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 them. This inquiry really resolves itself into two
parts: how far the deaf have at some time and for a longer or shorter
period had recourse to the schools; and how far they may be found to be
in attendance at a given time. The one has relation rather to how widely
the schools are extending their educational opportunities, and the other
to how effectively they are accomplishing their ends.
As to the first consideration, the schools are found to reach most of
the deaf children with the privileges of an education to a greater or
less extent. From the returns of the census[530] we find that nearly
four-fifths (78.4 per cent) of the deaf have attended school, over
three-fourths (77.5 per cent) of these having attended the special
schools. The proportion would be greater still but for the number of the
deaf too young to enter school. 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 attendance. There were, according to the census, 13,905
deaf children from five to twenty years of age. Of these, 10,640, or
76.5 per cent, were reported to have attended school.[531] In 1912-1913
the total number in attendance was 14,474, which probably means a higher
proportion. On the whole, then, it would seem that, in respect to the
number of deaf children actually reached at one time or another, the
schools make a really commendable showing, and one that is becoming
better from year to year.
The second matter, however, cannot be disposed of nearly so
satisfactorily. 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 school. The census does not give us
definite information on this point; and though the school authorities
themselves are usually aware of conditions in their respective states,
they seldom have the means of fully ascertaining. But we may learn
something of the general situation. 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 in, and in a portion the number is
said to be large.[532] The proportions, furthermore, found in attendance
in the different states in comparison with their total population, or
with their total deaf population under twenty years of age, indicate
that the attendance in some states is far greater than in others, which
means that in the latter a relatively smaller part are in school.[533]
It would appear, then, that the number of the deaf out of school who
are of school age is probably not negligible in any of the states, and
that in some it is very considerable.[534]
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 schooling. It is in good part owing also to the
failure of some of the pupils who attend to remain a sufficient length
of time. In the preceding chapter we have seen what are the limits of
attendance prescribed in the schools; but as a matter of fact a large
proportion of the pupils do not remain the full period allotted, and in
some of the schools an appreciable number do not remain the better or a
substantial part of the term.[535] As in all schools, there is in the
passing of the pupils from the years of childhood an increasing tendency
to leave, and with the deaf this applies with no less force;[536] so
that on no small portion of the pupils the work of the schools is not
permitted to have full effect.
THE NEED OF COMPULSORY EDUCATION LAWS FOR THE DEAF
It is thus quite evident, however large the true proportion of the deaf
who attend the school may be, and whatever the proportion remaining a
satisfactory period may be, that in practically every state there are a
certain number of deaf children not in the schools who should be there,
and that the offer of the state to provide an education for all its deaf
children is not availed of as it should be.[537] For the existence of
this condition of affairs the schools are not to be held responsible.
They are usually doing all they can to get the children in, and all the
deaf if they will may receive an education. The cause lies further back:
most often in the ignorance or short-sightedness of the parent.
For it all there is but one remedy--the enactment of a strong compulsory
education law and its uncompromising enforcement. No matter how
strenuous and diligent may be the efforts to reach the children,[538] it
is only when such a law is on the statute books that the state's really
effective weapon is at hand to secure attendance.[539]
However urgent are the needs of compulsory education laws for children
generally, there are special reasons for them with the deaf. The deaf
stand in particular need of an education, and without it their condition
is peculiarly helpless and pitiable. Compelling reason is also found in
the fact that, besides the ordinary schooling, industrial training is
likewise afforded to the deaf, which is hardly possible elsewhere, and
which may mean no little towards success in after life. Even though it
sometimes seems hard to take a deaf child from his home, and separate
him from his parents for a number of months at a time, especially if the
child is in his tender years, the greater necessity of the law is but
indicated if such children are to be kept from growing up in ignorance.
The hardship in separation is rather apparent only and is temporary,
while the gains are not to be measured.
Not only should the deaf child be required to attend school, but for
reasons equally strong it should be seen that he remains at school a
sufficient number of years, and a sufficient length of time each year.
It is a difficult matter as it is to secure full attendance, but too
often also the temptation is at hand for pupils to leave early to take
up work on their own account, or because the school routine seems
irksome; 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 parent,
or by what is sometimes miscalled his poverty. The state should allow
nothing at all to stand in the way of the child's best interests.
PRESENT EXTENT OF COMPULSORY EDUCATION LAWS
How important are compulsory education laws for the deaf is being
generally seen, and the demand has become practically unanimous for
their enactment, the feeling not being confined to educators of the deaf
but shared in by others interested in them.[540] Such laws have begun to
find their way upon the statute books, and are now being increasingly
enacted. Already practically half of the states have them, nearly all of
which were enacted since 1900. In other states the matter is also being
agitated, with the likelihood that provisions will be extended to them
in time. States with such laws now number at least twenty-three:
California, Colorado, Idaho, Indiana, Iowa, Kansas, Maryland,
Massachusetts, Michigan, Minnesota, Montana, Nebraska, New Mexico, North
Carolina, North Dakota, Ohio, Oklahoma, Oregon, Rhode Island, South
Dakota, Utah, Washington, and Wisconsin.[541]
With respect to the provisions of these statutes, we find that in some
cases the general compulsory education law applies with its
age-periods, fines, etc., while in others there are special enactments
for the deaf. In most states an exception is made if there is
instruction at home, or with equal facilities, and at the same time and
in the same branches. In certain ones truancy officers are expressly
designated to enforce the law.[542] Fines for violation are placed at
sums varying from $5 to $200.[543] The period of attendance required may
be the school year, but more often a part, as five, six or eight
months;[544] and the term for which attendance is required is either a
designated number of years, as five or eight, or a period between
certain age limits, as from eight to sixteen or from seven to eighteen,
etc.[545]
FOOTNOTES:
[530] Special Reports, 1906, pp. 145, 146, 242. Of the colored deaf less
than one-half--1,169 out of 2,836--had been to school.
[531] In 1890 the proportion of deaf children between five and twenty
years found to be in school was only 40 per cent, 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 included. Census Reports, 1890. Report on
Insane, Feeble-minded, Deaf and Dumb and Blind, 1895, p. 102.
[532] In the case of the Alabama School it is said that "there are many
deaf children of school age in the state not in school". Report, 1900,
p. 24. In the case of the Kentucky School it is stated that "there are
still 200 [children] of school age in the state who have not received
the benefit of the school". Report, 1903, p. 13. See also Report, 1887,
p. 98. In Tennessee it is stated that there are "doubtless quite a
number of deaf children of whom we have no knowledge in certain
counties". Report of Tennessee School, 1910, p. 11. In Texas there are
said to be "300 deaf children in the state within scholastic age who are
not in school", this proportion possibly being 50 per cent. Report of
Texas School, 1912, pp. 5, 12. See also Report of Board of Charities of
New York, 1910, i., p. 151; Arkansas School, 1890, p. 44; Western
Pennsylvania Institution, 1888, p. 19; 1908, p. 19; Maryland School,
1893, p. 8.
[533] It has been found that, by comparing the number of the deaf in
school in the several states with the total population of 1910, the best
record is 26.0 per 100,000 of population, which belongs to Wisconsin;
and if this ratio be accepted as an approximate standard, the average
proportion for all the United States is only one-half, with a ratio of
13.6 per 100,000, while in a few of the states it is only one-third, the
lowest ratio being 6.1 per 100,000. If all the states had as high a
ratio as 26, the number in attendance would be 23,913. The finding of
these results is due to Mr. F. W. Booth, _Volta Review_, xii., 1911, p.
786. If we compare the number of the deaf reported by the census under
twenty years of age with the number found at school. In 1912-1913, the
lowest proportion is seen to be 45 per cent, though only half a dozen
states have proportions under 60.
[534] The proportion of children generally out of school is found by the
Russell Sage Foundation to average 21.8 per cent in all the states,
ranging from 7.3 to 44.7 per cent. Comparative Study of Public School
Systems in 48 States, 1912.
[535] In respect to the ages most common in the schools for the deaf, it
has been found by Dr. Harris Taylor, of the New York Institution for
Improved Instruction, that of 2,634 pupils in 38 schools for whom
returns were made, 19.8 per cent were seven years of age; 17.3 per cent,
eight; 10.9 per cent, six; 10.2 per cent, nine; and 9.6 per cent, ten.
Only 1.4 per cent were over nineteen. _Volta Review_, xiv., 1912, p.
177.
[536] See Report of Western New York Institution, 1888, p. 28; Kentucky
School, 1889, p. 14. In the regular schools 85 per cent of the pupils
are said to drop out between the twelfth and fifteenth years. F. M.
Leavitt, "Examples of Industrial Education", 1912, p. 54. See also
Report on Condition of Women and Children Wage Earners in the United
States, 1910, vol. 7.
[537] In some cases it happens that the school is already crowded, but
the need is no less, and it should be the business of the state to
provide sufficient accommodations for all those who seek an education.
[538] Great credit is often due to the schools for their efforts to get
all the children in. Of the Kentucky School it is said that "there
remain but few deaf children whom we have not seen personally". Report,
1907, p. 14.
[539] 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 it, though the former have in general apparently the
better record. In Michigan it is stated that the compulsory education
law has brought in many who otherwise would not have come. Report, 1908,
p. 14.
[540] See Proceedings of National Conference of Charities and
Corrections, 1907, p. 498; Report of Commissioner of Charities and
Corrections of Oklahoma, 1912, p. 430; Proceedings of Convention of
American Instructors, vii., 1870, p. 137; x., 1882, p. 164; xi., 1886,
p. 34; Conference of Principals, ii., 1872, p. 178; National Association
of the Deaf, iii., 1889, p. 52; _Annals_, xv., 1870, p. 216; xliv.,
1899, p. 152; liv., 1909, p. 356; lviii., 1913, p. 347; _Association
Review_, v., 1903, p. 181; Report of Clarke School, 1888, pp. 8, 19;
North Carolina School (Raleigh) 1896, p. 6; Illinois School, 1898, p.
13; Colorado School, 1898, p. 18; Indiana School, 1900, p. 20; Oregon
School, 1901, p. 9; Nebraska School, 1912, p. 9; and current reports of
schools generally.
[541] In a certain number of states, moreover, as Connecticut and West
Virginia, town and county authorities are required to make report of the
deaf at fixed times, and this may sometimes have the effect of a regular
law. In addition, in some states with the full law, as Wisconsin,
Michigan and North Carolina, it is the duty of certain county officials,
as superintendents of education, assessors, etc., to send in the names
of possible pupils to the schools. In North Carolina many county
superintendents of education are said to take an interest in thus
getting the children in. Report of North Carolina School, 1908, p. 10;
1910, p. 9. By the secretary of the state board of charities of
California, however, we are advised that the state does not compel a
parent to send his deaf or blind child to an institution.
[542] As in Kansas, Maryland, Michigan, Minnesota, Nebraska, Ohio, and
Oregon.
[543] The fines in some of the states are as follows: $5 in Maryland,
$5-$20 in Minnesota, $5-$25 in Montana and Oregon, $20 in Rhode Island,
$25 in Iowa, $5-$50 in Wisconsin, $100 in Kansas, and $50-$200 in
Washington. In Utah the offense is a misdemeanor.
[544] Kansas requires 5 months, Oklahoma, Oregon and Montana 6, and
Maryland, North Dakota and Wisconsin 8.
[545] The number in Montana is 8, and in California 5. The limits in
Wisconsin are 6 and 16, in North Carolina 7 and 17, in Indiana and
Maryland 8 and 16, in North Dakota 7 and 20, in Kansas and Oklahoma 7
and 21, in Michigan, Nebraska and Rhode Island 7 and 18, in Montana,
Ohio, Oregon and Utah 8 and 18, in Minnesota 8 and 20, and in Iowa 12
and 19. In Minnesota it is suggested that the law apply to those over 20
as well. Report of Board of Control, 1908, p. 356; Report of Minnesota
School, 1909, p. 23.