1 it is provided that such land is not to be sold at less than #aj an acre4 #eic ,the state of ,massachusetts granted a small parcel of land to the ,horace ,mann school in ,boston4 ,to the school in ,missouri #dj acres were granted by the state1 and to that in ,arkansas two tracts of land1 one being of #ajj acres4 #eid ,thus land of perhaps five acres or less has been donated to the schools in ,california1 ,district of ,columbia1 ,illinois1 ,new ,york 7,new ,york ,institution1 ,le ,couteulx ,st4 ,mary's1 and ,central ,new ,york7 ,oregon1 ,pennsylvania 7,oral and ,pennsylvania ,home71 ,tennessee1 ,virginia1 and doubtless to other schools4 ,larger tracts1 of ten acres or more1 have been given in ,colorado1 ,florida1 ,idaho1 ,michigan 7state school and ,evangelical ,lutheran ,institute71 ,nebraska1 ,pennsylvania 7,western71 ,south ,dakota1 ,west ,virginia1 ,wisconsin1 and perhaps elsewhere4 ,to the ,kansas school #agj acres were presented1 to the ,minnesota #fe1 to the ,washington #ajj1 to the ,oklahoma #fj1 to the school for the colored in ,oklahoma #ajj1 and to the school for the deaf1 together with that for the blind1 in ,ohio #ahj4 ,to the ,new ,york ,institution for ,improved ,instruction the city of ,new ,york granted the land for ninety-nine years at an annual rental of one dollar4 ,,chapter ,,xxii ,,private ,,benefactions ,,to ,,schools ,,donations ,,of ,,money ,,to ,,schools ,in our final chapter on the provision for the schools for the deaf we are to consider how far they have been assisted by private munificence4 ,we have already seen that certain of the schools in the ,east--those we have called semi-public institutions--were started by private societies and were supported entirely by private funds till the state came to their aid1 though in no instance was this dependence on private means of long duration4 ,we have also seen that in a number of states private schools were first started1 in a brief time to be taken over by the state1 and thus received a modicum of private aid4 ,in addition1 there have been from time to time donations from private sources to one school or another4 ,as to the entire amount of these private donations to the schools1 it is of course impossible to say4 ,the full receipts of the various schools cannot be known1 and our reckonings must necessarily be incomplete4#eie ,however1 the data which we have are quite sufficient to enable us to discern in what measure schools for the deaf have been assisted by means other than public1 and in what proportion the distribution has taken place2 and our calculations1 based on the best information to be obtained1 may not be altogether without value4#eif ,we find1 then1 that to a considerable number of the schools1 apparently the majority1 there have been gifts large or small from private sources4 ,in most of these cases1 however1 the gifts have been slight1 and have almost always come when the schools were being started1 usually ceasing soon after their establishment or their taking over by the state4 ,nearly all the donations of any importance have been to schools in the ,east1 the greater part also coming in their early days and when still in private hands4 ,at present in the great number of the schools such gifts are not bestowed4 ,in perhaps a dozen schools--practically all in the ,east--they are still received in greater or lesser degree2 and come in three forms3 #a4 as membership fees in some half dozen schools2 #b4 as certain annual donations1 varying in amount1 in about the same number2 and #c4 as an occasional legacy or similar gift to some school or other4#eig ,in respect to the funds already received1 we find that the great preponderance have fallen in four states1 namely1 ,connecticut1 ,massachusetts1 ,new ,york and ,pennsylvania4 ,in five others there have been gifts of what may be called measurable size3 ,district of ,columbia1 ,california1 ,colorado1 ,illinois1 and ,vermont4 ,in the remaining states private benefactions have been few3 where they have occurred they have been small and infrequent4 ,in a score of schools or more there seem to have been gifts of a few thousand dollars--hardly over ten or fifteen thousand1 and in most much less4#eih ,in some sixteen1 donations appear to have been received of more appreciable size--twenty-five thousand dollars and upwards4 ,in about half of these the gifts seem to have been from twenty-five thousand to fifty thousand1 in one or two cases possibly more3 the ,california1 ,colorado1 ,columbia1 ,new ,england 7,massachusetts71 ,sarah ,fuller 7,massachusetts71 ,pennsylvania ,home1 and ,austine 7,vermont74#eii ,to six schools donations seem to have reached a sum between seventy-five or one hundred thousand dollars and twice that amount4 ,four of these are in ,new ,york3 the ,new ,york ,institution1 the ,institution for ,improved ,instruction1 ,st4 ,joseph's and ,le ,couteulx ,st4 ,mary's2 one in ,pennsylvania1 the ,western ,pennsylvania2 and one in ,illinois1 the ,ephpheta4 ,in three schools the quarter million mark has been passed3 the ,american in ,connecticut1 and the ,clarke in ,massachusetts1 both with receipts well beyond this figure2 and the ,pennsylvania ,institution1 which has probably been the largest recipient of all4 ,total private gifts to schools for the deaf in the ,united ,states would probably foot up to little under two and a quarter million dollars1 and perhaps to two and a half millions1 though these figures cannot be fully substantiated4 ,,gifts ,,for ,,pupils ,,in ,,the ,,schools ,there have been gifts for the pupils in the schools as well as for the schools themselves4 ,these have been of various kinds3 clothing1 books1 pictures1 magazines1 newspapers1 ,christmas presents1 prizes1 etc41 as well as money gifts in a few cases4 ,in many instances reduced transportation has been allowed on railroads1 and there have been a number of benefactions of like character4 ,we have already referred to the funds left to certain of the schools in trust for deaf-blind pupils4#fjj ,,present ,,tendencies ,,of ,,private ,,benefactions ,private benefaction1 as we see1 has not played any great part in providing the means of education for the deaf in the ,united ,states4 ,in a few schools private gifts have been of appreciable aid in the work1 but on the whole they have not been of considerable moment1 and in the great majority of schools they have been practically negligible4 ,to judge from past experience1 it would not seem likely that in the future many of the schools will to any great extent be beneficiaries from private means1 or that they will thus be enabled to extend their plants or to make innovations as yet unattempted1 though of course such a thing is possible4 ,this condition1 however1 is not to be entirely deplored4 ,many of the schools1 it is true1 could receive large money benefactions to most desirable ends1 and in many cases the work of the schools for the best results is hampered for lack of sufficient funds4 ,yet the schools may feel that they are in reality but agencies of the state in carrying out one of its great functions1 and as such should have no need to call upon or depend upon means other than the state's4 ,whether or not in the course of time there may be an increased incentive for private gifts1 it would seem that the schools should be entitled to look with full confidence to the attention and care of the state1 since it is but contributing to the education of its citizens4 ,,footnotes3 #eie ,in the case of some of the schools1 figures of a financial nature are not to be had1 and in many little record has been kept1 especially when gifts have been small4 #eif ,in our discussion1 few estimates have been made1 and these have been conservative4 ,it should be stated that only a part of the figures given are official1 and for the rest the writer alone is responsible4 ,no reference is made to schools that are not now in existence1 nor is any money value set on the land which has been donated to some of the schools4 #eig ,now and then a gift has been in the form of a scholarship1 usually of #e1jjj4 ,some of the schools aided by fees are the ,pennsylvania ,institution1 ,western ,pennsylvania1 ,pennsylvania ,oral1 ,new ,york ,institution for ,improved ,instruction1 and ,le ,couteulx ,st4 ,mary's 7,new ,york74 ,some that receive annual donations varying in amount are the ,new ,england 7,massachusetts71 ,sarah ,fuller 7,massachusetts71 ,pennsylvania ,home1 ,new ,york ,institution for ,improved ,instruction1 ,st4 ,joseph's 7,new ,york71 and ,le ,couteulx ,st4 ,mary's 7,new ,york74 ,it should be remarked that the three last named institutions are affiliated to an extent with certain religious bodies1 receiving assistance from this source also4 ,the smaller denominational schools receive similar aid irregularly4 #eih ,some of the schools that seem to have received gifts of from five to fifteen thousand dollars1 or thereabouts1 are the ,kentucky1 ,maryland1 ,ohio1 ,central ,new ,york1 ,pennsylvania ,oral1 ,tennessee1 and the day schools of ,milwaukee4 ,some of those that have received gifts somewhat smaller are the ,alabama1 ,illinois1 ,michigan1 ,mississippi1 ,horace ,mann 7,massachusetts71 ,western ,new ,york1 ,north ,carolina1 ,virginia1 and the day schools of ,chicago4 ,more trivial or more uncertain amounts have been received in ,arkansas1 ,florida1 ,georgia1 ,maine1 ,new ,mexico1 ,albany 7,new ,york71 ,oregon1 ,south ,dakota1 ,utah1 and the day schools of a few cities4 #eii ,gifts to semi-public institutions as the ,mystic1 ,connecticut1 and ,boston1 ,massachusetts1 have also probably been made1 though we do not know of what size2 and also to some of the denominational and private schools4 ,the ,mc,cowen ,homes of ,illinois have received some gifts1 especially at their beginning4 #fjj ,the ,american ,school at ,hartford has a fund of #b1jjj to be used for the publication of books for the deaf4 ,,chapter ,,xxiii ,,conclusions ,,with ,,respect ,,to ,,the ,,work ,,for ,,the ,,deaf ,,in ,,america ,we have now examined the position of the deaf in society in ,america and the course and the extent of the treatment accorded them4 ,it only remains for us to inquire if this treatment is well-considered1 and how far it is commensurate with the real1 actual needs of the deaf1 and at the same time consonant with the larger interests of society4 ,the question of paramount concern to society is in respect to the possibilities of the prevention of deafness4 ,as yet it would seem that only a minor degree of attention had been directed to this consideration1 though it is likely that in the future much more serious study and thought will be given to it4 ,the problem is for the greater part in the hands of medical science1 and for much of it we shall probably have to wait for solution in the laboratory2 while no small aid can be rendered by general measures for the protection of health4 ,already there can be little doubt that there is less deafness from certain diseases than in the past1 though the statistics that we have on the question are not as definite as could be wished4 ,the matter is really a part of the long battle against disease1 and as human skill takes one position after another1 it may be that many of those diseases bringing deafness will be forced to yield1 and that such deafness will thus cease in great part to be an affliction upon human flesh4 ,eugenics also will be looked to for help1 and it may in time bring to light much that is now hidden from our ken4 ,as yet our knowledge of the causes of deafness from birth is very imperfect4 ,a small part may be ascribed to consanguineous marriages1 and a larger part to the marriages of those whose families are affected with deafness1 these perhaps not being wholly distinct1 and together comprising a little over half of congenital deafness4 ,marriages of relatives1 even though not of frequent occurrence so far as deafness is affected1 have a relation to it which is not to be ignored4 ,intermarriages of the deaf themselves are not found for the most part to result in deaf offspring2 while the likelihood of such is not always greater when both parents are deaf than when one is deaf and the other hearing4 ,the one distinct fact of which we seem altogether certain in this matter is that when there is in the parent congenital deafness1 or especially when there are deaf relatives concerned1 the chances are vastly increased of deaf offspring4 ,these are the danger signals1 and not to be passed without heed4 ,as to that form of deafness occurring when consanguinity and antecedent deafness are not involved1 we are in greater ignorance4 ,for most of it1 however1 we may believe that there is inherited some strain or influence predisposing to deafness2 and that in the discovery and application of eugenic principles a greater or less portion will be eliminated4 ,though1 so far as is discernible from the immediate prospect1 we cannot look to an early disappearance of deafness from the race1 there are indications at present that deafness is tending to become less4 ,the probabilities are that the future will be able to report advance1 and so far as the ultimate results are concerned1 we have no reason to be other than hopeful4 ,in respect to what has been accomplished for the deaf since ,america has become concerned in them1 we have a record that may well be a distinct cause of pride4 ,the work for the deaf in ,america is hardly a hundred years old4 ,yet in that time there has transpired what1 without violence being done to language1 can be called a revolution4 ,a century ago the deaf were practically outside the pale of human thought and activities4 ,they were in a measure believed to be without reason1 and were little less than outcasts in society4 ,to-day they have become active components of the state1 possessed of education1 on a level with their fellow-men nearly everywhere in the scale of human employment1 capable of all the responsibilities of life1 and standing in the full stature of citizenship4 ,perhaps the first workers for the deaf had not placed their faith too high after all1 when they declared that the deaf and dumb were to be restored to the ranks of their species4 ,perhaps1 after all1 the visions of these men have come true4 ,perhaps this that we call education has had something of the power they were trying to articulate4 ,for it has come about that a part of society known as the deaf and dumb has been brought to a place of honor and worth and usefulness in the community in which they live4 ,however much of what was claimed has been achieved1 it is certain that a great part has been realized4 ,it has been by a slow1 silent process1 keeping time with the years1 but none the less wonderful things have been wrought2 and through it all the advance of the deaf has been constant and onward4 ,it might be said with all truth that this whole progress has been simply the march of events4 ,education has ever been the master passion of ,americans1 and in its wide sweep the deaf too have been gathered in1 and have been borne to the place where all the state had to offer as instruction was laid before them4 ,yet it remains that by and through all this the deaf have been the gainers as no other people in the world have ever been1 and their story is as no other's in the rise of a section of mankind towards the richness and fullness of living which are the fruits of humanized society4 ,great indeed can be the rejoicing of the deaf1 for they are those to whom the way has been hard and long1 but who have come from the darkness into the light4 ,yet the victory of the deaf is not complete4 ,they have not reached the full position among men to which they are entitled4 ,so long as people look upon them as an unnatural portion of the race1 view them with suspicion or hold them as of peculiar temperament and habits1 or otherwise consider them distinct from the rest of their kind1 and by voice or in their own consciousness make use of terms or associations that give fixedness to such a classification or differentiation3 just so long will the deaf be strangers in the land in which they dwell2 and just so far will they be removed from the place in society which should be theirs1 and which is accorded to all the rest of their fellow-men4 ,with regard to their economic position in the world1 the deaf have1 on the whole1 fared well4 ,their own achievements have thrown out of court the charge that they are a burden upon society4 ,it has been proved by themselves that they are not a dependent class1 or a class that should exist to any degree on the bounty of the state4 ,they are wage-earners to an extent that compares well with the rest of the population1 and1 economically1 they form generally a self-sustaining part of society4 ,for a certain number who are aged and infirm and are otherwise uncared for1 special homes are to be desired--and with such the need is peculiarly strong4 ,these1 however1 do not comprise a large part of the deaf2 and with their exception there is practically no portion1 at least of those with an education1 that demands particular economic attention4 ,the community for the most part has been quite ready and willing to recognize the status of the deaf in this respect4 ,here the deaf are accepted on equal terms with the people collectively1 and are in fact lost in the mass of the world's workers4 ,the state has perhaps displayed more reluctance to admit the deaf to the standing of its other citizens1 largely no doubt due to the fact that in the sphere of law action is usually slow-moving1 and responds less readily to newly recognized conditions4 ,though on the statute books there are found few examples of legislation directed to the deaf as if they were peculiarly in need of the state's attention1 and though such are hardly more than reminders of the past legal attitude1 they are mostly an anachronism to-day1 and should in great part be removed4 ,the courts have quite generally adopted the true view in regard to the deaf1 and hardly anywhere now differentiate them4 ,there is always one particular kind of provision which may be made for the deaf at law1 and this is in the employment of interpreters on proper occasion4 ,but even here the matter may be left to the ordinary rules of the court1 as well as to the good sense and justice of the law-makers and the law-dispensers4 ,in most things1 special attention of the law in relation to the deaf is not often required1 and they should1 in nearly all respects1 be left in its eyes exactly as the rest of their fellow-citizens4 ,when particular legislation is called for in respect to them1 it is needed rather to meet some peculiar or unusual situation1 which would probably arise most frequently in connection with some special abuse of the deaf1 though such is really seldom likely to occur4 ,provision for young deaf children who are otherwise without protection may well be included in children's codes1 or in other statutes of similar kind4 ,useful legislation is also feasible in connection with departments for the deaf in state bureaus of labor1 the procedure possible being already indicated2 and it may be that a considerable field will be revealed1 not only in assisting the deaf in securing employment but also in securing information as to their condition4 ,opportunity is open to the national government likewise in this regard1 and valuable statistics and other information may be collected for the country generally4 ,in one further direction the law can be invoked very materially in aid of the deaf1 and just where very little has been attempted4 ,in every state there should be enactments1 backed up by vigorous public opinion and the co-operation of all citizens1 providing severe punishment for those who go about begging alms on the pretense that they are deaf and dumb4 ,for such creatures the law should have no mercy4 ,the deaf themselves demand that such impostors be put out of business1 for a real and cruel injury is done to them4 ,they ask this as a great boon1 but it should be accorded them absolutely as a right4 ,the deaf do not want alms or pity4 ,but in unnumbered ways can they receive good at the hands of their fellow-men4 ,they need friends as do all others1 and power is never lost to the right hand of fellowship4 ,to be desired above all else is the gaining of the right attitude on the part of the community4 ,as one great need1 there should be far more attention to the social and spiritual concerns of the deaf1 even though they are often found scattered and far apart4 ,there is much that can be done in many communities of a social nature for the deaf1 and in manifold forms can life be made more abundant for them4 ,most important of all1 there should be no longer in any place a neglect of the ministrations for the cure of souls1 and it should be seen that all of the deaf are made to know the religion of the ,man of ,galilee1 with its untold blessings and consolations4 ,in our present review of the work for the deaf in ,america1 most of our attention has been directed to the provisions for their education4 ,it may be said that to-day this work is as a rule of a high order1 and that in many respects1 considering the problems involved1 it can compare well with the work of education in general4 ,there is still more or less conflict as to methods1 but this does not seem vital to the success of the schools1 and their character has in general advanced4 ,in the beginning of instruction in some of the states we read of the struggles of the early schools1 but eager hands came to push on the new work4 ,this work was taken up with an enthusiasm and earnestness scarcely paralleled elsewhere in the history of education1 or in any other of the great movements for the betterment of human kind4 ,strong and brave souls manned the new enterprise1 and these early workers are well worthy of honor at our hands4 ,oftentimes1 at the first1 private societies came forward as volunteers in the task of education1 but the states early recognized their duty1 and usually established schools as soon as they were deemed practicable1 either taking over the existing private school or creating one of their own4 ,after a time1 as another stage in their development1 the schools were made free by express provision1 or have become so to all practical purpose4 ,in time also all restrictions or limitations as to the admission of pupils have been in general swept away1 and rules and regulations have come more and more to conform with those in the regular schools4 ,now education is offered to every deaf child1 and to the poor and destitute the state provides all collateral necessaries as well1 so that instruction may be denied to none4 ,at present much the larger part of the deaf are educated in institutions4 ,but alongside this plan there has grown1 especially of late years1 a day school system with the pupils living in their own homes1 and the result is that in a number of states such schools have now been established4 ,their main field is recognized to be in large cities1 and it is here that they are able to be of the greatest usefulness4 ,it is still a mooted point1 however1 how far they have passed the experimental stage1 and it probably remains to be determined to what extent they really offer advantages to the deaf over the institutions4 ,as a part of this activity1 and as an extension of the general public facilities for education to the entire community1 we have also the question of evening schools for adult deaf4 ,there seems to be a definite need for them in certain centers1 and it may well be hoped that much greater attention will be given to the matter4 ,all the schools are really parts of the public school system1 with the exception of a comparatively small number of private schools which have been created in certain communities4 ,in addition1 the work in ,america is characterized by a national college1 which represents the completing mark in the system of their instruction4 ,by this the education of the deaf is made not only to stand all along the way parallel with education in general1 but also to assume a place accorded it in no other land4 ,in the schools one of the great features is the industrial instruction1 and this is rightly emphasized4 ,as much as the need of vocational training is insisted upon on all sides to-day1 with the deaf it is essential to a greater degree than it can be anywhere else4 ,the pupils of the schools who have had this industrial training as a rule do well in the world1 and in many cases put their training to most practical account4 ,it could be wished1 however1 that we had a careful and detailed record1 uniform over the country1 of the former pupils1 which would be a test1 demonstrative as well as suggestive1 of the efficiency of the industrial training of the schools1 and which would be equally of value in other spheres of industrial education4 ,though in the work of the education of the deaf in ,america1 industrial instruction occupies a very prominent part1 yet in the schools there is an abundance of schooling in the strictest sense4 ,the problems of the education of the deaf are peculiar1 and their instructors have to face difficulties of a kind not found in any other lines of education4 ,yet earnest thought and study are being given to these problems1 and efforts made to solve them as far as it is possible4 ,in the conventions and conferences of instructors notable work has been accomplished1 and these bodies are insistent upon progress and better results4 ,for the greater efficiency and success of the schools1 the law as well as public sentiment can be called in aid4 ,deaf children everywhere should be prevailed upon or compelled to enter the schools1 and should be required to remain as long as their best interests demand it4 ,education should be a matter1 forced if need be1 for every deaf child1 for terrible as ignorance always is1 in the deaf it is the most dreadful of all4 ,in ,america private assistance to schools for the deaf has not been great1 and very few schools have been beneficiaries from resources other than the state's4 ,to-day1 with the exception of a few cases1 aid from private means has ceased to be expected1 and calls for such bounty are now seldom made4 ,at present nearly all the schools are public institutions1 and rely entirely upon the care of the state4 ,the state has in general recognized its duty towards the education of the deaf1 and has engaged to provide for it4 ,in half of the states this responsibility is recognized1 and provision guaranteed in the organic law4 ,in all the states the legislatures have undertaken to see that means of instruction are offered to all their deaf children1 and it is found that1 all things considered1 the states have in general taken a keen interest in their educational welfare4 ,few schools can boast of overgenerous appropriations2 many not infrequently have failed to receive all that has been asked for1 and have thus often been prevented from doing their best work4 ,yet it may be said that if the legislatures have not always responded with alacrity1 or always bounteously1 or at all times with a full sense of their responsibility1 they have responded at least with cheerfulness1 and mindful of all the calls upon the state's treasury1 and often according to the best of their light4 ,it has been realized that the education of the deaf is an expensive undertaking1 far more so than the education of ordinary children2 but it is none the less realized also that this education pays--pays from every possible point of view4 ,that the school for the deaf is not given its full educational recognition is a grievance in some states1 and this cannot be regarded otherwise than unfortunate4 ,in time1 however1 this will most likely be changed1 and the schools everywhere will come into their proper standing1 and be considered only as the agencies of the state for the education of its children4 ,the most deplorable thing in the treatment of the schools by the state is that in some quarters politics with its baneful influence has been allowed to interfere4 ,but as hideous and disgraceful as is this action1 we may now believe that in most places its back has been broken1 and that hereafter men everywhere will think better of themselves than to allow it in a single instance4 ,finally1 in respect to the work for the deaf in ,america as a whole1 it may be said that the state makes but one form of provision in their behalf4 ,this is in allowing to all its deaf children a means of education4 ,even this is hardly to be called provision for the deaf4 ,it is rather the attention that is paid to a certain portion of the population for its education4 ,it is to be distinguished from the provision for general education only in that special means and methods are necessary for its accomplishment4 ,this being done1 the state may practically let the deaf alone4 ,no distinctive form of public treatment is usually to be called for in respect to them as a class4 ,they demand little in the way of special care or oversight1 they are able as a rule to look after themselves1 asking few odds not asked by other men1 they have become citizens without reservation or qualification1 and economically they form no distinct class1 but are absorbed into the industrial life of the state4 ,they have assumed the responsibilities of life in a highly organized community1 and in turn reap the benefits that belong to all men in such an order4 ,but though this is true1 their affliction bestowed upon them by the partial hand of nature1 is not to be minimized1 nor its effects lightened by any human words4 ,their deafness rests indeed upon them as a very material1 tangible burden1 so sharp and pointed in its operations that they are in great measure cut off socially from the rest of their kind4 ,because of this their concern becomes great in respect to the form of consideration from the community about them1 and their need turns to one not so much of material character as of the attention of the good neighbor4 ,from their condition all the more does it avail that no further load should be placed upon them1 and that their prayer should be heard that they be treated fully as men4 ,for even with their ever missing sense1 the power of the deaf is only retarded1 and not seriously diminished1 to derive from life much of its richness and color and well-being4 ,,appendix ,a ,,homes ,,for ,,the ,,deaf ,,in ,,america ---------------------------------------- --------------------------- ,,year ,,number ,,annual ,,name ,,state ,,location ,,founded ,,of ,,cost ,,of ,,inmates,,support ---------------------------------------- --------------------------- #a ,gallaudet ,home ,new ,york ,wappinger's ,falls #ahhe #bd #g1caa #b ,ohio ,home for ,ohio ,westerville #ahif #cj #f1gaj ,aged and ,infirm ,deaf #c ,st4 ,elizabeth's ,new ,york ,new ,york ,city #ahig #bj #h1dce ,industrial ,school #d ,new ,england ,home ,massachusetts,everett #aija #ac #c1aih for ,deaf-,mutes #e ,pennsylvania ,pennsylvania ,doyleston #aijb #ai #d1ecf ,home for the ,deaf ,,appendix ,b ,,tables ,,with ,,respect ,,to ,,schools ,,for ,,the ,,deaf ,,in ,,america ,i4 ,,public ,,institutions4 ,,school ,,location ,,date ,,of ,,opening ,,number ,,of ,,pupils #aiab-aiac ,,expenditure ,,for ,,support #aiab-aiac ---------------------------------------- ------------------------------ ,alabama ,school for the ,deaf ,talladega #ahehafb #ci1hjj ,school for the ,negro ,deaf and ,blind ,talladega #ahib #bi ,arizona1 ,university of1 ,department for,tucson #aiab #be #aj1jjj the ,deaf ,arkansas ,deaf-,mute ,institute ,little ,rock #ahfhbgj #fg1ejj ,california ,institution for the ,deaf ,berkeley #ahfjahj #ed1fbi and the ,blind ,colorado ,school for the ,deaf and the ,colorado #ahgdagf #ei1agf ,blind ,springs ,connecticut ,american ,school for the ,deaf ,hartford #ahagadb #eg1iia ,mystic ,oral ,school for the ,deaf ,mystic #ahgj #fj #ac1bdd ,district of ,columbia1 ,columbia ,institution for the ,deaf ,kendall ,school for the ,deaf ,washington #aheg #ed #hf1ahd ,gallaudet ,college ,washington #ahfd #hb ,florida ,school for the ,deaf and the ,st4 ,augustine#ahheajh #af1hgg ,blind ,georgia ,school for the ,deaf ,cave ,spring #ahdfahh #de1cci ,idaho ,state ,school for the ,deaf and ,gooding #aijf #eh #bj1jjj the ,blind ,illinois ,school for the ,deaf ,jacksonville #ahdfdae #abd1ieg ,indiana ,state ,school for the ,deaf ,indianapolis #ahddcde #he1ihj ,iowa ,school for the ,deaf ,council #aheebbg #fj1ejj ,bluffs ,kansas ,school for the ,deaf ,olathe #ahfabdc #ef1did ,kentucky ,school for the ,deaf ,danville #ahbccec #hb1cbe ,louisiana ,state ,school for the ,deaf ,baton ,rouge #ahebade #cj1ejj ,maine ,school for the ,deaf ,portland #ahgfacd #bg1jjj ,maryland ,school for the ,deaf and ,dumb ,frederick #ahfhaad #cc1dfa ,school for the ,colored ,blind and ,deaf,overlea #ahgbdd #aj1jei ,massachusetts ,boston ,school for the ,deaf ,randolph #ahiiade #ba1ffj ,clarke ,school for the ,deaf ,northampton #ahfgaef #fe1bee ,new ,england ,industrial ,school for ,beverly #ahgi #cf #i1jih ,deaf-,mutes ,michigan ,school for the ,deaf ,flint #ahedbig #ic1hgb ,minnesota ,school for the ,deaf ,faribault #ahfccjh #gj1bbi ,mississippi ,institution for the ,deaf ,jackson #ahedahh #cc1egg ,missouri ,school for the ,deaf ,fulton #aheacdd #ii1jjj ,montana ,school for ,deaf1 ,blind and ,boulder #ahic #ei #bj1jbd ,backward ,children ,nebraska ,school for the ,deaf ,omaha #ahfiage #dd1aej ,new ,jersey ,school for the ,deaf ,trenton #ahhcahe #fj1jjj ,new ,mexico ,asylum for the ,deaf and the,santa ,fe #ahhe #dd #aa1jjj ,dumb ,new ,york ,new ,york ,institution for the ,new ,york #ahaheag #aha1aec ,instruction of the ,deaf and ,dumb ,central ,new ,york ,institution for ,rome #ahgeaag #ca1cdg ,deaf-,mutes ,western ,new ,york ,institution for ,rochester #ahgfaib #fj1cfb ,deaf-,mutes ,northern ,new ,york ,institution for ,malone #ahhdaaj #bi1gde ,deaf-,mutes ,institution for the ,improved ,new ,york #ahfgbda #hh1dee ,instruction of ,deaf-,mutes ,le ,couteulx ,st4 ,mary's ,inst'n for the,buffalo #ahfbahh #eb1cdi ,imp'd ,instruction of ,deaf-,mutes ,st4 ,joseph's ,institute for the ,west ,chester #ahfieae #abb1ifb ,improved ,instruction of ,deaf-,mutes ,albany ,home ,school for the ,oral ,albany #ahhi #eh #af1jeb ,instruction of the ,deaf ,north ,carolina ,state ,school for the ,deaf and ,dumb ,morganton #ahidbfc #fb1ejj ,state ,school for the ,blind and the ,raleigh #ahdeaag #af1jfb ,deaf ,north ,dakota ,school for the ,deaf and ,devils ,lake #ahij #id #bf1igg ,dumb ,ohio ,state ,school for the ,deaf ,columbus #ahbiedb #aah1jjj ,oklahoma ,school for the ,deaf ,sulphur #ahihbba #ej1jjj ,industrial ,institute for the ,deaf1 ,taft #aiji #ah #aa1jec ,blind1 and ,orphans of the ,colored ,race ,oregon ,school for ,deaf-,mutes ,salem #ahgj #ij #bb1ejj ,pennsylvania ,pennsylvania ,institution for the ,deaf,philadelphia #ahbjfba #agb1egb and ,dumb ,western ,pennsylvania ,institution for ,edgewood ,park#ahgfbhb #fb1fec the ,instruction of the ,deaf and ,dumb ,pennsylvania ,oral ,school for the ,deaf,scranton #ahhcajj #ea1jjj ,home for the ,training in ,speech of ,philadelphia #ahib #fe #bf1gij ,deaf ,children ,rhode ,island ,institute for the ,deaf ,providence #ahgg #ia #cc1jjj ,south ,carolina ,institution for the ,cedar ,spring #ahdiaef #ba1ghj ,education of the ,deaf and the ,blind ,south ,dakota ,school for the ,deaf ,sioux ,falls #ahhj #ij #bf1jjj ,tennessee ,deaf and ,dumb ,school ,knoxville #ahdecbf #dg1hjj ,texas ,school for the ,deaf ,austin #ahegdag #ajj1jjj ,deaf1 ,dumb1 and ,blind ,institute for ,austin #ahhg #id #ag1feb ,colored ,youth ,utah ,school for the ,deaf ,ogden #ahhdaae #db1heg ,vermont1 ,the ,austine ,institution for ,brattleboro #aiab #be #aa1dhg the ,deaf and ,blind ,virginia ,school for the ,deaf and the ,blind ,staunton #ahciaic #cf1gdh ,school for ,colored ,deaf and ,blind ,newport ,news #aiji #he #aa1hbd ,children ,washington ,state ,school for the ,deaf ,vancouver #ahhfacb #cf1agh ,west ,virginia ,schools for the ,deaf and,romney #ahgjaei #cd1gjj the ,blind ,wisconsin ,state ,school for the ,deaf ,delavan #ahebafi #fe1jaj ,,ii4 ,,public ,,day ,,schools ,,school ,,date ,,of ,,opening ,,number ,,of ,,pupils #aiab-aiac ,,expenditure ,,for ,,support #aiaa-aiab ---------------------------------------- ------------------------------- ,california ,los ,angeles ,day ,school for the ,deaf #ahii #de #f1jdh ,oakland ,public ,school ,oral ,classes #ahih #aa -- ,sacramento ,day-,school for the ,deaf #aijd #ab #b1ebj ,san ,francisco ,oral ,school for the ,deaf #aija #bc #b1cej ,georgia ,atlanta ,day-,school for the ,deaf #aiab #aj -- ,illinois ,chicago ,delano ,school for the ,deaf #aiac ,kozminski ,public ,day-,school for the ,deaf #ahif ,parker ,practice ,public ,day-,school for the ,deaf #aijecjg #cj1dgd ,waters ,school for the ,deaf #aiac ,rock ,island ,day-,school for the ,deaf #aija #h #gbj ,louisiana ,new ,orleans ,day-,school for the ,deaf #aiaa #bd #b1aej ,massachusetts ,boston1 ,horace ,mann ,school #ahfi #afg #bi1jdj ,michigan ,bay ,city ,day-,school for the ,deaf #aija #g #a1jje ,calumet ,day-,school for the ,deaf #aijb #ac #a1eff ,detroit ,day-,school for the ,deaf #ahid #ib -- ,grand ,rapids ,oral ,school for ,deaf and #ahih #bc #d1fjj ,hard-of-,hearing ,houghton ,day-,school for the ,deaf #aijh #d #hjj ,iron ,mountain ,day-,school for the ,deaf #aijf #c #ijj ,ironwood ,day-,school for the ,deaf #aijc #i #hge ,jackson ,day-,school for the ,deaf #aiab #g -- ,kalamazoo ,day-,school for the ,deaf #aijd #d -- ,manistee ,day-,school for the ,deaf #aijd #aj #a1ajj ,marquette ,day-,school for the ,deaf #aijg #g #a1jbj ,saginaw ,oral ,day-,school for the ,deaf #aija #aa #a1jej ,sault ,ste4 ,marie ,day-,school for the ,deaf #aijf #c -- ,traverse ,city ,day-,school for the ,deaf #aijd #g #ijj ,minnesota ,st4 ,paul ,day-,school for the ,deaf #aiac -- -- ,missouri ,st4 ,louis1 ,gallaudet ,school #ahgh #fb #e1cba ,new ,jersey ,jersey ,city ,public ,day-,school for the ,deaf #aiaj #ad -- ,newark ,school for the ,deaf #aiaj #eh -- ,new ,york ,public ,school #dg1 ,manhattan #aijh #bgi -- ,public ,school1 ,brooklyn1 7,annex to ,school #dg1 #aiaj #bd #c1jjj ,manhattan7 ,public ,school1 ,queens1 7,annex to ,school #dg1 #aiac #aj -- ,manhattan7 ,ohio ,ashtabula ,day-,school for the ,deaf #aijc #e #haj ,cincinnati ,oral ,school #ahhf #de #d1aej ,cleveland ,public ,school for the ,deaf #ahib #ii #aj1jjj ,dayton ,school for the ,deaf #ahii #aj #a1ejj ,toledo ,day-,school for the ,deaf #aiaa #ac #a1bjj ,oregon ,portland ,day-,school for the ,deaf #aijh #ca #c1hjj ,washington ,seattle ,public-,day-,school for the ,deaf #aijf #bg #b1hjj ,tacoma ,day-,school for the ,deaf #aijh #ac #a1aad ,wisconsin ,antigo ,day-,school for the ,deaf #aijf #ag #a1hej ,appleton ,day-,school for the ,deaf #ahif #ac #ihj ,ashland ,day-,school for the ,deaf #ahih #ae #c1jaf ,black ,river ,falls ,school for the ,deaf #ahig #aj -- ,bloomington ,day-,school for the ,deaf #aijf #h #icj ,eau ,claire ,day-,school for the ,deaf #ahie #ca #f1jjj ,fond du ,lac ,day-,school for the ,deaf #ahie #af #a1hjc ,green ,bay ,day-,school for the ,deaf #ahig #bd #c1fjj ,kenosha ,day-,school for the ,deaf #aiac #aj -- ,la ,crosse ,day-,school for the ,deaf #ahii #f #a1jfj ,madison ,day-,school for the ,deaf #aijh #ae #b1bgb ,marinette ,day-,school for the ,deaf #ahie #i #a1ehb ,marshfield ,school for the ,deaf #aiab #e -- ,milwaukee ,school for the ,deaf #ahih #adf #bc1bib ,mineral ,point ,school for the ,deaf #aiab #ac -- ,new ,london ,day-,school for the ,deaf #aijf #aj #a1bjj ,oshkosh ,school for the ,deaf #ahie #ae #a1dci ,platteville ,day-,school for the ,deaf #aijf #i #a1cig ,racine ,day-,school for the ,deaf #aijj #ba #a1gea ,rice ,lake ,day-,school for the ,deaf #aijg #h #a1bdc ,sheboygan ,day-,school for the ,deaf #ahid #ac #a1dgf ,stevens ,point ,day-,school for the ,deaf #aije #ab #b1fdf ,superior ,day-,school for the ,deaf #ahig #h #igj ,wausau ,day-,school for the ,deaf #ahij #aa #hhe ,,iii4 ,,denominational ,,and ,,private ,,schools ,,school ,,location ,,date ,,of ,,opening ,,number ,,of ,,pupils #aiab-aiac ---------------------------------------- ------------------------------- ,california ,holden ,home ,oral ,school ,san ,francisco#aiac #f ,st4 ,joseph's ,home for the ,deaf ,oakland #ahie #bf ,georgia ,miss ,arbaugh's ,school for ,deaf ,children ,macon #aiab #i ,illinois ,ephpheta ,school for the ,deaf ,chicago #ahhd #ie ,the ,mc,cowen ,homes for ,deaf ,children ,chicago #ahhc #dj ,louisiana ,chinchuba ,deaf-,mute ,institute ,chinchuba #ahij #dj ,maryland ,home ,school for ,little ,deaf ,children ,kensington #aijh #aj ,f4 ,knapp's ,english and ,german ,institute ,baltimore #ahgg #be ,st4 ,francis ,xavier's ,school for the ,deaf ,irvington #ahig #ca ,massachusetts ,the ,sarah ,fuller ,home for ,little ,deaf ,west ,medford #ahhh #af ,children ,michigan ,evangelical ,lutheran ,deaf-,mute ,institute ,north ,detroit#ahgc #bi ,missouri ,immaculate ,conception ,institute for the ,deaf,st4 ,louis #ahhe #gj ,new ,york ,reno ,margulies ,school for the ,deaf ,new ,york #aija #ah ,the ,wright ,oral ,school ,new ,york #ahid #bh ,ohio ,notre ,dame ,school for the ,deaf ,cincinnati #ahij #aj ,miss ,breckinridge's ,school ,cincinnati #aijf #c ,pennsylvania ,archbishop ,ryan ,memorial ,institute for ,philadelphia #aiab #ai ,deaf-,mutes ,de ,paul ,institute for ,deaf-,mutes ,pittsburgh #aijh #fd ,forrest ,hall ,philadelphia #aija #g ,south ,dakota ,black ,hills ,school for the ,deaf ,lead #aiaa #b ,wisconsin ,st4 ,john's ,institute for ,deaf-,mutes ,st4 ,francis #ahgf #ij ,,index ,accidents as a cause of deafness1 #ag4 ,admission into schools1 #aeg1 #aff-afh1 #bfb-bfg4 ,see ,fees2 ,restrictions4 ,adult deaf in schools1 #bfgn4 ,see ,evening schools2 ,homes4 ,adventitious deafness1 #af-dj2 ages of occurrence of1 #ah2 action for the prevention of1 #ba-bf2 as an increasing or decreasing phenomenon1 #bg-dj2 causes of1 #ag-ba2 conclusions respecting1 #ei1 #fj1 #cji4 ,age of occurrence of deafness1 #g-aj1 #ab1 #ag1 #ah4 ,agricola1 ,rudolph1 #aba4 ,aid to the deaf1 see ,homes for the deaf2 ,legislation2 ,private organizations4 ---- for schools1 see ,clothing and transportation2 ,private benefactions4 ,aims of first schools1 #adg-aed4 ,alabama1 education in1 #agb1 #agfn1 #ahb1 #ahd1 #bji1 #big4 ,alms-houses1 deaf in1 #gi4 ,alms-seekers1 deaf as1 #hc-he1 #caf4 ,alphabet for deaf1 see ,manual alphabet4 ,american ,association to ,promote the ,teaching of ,speech to the ,deaf1 #aji1 #aac1 #aad4 ,american possessions1 education in1 #bdj4 ,american ,school1 #acbn1 #acd-aci1 #adan1 #aefn1 #aha1 #bii1 #cjf4 ,see ,connecticut4 ,amman1 ,john1 #abd4 ,ancient treatment of deaf1 #fc1 #aai4 ,annals of the ,deaf1 ,american1 #aae4 ,appropriations for schools1 state1 #acf1 #afa1 #afc1 #bie1 #cba4 ,see ,day schools2 ,semi-public schools4 ,arizona1 education in1 #ahe1 #bji1 #cjj4 ,arkansas1 education in1 #ahc1 #baj4 ,associations of the deaf1 see ,societies4 ,asylums1 use of term1 #ajd1 #adh1 #bean1 #befn4 ,attendance in schools1 #afe1 #bfh-bgf4 ,see ,age limits4 ,auricular instruction1 #bhc1 #bhe-bhg4 ,austine ,institution1 #cjf4 ,see ,vermont4 ,baker1 ,henry1 #abc4 ,baptist ,church1 work of1 see ,church work4 ,bartlett1 ,david ,e41 #aefn4 ,bede1 ,venerable1 #aba4 ,bell1 ,a4 ,g41 #en1 #ajh4 ,benefactions1 see ,private benefactions2 ,endowment funds4 ,blind associated with deaf1 #iin4 ,see ,dual schools4 ,boarding institutions1 #afh1 #afi1 #ahg4 ,bolling1 ,william1 #aca4 ,bonet1 ,juan1 #abb4 ,bonifaccio1 ,giovanni1 #aba4 ,braidwood1 ,john1 #aca1 #acb4 ,braidwood1 ,thomas1 #abg4 ,bulwer1 ,john1 #abb4 ,california1 education in1 #agf1 #ahc1 #aia1 #aib1 #aic1 #bjb1 #bjd1 #baj1 #cje4 ,camerarius1 ,rudolph1 #abe4 ,carion1 ,ramirez de1 #abc4 ,cardano1 ,girolamo1 #aba4 ,castro1 ,pietro de1 #aba4 ,catholic ,church1 work of1 see ,church work2 ,denominational schools4 ,causes of deafness1 see ,adventitious deafness2 ,congenital deafness4 ,census of deaf1 how taken1 #en1 #ad4 ,charges to pupils1 see ,fees2 ,restrictions4 ,charities1 boards of1 #ahb1 #ahc4 ,see ,charity2 ,states1 provision in4 ,charity in connection with schools1 #ajd1 #adg1 #bdh-bfa1 #cbb2 conclusions respecting1 #bfj2 in best sense1 #bdi2 in legal sense1 #bebn2 opposition to connection1 #bef2 popular conceptions of charity1 #bej2 regard by states1 #bdh2 views of boards of charities1 #bed2 views of deaf1 #bei2 views of instructors1 #bei4 ,church work for deaf1 #if1 #aaj-aac4 ,see ,private benefactions4 ,cities1 aid of to schools1 #afa-afc1 #cja4 ,see ,day schools2 ,states1 provision in4 ,clarke ,school1 #bha1 #cjf4 ,see ,massachusetts4 ,classes of pupils1 see ,gradations4 ,classical allusions to the deaf1 #aai4 ,clerc1 ,laurent1 #ace4 ,clothing and transportation provided for pupils1 #bee1 #bfd1 #bfe1 #bif1 #cjg4 ,clubs of deaf1 see ,societies4 ,cogswell1 ,alice1 #acd4 ,college for the deaf1 see ,gallaudet ,college4 ,colorado1 education in1 #agf1 #ahd1 #baa1 #big1 #cje4 ,colonies for the deaf1 #hin4 ,combined method of instruction1 #bhc1 #bhe-bhg4 ,communication1 methods of among deaf1 #aa1 #ab1 #bgg-bhg4 ,compulsory education1 #bgb-bgf1 #cbj4 ,conference of ,principals1 #aac1 #aad4 ,congenital deafness1 #da-fj2 as an increasing or decreasing phenomenon1 #eg2 conclusions respecting1 #fj-fb1 #caj2 consanguineous marriages affecting1 #db2 deaf parents affecting1 #df2 deaf relatives affecting1 #de2 possible action for the prevention of1 #eb4 ,congregational ,church1 work of1 see ,church work4 ,congress1 action of1 see ,national government4 ,connecticut1 education in1 #acf1 #ach1 #aga1 #agc1 #ahc1 #baa1 #cje4 ,see ,american ,school4 ,consanguineous marriages1 #db1 #ed1 #fj4 ,see ,congenital deafness4 ,constitutional provisions1 #fd1 #afi1 #bdb-bdg1 #cba4 ,control1 boards of1 #ahc4 ,convention of ,american ,instructors of the ,deaf1 #aac1 #aad4 ,corporations1 see ,semi-public schools4 ,cost of education1 #bic-bih1 #cbb2 for maintenance1 #bie2 for new buildings1 #bid2 in day schools1 #aib2 per pupil1 #bih2 to states sending outside1 #big4 ,see ,property1 value of2 ,semi-public schools4 ,county aid to schools1 #afb1 #bfe1 #bif2 officers1 work of1 #aff1 #bgen4 ,courses of study1 #bhg4 ,court decisions relating to deaf1 #fe1 #ga4 ,see ,law1 attitude of4 ,crimes1 responsibility of deaf for1 #fe1 #gb4 ,dactylology1 see ,manual alphabet4 ,dalgarno1 ,george1 #abc4 ,day schools1 #afh1 #ahg-bja1 #cah2 arguments against1 #aig2 arguments for1 #aid2 co-operation with institutions1 #ahi1 #aij2 co-ordination with public schools1 #aij1 #aic2 design of1 #ahh2 equipment of1 #aic1 #aif2 evening schools as part of1 #bjj1 #bja2 institutions as1 #ahg2 laws for1 #aib2 number1 #ahg1 #aia2 pupils in1 #aic2 support1 #aib1 #aic4 ,see ,methods of instruction2 ,states1 provision in4 ,deaf1 meaning of term1 #c4 ,deaf-and-dumb1 see ,deaf4 ,deaf-blind1 #en1 #agh-agi1 #cjg4 ,deaf-mute1 #in1 #bhfn4 ,see ,deaf4 ,deaf-mutism1 #ajan4 ,deafness in different states1 #e4 ,defective class1 the deaf as a1 #ajj4 ,delaware1 education in1 #ada1 #aga1 #ahe1 #bab4 ,denominational and private schools1 #afh1 #bjb-bje1 #cai4 ,see ,methods of instruction2 ,states1 provision in4 ,dependent class1 the deaf as a1 #ajc4 ,see ,economic condition4 ,deschamps1 #abf4 ,difficulties of early schools1 #add1 #ade1 #afd1 #afe4 ,diseases1 effect of1 see ,adventitious deafness4 ,district of ,columbia1 education in1 #aga1 #agbn1 #ahb1 #ahen1 #bab1 #bac1 #bif1 #cje4 ,see ,gallaudet ,college4 ,dual schools1 #agc1 #agf1 #agg1 #bicn1 #bidn1 #bien4 ,dues1 see ,fees4 ,dumbness1 see ,deaf4 ,ear1 diseases of1 see ,adventitious ,deafness4 ,early attempts at instruction1 #abi-acc4 ---- workers1 character of1 #aee1 #aef4 ,economic condition of deaf1 #ge-ij1 #cad1 #caf2 conclusions respecting1 #ij2 deafness1 effect of1 #ge1 #hj1 #hc2 occupations of deaf1 #gf1 #gg2 unions1 members of1 #hbn2 views of deaf1 #ha2 wage-earners1 extent as1 #gf-gh1 #ha1 #hb4 ,see ,alms-houses2 ,dependent class2 ,homes2 ,industrial training4 ,education1 associations for1 #aac1 #aad2 boards of1 #ahd1 #ahe1 #bdh1 #beh2 ,see ,states1 provision in4 ----1 condition of deaf before1 #adf1 #adh-aed1 #cab4 ,employment of deaf1 see ,economic condition4 ,endowment funds1 #agb1 #agd1 #bie4 ,see ,private benefactions4 ,england1 early education in1 #aba-abc1 #abg4 ,epee1 abbe de l'1 #abf1 #abg4 ,ephpheta ,school1 #cjf4 ,see ,illinois4 ,eugenics1 see ,congenital deafness4 ,europe1 first schools in1 #aai-abh2 recognition in of work in ,america1 #agjn4 ,evening schools for adults1 #bjj1 #bja4 ,exhibits of deaf pupils1 #acf1 #adb1 #aeh1 #aei1 #afj4 ,farming as an industry1 #hcn1 #ijn1 #bia1 #bib4 ,see ,economic condition4 ,fay1 ,barnabas ,m41 #aefn4 ,feeble-minded deaf1 #agi1 #ahj4 ,fees for pupils1 #adc1 #aeg4 ,see ,admission into schools2 ,denominational schools2 ,restrictions4 ---- in semi-public schools1 membership1 #aef1 #agc1 #aha1 #cjd4 ,fiction1 deaf in1 #ajjn4 ,finger-spelling1 see ,manual alphabet2 ,sign language4 ,first schools1 #aca1 #acd-add4 ,florida1 education in1 #agf1 #ahc1 #ahd1 #bac4 ,france1 early education in1 #abe-abg4 ,fraternal organizations of deaf1 #ie1 #if4 ,gallaudet ,college1 #afh1 #bjf-bjh1 #bfen1 #cai4 ,see ,district of ,columbia4 ,gallaudet1 ,edward ,miner1 #bjgn4 ,gallaudet1 ,thomas ,hopkins1 #acd-acf1 #achn1 #aefn4 ,georgia1 education in1 #ach1 #adc1 #ahb1 #aia1 #aic1 #bjdn1 #bad4 ,germany1 early education in1 #aba1 #abd1 #abe4 ,gifts1 see ,private benefactions4 ,government of institutions1 #ahj-ahe4 ,see ,states1 provision in4 ,gradations of pupils1 #bhg-bhi4 ,graduates of schools1 #hj1 #bhh1 #bhi4 ,green1 ,francis1 #acj4 ,guardians for deaf1 #fg1 #fh4 ,hard of hearing1 #cn2 schools for1 #bjbn4 ,harrower1 ,john1 #abi4 ,hearing in school children1 defective1 #bd4 ,hebrew work for deaf1 see ,church work4 ,heinicke1 ,samuel1 #abe4 ,heredity1 see ,congenital deafness4 ,holder1 ,william1 #abc4 ,holland1 early education in1 #abd4 ,homes for deaf1 #he-hi1 #cad2 extent of1 #hg1 #hh2 purpose1 #hf2 support1 #hi4 ---- for children1 #bedn1 #bifn4 ,see ,denominational and private schools2 ,boarding institutions4 ,horace ,mann ,school1 #ahh1 #bhb4 ,see ,massachusetts4 ,hubbell1 ,horatio ,n41 #aefn4 ,hutton1 ,abraham ,b41 #aefn4 ,idaho1 education in1 #agf1 #ahc1 #ahd1 #bad4 ,ideas of early schools1 #add-adg4 ,illinois1 education in1 #add1 #ahc1 #aia1 #aib1 #aic1 #bjb1 #bjd1 #bad1 #bae1 #cje4 ,immigration in respect to deaf1 #ff4 ,impostors simulating deafness1 #hb-hd1 #caf4 ,increase of deafness1 see ,adventitious deafness2 ,congenital deafness4 ,indiana1 education in1 #adb1 #aeg1 #ahc1 #ahd1 #baf4 ,indigent pupils1 see ,admission into schools2 ,clothing and transportation2 ,fees2 ,restrictions4 ,industrial training1 #hj1 #afi1 #aic1 #aii1 #bje1 #bij-bib1 #cai4 ,institutions1 general arrangements of1 #aga-ahf2 government1 #ahj-ahe2 arguments against1 #aid2 arguments for1 #aig4 ,see ,boarding institutions2 ,methods of instruction2 ,states1 provision in4 ,instructors1 associations of1 #aac1 #aad2 number of1 #bhh2 training schools for1 #bhin4 ,insurance companies and the deaf1 #ajd2 among the deaf1 #ie1 #if4 ,interpreters for deaf1 #fe1 #gd1 #aabn4 ,iowa1 education in1 #add1 #ahc1 #baf4 ,italy1 early education in1 #aba1 #abd4 ,jacobs1 ,john ,a41 #aefn4 ,kansas1 education in1 #ahd1 #bag4 ,kendall ,school1 see ,gallaudet ,college2 ,district of ,columbia4 ,kentucky1 education in1 #ada1 #adb1 #aeg1 #afdn1 #ahd1 #bag1 #big1 #bii4 ,kerger1 #abe4 ,kerr1 ,william ,d41 #aefn4 ,kilpatrick1 ,john1 #acb4 ,kindergarten departments1 see ,denominational and private schools2 ,gradations of pupils4 ,labor bureaus for deaf1 #ga1 #han4 ,ladies' societies1 #hhn1 #afan1 #agcn4 ,land given for schools1 #acg1 #ada1 #afb1 #bii-cjb4 ,see ,states1 provision in4 ,language1 difficulty of for deaf1 #aih1 #bja1 #bhg4 ,law1 general attitude of toward deaf1 #fc-gd2 trend of1 #gc2 need of changed regard1 #cad4 ,see ,legal exceptions2 ,legislation4 ,le ,couteulx ,st4 ,mary's ,institution1 #cjf4 ,see ,new ,york4 ,legal exceptions1 views of deaf respecting1 #gdn4 ,legislation in aid of deaf1 #fh-ga2 discriminatory1 #ff2 in protection1 #fg1 #fh4 ,legislatures1 appeals to1 #aei1 #afj4 ,see ,appropriations2 ,law1 attitude of2 ,states1 provision in4 ,lip-reading1 #aj1 #bhd4 ,see ,speech4 ,location of schools1 #afc1 #cja4 ,louisiana1 education in1 #agbn1 #ahc1 #ahd1 #aia1 #aic1 #bjb1 #bah4 ,lutheran ,church1 work of1 see ,church work2 ,denominational schools4 ,mc,intyre1 ,thomas1 #aefn4 ,maine1 education in1 #ach1 #ahc1 #bah4 ,mann1 ,horace1 #bha4 ,manual alphabet1 #aa1 #ab1 #bgg1 #bgh4 ,see ,sign language4 ,manual alphabet method1 #bhe-bhg4 ,manual method1 #bhe-bhg4 ,maryland1 education in1 #ada1 #agb1 #agc1 #agfn1 #ahc1 #bjb-bje1 #bai4 ,marriages of deaf1 advisability of1 #df1 #ed-ef2 laws to prohibit1 #efn2 partners in1 #ee2 possibilities of deaf offspring1 #df-eb4 ,see ,congenital deafness4 ,massachusetts1 education in1 #acj1 #ach1 #aga1 #agc1 #ahd1 #aia1 #aicn1 #bai1 #cje4 ,see ,clarke ,school2 ,horace ,mann ,school2 ,new ,england ,industrial ,school2 ,sarah ,fuller ,home4 ,medical bodies and prevention of deafness1 #be1 #bf4 ,see ,adventitious deafness4 ,mendicancy1 see ,alms-seekers4 ,methodist ,church1 work of1 see ,church work4 ,methods of instruction1 #aic1 #bje1 #bgg-bhg4 ,michigan1 education in1 #ahc1 #aia1 #aib1 #bjb1 #bba1 #cja4 ,middle ages1 education in1 #abj4 ,minnesota1 education in1 #ahc1 #ahd1 #aia1 #aic1 #bbb4 ,mississippi1 education in1 #ahb1 #bbc4 ,missions1 see ,church work for deaf2 ,legislation in aid of deaf4 ,missouri1 education in1 #adbn1 #add1 #ahc1 #aia1 #aic1 #bjb1 #bbc4 ,montana1 education in1 #agf1 #ahb1 #ahc1 #ahd1 #bbd1 #cjj4 ,montans1 ,peter1 #abd4 ,mute1 see ,deaf4 ,national college1 see ,gallaudet ,college4 ,national ,educational ,association1 #aad4 ,national government1 granting land for schools1 #acg1 #ada1 #afb1 #bii1 #cjj2 creating ,gallaudet ,college1 #bjf-bjh4 ,see ,district of ,columbia4 ,nebraska1 education in1 #ahc1 #bbd4 ,negroes1 education of1 #agb1 #agfn1 #ahen1 #bfhn4 ,nelson ,philip1 #abi4 ,nevada1 education in1 #aga1 #ahe1 #bbd4 ,new ,england ,school1 #cjf4 ,see ,massachusetts4 ,new ,england states1 interest in ,american ,school1 #acf1 #acg1 #ach4 ,new ,hampshire1 education in1 #ach1 #aga1 #ahe1 #bbe4 ,new ,jersey1 education in1 #adj1 #ada1 #ahd1 #aia1 #aib1 #bbe4 ,new ,mexico1 education in1 #ahb1 #ahen1 #bbe4 ,new ,york1 education in1 #aca1 #aci1 #adj1 #adhn1 #aga1 #agc1 #ahc1 #ahd1 #aia-aic1 #bjd1 #bbf-bbi1 #cje4 ,see ,le ,couteulx ,st4 ,mary's ,institution2 ,new ,york ,institution2 ,new ,york ,institution for ,improved ,instruction2 ,st4 ,joseph's ,institution4 ,new ,york ,institution1 #aca1 #acbn1 #aci1 #adj1 #afan1 #ahgn1 #bhjn1 #cjf4 ,see ,new ,york4 ,new ,york ,institution for ,improved ,instruction1 #bha1 #cjf4 ,see ,new ,york4 ,north ,carolina1 education in1 #adc1 #agb1 #agfn1 #ahc1 #ahd1 #bbi4 ,north ,dakota1 education in1 #ahc1 #bcj1 #big1 #cjj4 ,occupations of deaf1 see ,economic condition4 ,,oecolampadius1 #abd4 ,offspring1 deaf1 see ,marriages of deaf4 ,ohio1 education in1 #adb1 #adcn1 #aegn1 #ahc1 #aia1 #aib1 #bjb1 #bje1 #bcj4 ,oklahoma education in1 #agb1 #agf1 #ahc1 #ahd1 #ahen1 #bca4 ,opinions of deaf1 see ,charity2 ,economic condition2 ,legal exceptions4 ,oral method1 #ahgn1 #aic1 #bje1 #bgi-bhg1 #bifn4 ,oregon1 education in1 #ahc1 #ahen1 #aia1 #bcb4 ,papers of deaf1 #ig1 #aaf2 of schools1 #aaf1 #bib4 ,see ,publications for deaf4 ,parents1 deaf1 and offspring1 see ,marriages of deaf4 ,parents' associations1 #aji4 ,partially deaf1 #cn4 ,pasch1 #abe4 ,pay pupils1 see ,fees4 ,peet1 ,harvey ,p41 #aefn4 ,pereire1 #abf4 ,pennsylvania1 education in1 #adj1 #ada1 #aga1 #agc1 #ahc1 #bjb-bjd1 #bcc1 #bcd1 #cje4 ,see ,pennsylvania ,institution2 ,western ,pennsylvania ,institution4 ,pennsylvania ,institution1 #adj1 #ada1 #aha1 #ahgn1 #cjf4 ,see ,pennsylvania4 ,politics in schools1 #ahen1 #cbb4 ,ponce de ,leon1 ,pedro1 #abb4 ,popular conceptions of deaf1 #ii-ajf1 #cac1 #cad4 ,prevention of deafness1 see ,adventitious deafness2 ,congenital deafness4 ,principals1 ,conference of1 #aac1 #aad4 ,private benefactions1 #ace1 #acf1 #adj1 #adb1 #aeh1 #afj1 #afa1 #afc1 #agc-agf1 #agi1 #aha1 #bha1 #bie1 #bif1 #cja1 #cjc-cjh1 #cba4 ,see ,denominational and private schools2 ,homes2 ,private organizations2 ,states1 provision in4 ,private organizations for deaf1 #ajg-aaf4 ,see ,denominational schools2 ,semi-public schools4 ,private schools1 see ,denominational and private schools4 ,property1 value of1 #bic4 ,protestant ,episcopal ,church1 work of1 see ,church work4 ,public appropriations1 see ,appropriations4 ,public schools1 deaf in1 see ,day schools4 ,publications for deaf1 #aae1 #cjgn4 ,see ,papers2 ,volta ,bureau4 ,pupils1 at beginning1 #afe2 number of1 #bhh2 proportion in attendance1 #bfh-bgj4 ,see ,clothing2 ,fees2 ,gradations2 ,restrictions4 ,quasi-public schools1 see ,semi-public schools4 ,rae1 ,luzerne1 #aefn4 ,raphel1 ,georges1 #abe4 ,relatives1 deaf1 see ,congenital deafness4 ,relief for needy deaf1 #fi1 #ie1 #aab4 ,religious work1 see ,church work2 ,denominational schools4 ,restrictions1 #aeg1 #aff1 #bfb1 #bfc1 #cah4 ,see ,fees2 ,age-limits4 ,rhode ,island1 education in1 #ach1 #ahd1 #bcd4 ,st4 ,francis de ,sales1 #abd4 ,st4 ,joseph's ,institution1 #cjf4 ,see ,new ,york4 ,sarah ,fuller ,home1 #cjf4 ,see ,denominational and private schools2 ,massachusetts4 ,schott1 ,gaspard1 #abe4 ,seixas1 ,david1 #adj4 ,self-supporting1 the deaf as1 see ,economic condition4 ,semi-deaf1 #in1 #bhfn4 ,semi-mute1 #in1 #bhfn4 ,semi-public schools1 #aef1 #agb-agf1 #ahj1 #aha1 #bien1 #big1 #cjc4 ,sensational accounts of deaf1 #ajen4 ,settlements1 social1 work of1 #ajgn4 ,sibscota1 ,george1 #abc4 ,sicard1 #abg4 ,sign language1 #aa1 #ab1 #ib1 #ahgn1 #bgg-bgi4 ,see ,manual alphabet4 ,societies for deaf1 see ,private organizations4 ,social organization of deaf1 #ia-ih4 ,societies of the deaf1 #ib-if2 desirability1 #ic2 purposes1 #id-if4 ,solidarity of deaf1 #ghn1 #id1 #ie4 ,south ,carolina1 education in1 #ach1 #add1 #agf1 #ahb1 #ahd1 #bce4 ,south ,dakota1 education in1 #ahc1 #bjdn1 #bce1 #cjj4 ,spain1 early education in1 #abb1 #abc4 ,speech1 #h-ab1 #bgi-bhd2 ability of deaf in1 #h1 #i1 #bhd2 growth of teaching of1 #bhb-bhd2 relation to sense of hearing1 #c1 #d4 ,see ,oral method4 ,stanford1 ,john1 #aca1 #aci4 ,state1 action of1 see ,law1 attitude of4 ,states1 provision in1 #bji-bda2 lands given by1 #cja2 without schools1 procedure in1 #afi1 #aga1 #ahe1 #big4 ,see ,appropriations2 ,charity2 ,constitutional provisions2 ,government of institutions4 ,stone1 ,collins1 #aefn4 ,strange class1 deaf as a1 #ii4 ,subsidies1 see ,appropriations2 ,semi-public schools4 ,support of schools1 see ,cost4 ,tax1 exemptions of deaf from1 #fe1 #fi4 ,taxation for schools1 special1 #afc1 #agb1 #big4 ,teachers1 see ,instructors4 ,tennessee1 education in1 #adc1 #ahb1 #ahc1 #ahd1 #bcf4 ,terms1 see ,admission into schools4 ,terzi1 ,lana1 #abd4 ,texas1 education in1 #agb1 #agfn1 #ahb1 #bcf4 ,thornton1 ,william1 #accn4 ,totally deaf1 see ,deaf4 ,trades1 see ,industrial training2 ,economic condition4 ,transportation1 see ,clothing4 ,trustees of schools1 #afc1 #afi1 #ahj-ahd1 #ahen4 ,see ,homes2 ,denominational schools2 ,states1 provision in4 ,turner1 ,william ,w41 #aefn4 ,unhappy class1 deaf as1 #ajb4 ,united ,states1 number of deaf in1 #e4 ,see ,american possessions4 ,utah1 education in1 #agf1 #ahb1 #ahen1 #bcf1 #cjj4 ,vagrants1 see ,impostors4 ,value of property1 see ,property4 ,van ,helmont1 ,jan ,baptista1 #abd4 ,van ,nostrand1 ,jacob1 #aefn4 ,vanin1 #abf4 ,vermont1 education in1 #ach1 #agc1 #agf1 #bcg4 ,virginia1 education in1 #aca-acc1 #adb1 #agb1 #agf1 #ahc1 #ahd1 #bcg4 ,volta ,bureau1 #ajh1 #aji1 #aae4 ,volta ,review1 #aji1 #aae4 ,wages paid to deaf1 see ,economic condition4 ,walker1 ,newton ,p41 #aefn4 ,wallis1 ,john1 #abc4 ,washington1 education in1 #ahc1 #ahen1 #aia1 #aib1 #bch4 ,weld1 ,louis1 #aefn4 ,west ,virginia1 education in1 #agbn1 #agf1 #ahc1 #ahen1 #bch4 ,western ,pennsylvania ,institution1 #ahgn1 #ahhn1 #cjf4 ,see ,pennsylvania4 ,wills of deaf1 #fe1 #gb1 #gc4 ,wisconsin1 education in1 #add1 #ahc1 #ahhn1 #aia1 #aib1 #bjb1 #bci4 ,witness1 the deaf as1 #gb4 ,writing as means of communication1 #aa1 #ab1 #bhe1 #bhf4 ,wyoming1 education in1 #aga1 #ahe1 #bdj4 ,young ,men's ,christian ,association1 work of1 #ajgn4 ,transcriber's ,corrections3 ,page #ai4 ,chapter ,,ii4 ceramen to cerumen4 ,impacted cerumen ,page #ain4 ,chapter ,,ii4 ceramen to cerumen4 444 ear trouble1 impacted cerumen is usually found 444 ,page #bh4 ,chapter ,,ii4 #ahjj to #ahhj4 ,,number ,,of ,,the ,,adventitiously ,,deaf ,,in #ahhj1 #ahij ,,and #aijj ,page #cb4 ,table ,,iv4 #hth column #aijb_/aija to #aija_/aijb4 ,page #fi4 ,chapter ,,iii4 is to in4 ,thus in ,missouri we find a statute of #ahdc allowing 444 ,page #abhn4 ,chapter ,,viii4 appendicies to appendices4 444 ,mississippi ,school1 appendices1 #aijg1 #aiji1 #aiaa 444 ,page #aeh4 ,chapter ,,ix4 nucleii to nuclei4 444 schools were thus often the nuclei of the 444 ,page #bjbn4 ,chapter ,,xii4 nucleii to nuclei4 444 which were the nuclei of the state 444 ,page #bbb4 ,chapter ,,xiv4 ,saulte to ,sault4 444 ,sault ,ste4 ,marie1 #aijf2 444 ,page #bec4 ,chapter ,,xvi4 superintendant to superintendent 444 ,by one superintendent it has been stated 444 ,page #bei4 ,chapter ,,xvi4 ,rosolved to ,resolved4 ,resolved1 that the deaf youth of our land 444 ,page #cjd4 ,chapter ,,xxii4 suffcient to sufficient4 444 are quite sufficient to enable us to 444 ,page #cbj4 ,chapter ,,xxiii4 educaton to education4 444 work of the education of the deaf 444 ,page #cbi4 ,appendix ,b4 ,annez to ,annex4 ,public ,school1 ,queens1 7,annex to ,school #dg1 ,manhattan7 ,page #ccc #cci4 ,index4 ,no entry for ,age ,limits4 ,relevant information can be found in ,ch4 ,,xvii1 pp4 #bfe-bfg1 under the heading ,age ,limits of ,attendance4 ,page #ccd4 ,index4 ,giralamo to ,girolamo4 ,cardano1 ,girolamo1 #aba4 ,page #cce1 #ccg #cdj4 ,index4 provisions to provision4 ,see 444 ,states1 provision in 444 ,page #cdj4 ,index4 schools to institutions4 ,see 444 ,government of institutions4 ,page #cdj4 ,index4 of pupils to into schools4 ,terms1 see ,admission into schools4