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 them. It only
remains for us to inquire if this treatment is well-considered, and how
far it is commensurate with the real, actual needs of the deaf, and at
the same time consonant with the larger interests of society.
The question of paramount concern to society is in respect to the
possibilities of the prevention of deafness. As yet it would seem that
only a minor degree of attention had been directed to this
consideration, though it is likely that in the future much more serious
study and thought will be given to it. The problem is for the greater
part in the hands of medical science, and for much of it we shall
probably have to wait for solution in the laboratory; while no small aid
can be rendered by general measures for the protection of health.
Already there can be little doubt that there is less deafness from
certain diseases than in the past, though the statistics that we have
on the question are not as definite as could be wished. The matter is
really a part of the long battle against disease, and as human skill
takes one position after another, it may be that many of those diseases
bringing deafness will be forced to yield, and that such deafness will
thus cease in great part to be an affliction upon human flesh.
Eugenics also will be looked to for help, and it may in time bring to
light much that is now hidden from our ken. As yet our knowledge of the
causes of deafness from birth is very imperfect. A small part may be
ascribed to consanguineous marriages, and a larger part to the marriages
of those whose families are affected with deafness, these perhaps not
being wholly distinct, and together comprising a little over half of
congenital deafness. Marriages of relatives, even though not of frequent
occurrence so far as deafness is affected, have a relation to it which
is not to be ignored. Intermarriages of the deaf themselves are not
found for the most part to result in deaf offspring; while the
likelihood of such is not always greater when both parents are deaf than
when one is deaf and the other hearing. The one distinct fact of which
we seem altogether certain in this matter is that when there is in the
parent congenital deafness, or especially when there are deaf relatives
concerned, the chances are vastly increased of deaf offspring. These are
the danger signals, and not to be passed without heed. As to that form
of deafness occurring when consanguinity and antecedent deafness are not
involved, we are in greater ignorance. For most of it, however, we may
believe that there is inherited some strain or influence predisposing to
deafness; and that in the discovery and application of eugenic
principles a greater or less portion will be eliminated.
Though, so far as is discernible from the immediate prospect, we cannot
look to an early disappearance of deafness from the race, there are
indications at present that deafness is tending to become less. The
probabilities are that the future will be able to report advance, and so
far as the ultimate results are concerned, we have no reason to be other
than hopeful.
In respect to what has been accomplished for the deaf since America has
become concerned in them, we have a record that may well be a distinct
cause of pride. The work for the deaf in America is hardly a hundred
years old. Yet in that time there has transpired what, without violence
being done to language, can be called a revolution. A century ago the
deaf were practically outside the pale of human thought and activities.
They were in a measure believed to be without reason, and were little
less than outcasts in society. To-day they have become active
components of the state, possessed of education, on a level with their
fellow-men nearly everywhere in the scale of human employment, capable
of all the responsibilities of life, and standing in the full stature of
citizenship.
Perhaps the first workers for the deaf had not placed their faith too
high after all, when they declared that the deaf and dumb were to be
restored to the ranks of their species. Perhaps, after all, the visions
of these men have come true. Perhaps this that we call education has had
something of the power they were trying to articulate. 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 live.
However much of what was claimed has been achieved, it is certain that a
great part has been realized. It has been by a slow, silent process,
keeping time with the years, but none the less wonderful things have
been wrought; and through it all the advance of the deaf has been
constant and onward. It might be said with all truth that this whole
progress has been simply the march of events. Education has ever been
the master passion of Americans, and in its wide sweep the deaf too have
been gathered in, and have been borne to the place where all the state
had to offer as instruction was laid before them. Yet it remains that
by and through all this the deaf have been the gainers as no other
people in the world have ever been, 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 society.
Great indeed can be the rejoicing of the deaf, for they are those to
whom the way has been hard and long, but who have come from the darkness
into the light.
Yet the victory of the deaf is not complete. They have not reached the
full position among men to which they are entitled. So long as people
look upon them as an unnatural portion of the race, view them with
suspicion or hold them as of peculiar temperament and habits, or
otherwise consider them distinct from the rest of their kind, and by
voice or in their own consciousness make use of terms or associations
that give fixedness to such a classification or differentiation: just so
long will the deaf be strangers in the land in which they dwell; and
just so far will they be removed from the place in society which should
be theirs, and which is accorded to all the rest of their fellow-men.
With regard to their economic position in the world, the deaf have, on
the whole, fared well. Their own achievements have thrown out of court
the charge that they are a burden upon society. It has been proved by
themselves that they are not a dependent class, or a class that should
exist to any degree on the bounty of the state. They are wage-earners to
an extent that compares well with the rest of the population, and,
economically, they form generally a self-sustaining part of society. For
a certain number who are aged and infirm and are otherwise uncared for,
special homes are to be desired--and with such the need is peculiarly
strong. These, however, do not comprise a large part of the deaf; and
with their exception there is practically no portion, at least of those
with an education, that demands particular economic attention.
The community for the most part has been quite ready and willing to
recognize the status of the deaf in this respect. Here the deaf are
accepted on equal terms with the people collectively, and are in fact
lost in the mass of the world's workers.
The state has perhaps displayed more reluctance to admit the deaf to the
standing of its other citizens, largely no doubt due to the fact that in
the sphere of law action is usually slow-moving, and responds less
readily to newly recognized conditions. 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 attention, and though such
are hardly more than reminders of the past legal attitude, they are
mostly an anachronism to-day, and should in great part be removed.
The courts have quite generally adopted the true view in regard to the
deaf, and hardly anywhere now differentiate them. There is always one
particular kind of provision which may be made for the deaf at law, and
this is in the employment of interpreters on proper occasion. But even
here the matter may be left to the ordinary rules of the court, as well
as to the good sense and justice of the law-makers and the
law-dispensers.
In most things, special attention of the law in relation to the deaf is
not often required, and they should, in nearly all respects, be left in
its eyes exactly as the rest of their fellow-citizens. When particular
legislation is called for in respect to them, it is needed rather to
meet some peculiar or unusual situation, which would probably arise most
frequently in connection with some special abuse of the deaf, though
such is really seldom likely to occur. Provision for young deaf children
who are otherwise without protection may well be included in "children's
codes," or in other statutes of similar kind. Useful legislation is also
feasible in connection with departments for the deaf in state bureaus of
labor, the procedure possible being already indicated; and it may be
that a considerable field will be revealed, not only in assisting the
deaf in securing employment but also in securing information as to their
condition. Opportunity is open to the national government likewise in
this regard, and valuable statistics and other information may be
collected for the country generally.
In one further direction the law can be invoked very materially in aid
of the deaf, and just where very little has been attempted. In every
state there should be enactments, backed up by vigorous public opinion
and the co-operation of all citizens, providing severe punishment for
those who go about begging alms on the pretense that they are deaf and
dumb. For such creatures the law should have no mercy. The deaf
themselves demand that such impostors be put out of business, for a real
and cruel injury is done to them. They ask this as a great boon, but it
should be accorded them absolutely as a right.
The deaf do not want alms or pity. But in unnumbered ways can they
receive good at the hands of their fellow-men. They need friends as do
all others, and power is never lost to the right hand of fellowship. To
be desired above all else is the gaining of the right attitude on the
part of the community. As one great need, there should be far more
attention to the social and spiritual concerns of the deaf, even though
they are often found scattered and far apart. There is much that can be
done in many communities of a social nature for the deaf, and in
manifold forms can life be made more abundant for them. Most important
of all, there should be no longer in any place a neglect of the
ministrations for the cure of souls, and it should be seen that all of
the deaf are made to know the religion of the Man of Galilee, with its
untold blessings and consolations.
In our present review of the work for the deaf in America, most of our
attention has been directed to the provisions for their education. It
may be said that to-day this work is as a rule of a high order, and that
in many respects, considering the problems involved, it can compare well
with the work of education in general. There is still more or less
conflict as to methods, but this does not seem vital to the success of
the schools, and their character has in general advanced.
In the beginning of instruction in some of the states we read of the
struggles of the early schools, but eager hands came to push on the new
work. This work was taken up with an enthusiasm and earnestness scarcely
paralleled elsewhere in the history of education, or in any other of the
great movements for the betterment of human kind. Strong and brave souls
manned the new enterprise, and these early workers are well worthy of
honor at our hands.
Oftentimes, at the first, private societies came forward as volunteers
in the task of education, but the states early recognized their duty,
and usually established schools as soon as they were deemed practicable,
either taking over the existing private school or creating one of their
own. After a time, as another stage in their development, the schools
were made free by express provision, or have become so to all practical
purpose. In time also all restrictions or limitations as to the
admission of pupils have been in general swept away, and rules and
regulations have come more and more to conform with those in the regular
schools. Now education is offered to every deaf child, and to the poor
and destitute the state provides all collateral necessaries as well, so
that instruction may be denied to none.
At present much the larger part of the deaf are educated in
institutions. But alongside this plan there has grown, especially of
late years, a day school system with the pupils living in their own
homes, and the result is that in a number of states such schools have
now been established. Their main field is recognized to be in large
cities, and it is here that they are able to be of the greatest
usefulness. It is still a mooted point, however, how far they have
passed the experimental stage, and it probably remains to be determined
to what extent they really offer advantages to the deaf over the
institutions. As a part of this activity, and as an extension of the
general public facilities for education to the entire community, we have
also the question of evening schools for adult deaf. There seems to be a
definite need for them in certain centers, and it may well be hoped that
much greater attention will be given to the matter.
All the schools are really parts of the public school system, with the
exception of a comparatively small number of private schools which have
been created in certain communities. In addition, the work in America is
characterized by a national college, which represents the completing
mark in the system of their instruction. By this the education of the
deaf is made not only to stand all along the way parallel with education
in general, but also to assume a place accorded it in no other land.
In the schools one of the great features is the industrial instruction,
and this is rightly emphasized. As much as the need of vocational
training is insisted upon on all sides to-day, with the deaf it is
essential to a greater degree than it can be anywhere else. The pupils
of the schools who have had this industrial training as a rule do well
in the world, and in many cases put their training to most practical
account. It could be wished, however, that we had a careful and detailed
record, uniform over the country, of the former pupils, which would be a
test, demonstrative as well as suggestive, of the efficiency of the
industrial training of the schools, and which would be equally of value
in other spheres of industrial education.
Though in the work of the education of the deaf in America, industrial
instruction occupies a very prominent part, yet in the schools there is
an abundance of "schooling" in the strictest sense. The problems of the
education of the deaf are peculiar, and their instructors have to face
difficulties of a kind not found in any other lines of education. Yet
earnest thought and study are being given to these problems, and efforts
made to solve them as far as it is possible. In the conventions and
conferences of instructors notable work has been accomplished, and these
bodies are insistent upon progress and better results.
For the greater efficiency and success of the schools, the law as well
as public sentiment can be called in aid. Deaf children everywhere
should be prevailed upon or compelled to enter the schools, and should
be required to remain as long as their best interests demand it.
Education should be a matter, forced if need be, for every deaf child,
for terrible as ignorance always is, in the deaf it is the most dreadful
of all.
In America private assistance to schools for the deaf has not been
great, and very few schools have been beneficiaries from resources other
than the state's. To-day, with the exception of a few cases, aid from
private means has ceased to be expected, and calls for such bounty are
now seldom made.
At present nearly all the schools are public institutions, and rely
entirely upon the care of the state. The state has in general recognized
its duty towards the education of the deaf, and has engaged to provide
for it. In half of the states this responsibility is recognized, and
provision guaranteed in the organic law. In all the states the
legislatures have undertaken to see that means of instruction are
offered to all their deaf children, and it is found that, all things
considered, the states have in general taken a keen interest in their
educational welfare. Few schools can boast of overgenerous
appropriations; many not infrequently have failed to receive all that
has been asked for, and have thus often been prevented from doing their
best work. Yet it may be said that if the legislatures have not always
responded with alacrity, or always bounteously, or at all times with a
full sense of their responsibility, they have responded at least with
cheerfulness, and mindful of all the calls upon the state's treasury,
and often according to the best of their light. It has been realized
that the education of the deaf is an expensive undertaking, far more so
than the education of ordinary children; but it is none the less
realized also that this education pays--pays from every possible point
of view.
That the school for the deaf is not given its full educational
recognition is a grievance in some states, and this cannot be regarded
otherwise than unfortunate. In time, however, this will most likely be
changed, and the schools everywhere will come into their proper
standing, and be considered only as the agencies of the state for the
education of its children.
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 interfere. But as hideous and disgraceful as is this action,
we may now believe that in most places its back has been broken, and
that hereafter men everywhere will think better of themselves than to
allow it in a single instance.
Finally, in respect to the work for the deaf in America as a whole, it
may be said that the state makes but one form of provision in their
behalf. This is in allowing to all its deaf children a means of
education. Even this is hardly to be called "provision for the deaf." It
is rather the attention that is paid to a certain portion of the
population for its education. It is to be distinguished from the
provision for general education only in that special means and methods
are necessary for its accomplishment.
This being done, the state may practically let the deaf alone. No
distinctive form of public treatment is usually to be called for in
respect to them as a class. They demand little in the way of special
care or oversight, they are able as a rule to look after themselves,
asking few odds not asked by other men, they have become citizens
without reservation or qualification, and economically they form no
distinct class, but are absorbed into the industrial life of the state.
They have assumed the responsibilities of life in a highly organized
community, and in turn reap the benefits that belong to all men in such
an order. But though this is true, their affliction bestowed upon them
by the partial hand of nature, is not to be minimized, nor its effects
lightened by any human words. Their deafness rests indeed upon them as a
very material, tangible burden, so sharp and pointed in its operations
that they are in great measure cut off socially from the rest of their
kind. Because of this their concern becomes great in respect to the form
of consideration from the community about them, and their need turns to
one not so much of material character as of the attention of the good
neighbor. From their condition all the more does it avail that no
further load should be placed upon them, and that their prayer should be
heard that they be treated fully as men. For even with their ever
missing sense, the power of the deaf is only retarded, and not seriously
diminished, to derive from life much of its richness and color and
well-being.
APPENDIX A
HOMES FOR THE DEAF IN AMERICA
--+------------------+-------------+-------------+-------+-------+-------
| | | | YEAR |NUMBER |ANNUAL
| NAME | STATE | LOCATION |FOUNDED| OF |COST OF
| | | | |INMATES|SUPPORT
--+------------------+-------------+-------------+-------+-------+-------
| | | | | |
1 |Gallaudet Home |New York |Wappinger's | | |
| | |Falls | 1885 | 24 | $7,311
| | | | | |
2 |Ohio Home for |Ohio |Westerville | 1896 | 30 | 6,710
|Aged and Infirm | | | | |
|Deaf | | | | |
| | | | | |
3 |St. Elizabeth's |New York |New York City| 1897 | 20 | 8,435
|Industrial School | | | | |
| | | | | |
4 |New England Home |Massachusetts|Everett | 1901 | 13 | 3,198
|for Deaf-Mutes | | | | |
| | | | | |
5 |Pennsylvania |Pennsylvania |Doyleston | 1902 | 19 | 4,536
|Home for the Deaf | | | | |
APPENDIX B
TABLES WITH RESPECT TO SCHOOLS FOR THE DEAF IN AMERICA
I. PUBLIC INSTITUTIONS.
SCHOOL |LOCATION |DATE OF OPENING
| | |NUMBER OF PUPILS
| | |1912-1913
| | | |EXPENDITURE
| | | |FOR SUPPORT
| | | |1912-1913
--------------------------------------+-------------+----+----+-----------
Alabama | | | |
School for the Deaf |Talladega |1858|162}| $ 39,800
School for the Negro Deaf and Blind |Talladega |1892| 29}|
Arizona, University of, Department for|Tucson |1912| 25 | 10,000
the Deaf | | | |
Arkansas Deaf-Mute Institute |Little Rock |1868|270 | 67,500
California Institution for the Deaf |Berkeley |1860|180 | 54,629
and the Blind | | | |
Colorado School for the Deaf and the |Colorado |1874|176 | 59,176
Blind | Springs | | |
Connecticut | | | |
American School for the Deaf |Hartford |1817|142 | 57,991
Mystic Oral School for the Deaf |Mystic |1870| 60 | 13,244
District of Columbia, | | | |
Columbia Institution for the Deaf | | | |
Kendall School for the Deaf |Washington |1857| 54}| 86,184
Gallaudet College |Washington |1864| 82}|
Florida School for the Deaf and the |St. Augustine|1885|108 | 16,877
Blind | | | |
Georgia School for the Deaf |Cave Spring |1846|188 | 45,339
Idaho State School for the Deaf and |Gooding |1906| 58 | 20,000
the Blind | | | |
Illinois School for the Deaf |Jacksonville |1846|415 | 124,957
Indiana State School for the Deaf |Indianapolis |1844|345 | 85,980
Iowa School for the Deaf |Council |1855|227 | 60,500
| Bluffs | | |
Kansas School for the Deaf |Olathe |1861|243 | 56,494
Kentucky School for the Deaf |Danville |1823|353 | 82,325
Louisiana State School for the Deaf |Baton Rouge |1852|145 | 30,500
Maine School for the Deaf |Portland |1876|134 | 27,000
Maryland | | | |
School for the Deaf and Dumb |Frederick |1868|114 | 33,461
School for the Colored Blind and Deaf|Overlea |1872|44 | 10,059
Massachusetts | | | |
Boston School for the Deaf |Randolph |1899|145 | 21,660
Clarke School for the Deaf |Northampton |1867|156 | 65,255
New England Industrial School for |Beverly |1879| 36 | 9,098
Deaf-Mutes | | | |
Michigan School for the Deaf |Flint |1854|297 | 93,872
Minnesota School for the Deaf |Faribault |1863|308 | 70,229
Mississippi Institution for the Deaf |Jackson |1854|188 | 33,577
Missouri School for the Deaf |Fulton |1851|344 | 99,000
Montana School for Deaf, Blind and |Boulder |1893| 59 | 20,024
Backward Children | | | |
Nebraska School for the Deaf |Omaha |1869|175 | 44,150
New Jersey School for the Deaf |Trenton |1883|185 | 60,000
New Mexico Asylum for the Deaf and the|Santa Fe |1885| 44 | 11,000
Dumb | | | |
New York | | | |
New York Institution for the |New York |1818|517 | 181,153
Instruction of the Deaf and Dumb | | | |
Central New York Institution for |Rome |1875|117 | 31,347
Deaf-Mutes | | | |
Western New York Institution for |Rochester |1876|192 | 60,362
Deaf-Mutes | | | |
Northern New York Institution for |Malone |1884|110 | 29,745
Deaf-Mutes | | | |
Institution for the Improved |New York |1867|241 | 88,455
Instruction of Deaf-Mutes | | | |
Le Couteulx St. Mary's Inst'n for the|Buffalo |1862|188 | 52,349
Imp'd Instruction of Deaf-Mutes | | | |
St. Joseph's Institute for the |West Chester |1869|515 | 122,962
Improved Instruction of Deaf-Mutes| | | |
Albany Home School for the Oral |Albany |1889| 58 | 16,052
Instruction of the Deaf | | | |
North Carolina | | | |
State School for the Deaf and Dumb |Morganton |1894|263 | 62,500
State School for the Blind and the |Raleigh |1845|117 | 16,062
Deaf | | | |
North Dakota School for the Deaf and |Devils Lake |1890| 94 | 26,977
Dumb | | | |
Ohio State School for the Deaf |Columbus |1829|542 | 118,000
Oklahoma | | | |
School for the Deaf |Sulphur |1898|221 | 50,000
Industrial Institute for the Deaf, |Taft |1909| 18 | 11,053
Blind, and Orphans of the Colored | | | |
Race | | | |
Oregon School for Deaf-Mutes |Salem |1870| 90 | 22,500
Pennsylvania | | | |
Pennsylvania Institution for the Deaf|Philadelphia |1820|621 | 172,572
and Dumb | | | |
Western Pennsylvania Institution for |Edgewood Park|1876|282 | 62,653
the Instruction of the Deaf and | | | |
Dumb | | | |
Pennsylvania Oral School for the Deaf|Scranton |1883|100 | 51,000
Home for the Training in Speech of |Philadelphia |1892| 65 | 26,790
Deaf Children | | | |
Rhode Island Institute for the Deaf |Providence |1877| 91 | 33,000
South Carolina Institution for the |Cedar Spring |1849|156 | 21,780
Education of the Deaf and the | | | |
Blind | | | |
South Dakota School for the Deaf |Sioux Falls |1880| 90 | 26,000
Tennessee Deaf and Dumb School |Knoxville |1845|326 | 47,800
Texas | | | |
School for the Deaf |Austin |1857|417 | 100,000
Deaf, Dumb, and Blind Institute for |Austin |1887| 94 | 17,652
Colored Youth | | | |
Utah School for the Deaf |Ogden |1884|115 | 42,857
Vermont, The Austine Institution for |Brattleboro |1912| 25 | 11,487
the Deaf and Blind | | | |
Virginia | | | |
School for the Deaf and the Blind |Staunton |1839|193 | 36,748
School for Colored Deaf and Blind |Newport News |1909| 85 | 11,824
Children | | | |
Washington State School for the Deaf |Vancouver |1886|132 | 36,178
West Virginia Schools for the Deaf and|Romney |1870|159 | 34,700
the Blind | | | |
Wisconsin State School for the Deaf |Delavan |1852|169 | 65,010
II. PUBLIC DAY SCHOOLS
SCHOOL |DATE OF OPENING
| |NUMBER OF PUPILS
| |1912-1913
| | |EXPENDITURE
| | |FOR SUPPORT
| | |1911-1912
----------------------------------------------------+----+----+-----------
California | | |
Los Angeles Day School for the Deaf |1899| 45| $ 6,048
Oakland Public School Oral Classes |1898| 11| --
Sacramento Day-School for the Deaf |1904| 12| 2,520
San Francisco Oral School for the Deaf |1901| 23| 2,350
Georgia | | |
Atlanta Day-School for the Deaf |1912| 10| --
Illinois | | |
Chicago | | |
Delano School for the Deaf |1913|} |
Kozminski Public Day-School for the Deaf |1896|} |
Parker Practice Public Day-School for the Deaf |1905|}307| 30,474
Waters School for the Deaf |1913|} |
Rock Island Day-School for the Deaf |1901| 8| 720
Louisiana | | |
New Orleans Day-School for the Deaf |1911| 24| 2,150
Massachusetts | | |
Boston, Horace Mann School |1869| 167| 29,040
Michigan | | |
Bay City Day-School for the Deaf |1901| 7| 1,005
Calumet Day-School for the Deaf |1902| 13| 1,566
Detroit Day-School for the Deaf |1894| 92| --
Grand Rapids Oral School for Deaf and |1898| 23| 4,600
Hard-of-Hearing | | |
Houghton Day-School for the Deaf |1908| 4| 800
Iron Mountain Day-School for the Deaf |1906| 3| 900
Ironwood Day-School for the Deaf |1903| 9| 875
Jackson Day-School for the Deaf |1912| 7| --
Kalamazoo Day-School for the Deaf |1904| 4| --
Manistee Day-School for the Deaf |1904| 10| 1,100
Marquette Day-School for the Deaf |1907| 7| 1,020
Saginaw Oral Day-School for the Deaf |1901| 11| 1,050
Sault Ste. Marie Day-School for the Deaf |1906| 3| --
Traverse City Day-School for the Deaf |1904| 7| 900
Minnesota | | |
St. Paul Day-School for the Deaf |1913| --| --
Missouri | | |
St. Louis, Gallaudet School |1878| 62| 5,321
New Jersey | | |
Jersey City Public Day-School for the Deaf |1910| 14| --
Newark School for the Deaf |1910| 58| --
New York | | |
Public School 47, Manhattan |1908| 279| --
Public School, Brooklyn, (Annex to School 47, |1910| 24| 3,000
Manhattan) | | |
Public School, Queens, (Annex to School 47, |1913| 10| --
Manhattan) | | |
Ohio | | |
Ashtabula Day-School for the Deaf |1903| 5| 810
Cincinnati Oral School |1886| 45| 4,150
Cleveland Public School for the Deaf |1892| 99| 10,000
Dayton School for the Deaf |1899| 10| 1,500
Toledo Day-School for the Deaf |1911| 13| 1,200
Oregon | | |
Portland Day-School for the Deaf |1908| 31| 3,800
Washington | | |
Seattle Public-Day-School for the Deaf |1906| 27| 2,800
Tacoma Day-School for the Deaf |1908| 13| 1,114
Wisconsin | | |
Antigo Day-School for the Deaf |1906| 17| 1,850
Appleton Day-School for the Deaf |1896| 13| 980
Ashland Day-School for the Deaf |1898| 15| 3,016
Black River Falls School for the Deaf |1897| 10| --
Bloomington Day-School for the Deaf |1906| 8| 930
Eau Claire Day-School for the Deaf |1895| 31| 6,000
Fond du Lac Day-School for the Deaf |1895| 16| 1,803
Green Bay Day-School for the Deaf |1897| 24| 3,600
Kenosha Day-School for the Deaf |1913| 10| --
La Crosse Day-School for the Deaf |1899| 6| 1,060
Madison Day-School for the Deaf |1908| 15| 2,272
Marinette Day-School for the Deaf |1895| 9| 1,582
Marshfield School for the Deaf |1912| 5| --
Milwaukee School for the Deaf |1898| 146| 23,292
Mineral Point School for the Deaf |1912| 13| --
New London Day-School for the Deaf |1906| 10| 1,200
Oshkosh School for the Deaf |1895| 15| 1,439
Platteville Day-School for the Deaf |1906| 9| 1,397
Racine Day-School for the Deaf |1900| 21| 1,751
Rice Lake Day-School for the Deaf |1907| 8| 1,243
Sheboygan Day-School for the Deaf |1894| 13| 1,476
Stevens Point Day-School for the Deaf |1905| 12| 2,646
Superior Day-School for the Deaf |1897| 8| 970
Wausau Day-School for the Deaf |1890| 11| 885
III. DENOMINATIONAL AND PRIVATE SCHOOLS
SCHOOL |LOCATION |DATE OF
| |OPENING
| | |NUMBER
| | |OF PUPILS
| | |1912-1913
---------------------------------------------+-------------+----+---------
California | | |
Holden Home Oral School |San Francisco|1913| 6
St. Joseph's Home for the Deaf |Oakland |1895| 26
Georgia | | |
Miss Arbaugh's School for Deaf Children |Macon |1912| 9
Illinois | | |
Ephpheta School for the Deaf |Chicago |1884| 95
The McCowen Homes for Deaf Children |Chicago |1883| 40
Louisiana | | |
Chinchuba Deaf-Mute Institute |Chinchuba |1890| 40
Maryland | | |
Home School for Little Deaf Children |Kensington |1908| 10
F. Knapp's English and German Institute |Baltimore |1877| 25
St. Francis Xavier's School for the Deaf |Irvington |1897| 31
Massachusetts | | |
The Sarah Fuller Home for Little Deaf |West Medford |1888| 16
Children | | |
Michigan | | |
Evangelical Lutheran Deaf-Mute Institute |North Detroit|1873| 29
Missouri | | |
Immaculate Conception Institute for the Deaf|St. Louis |1885| 70
New York | | |
Reno Margulies School for the Deaf |New York |1901| 18
The Wright Oral School |New York |1894| 28
Ohio | | |
Notre Dame School for the Deaf |Cincinnati |1890| 10
Miss Breckinridge's School |Cincinnati |1906| 3
Pennsylvania | | |
Archbishop Ryan Memorial Institute for |Philadelphia |1912| 19
Deaf-Mutes | | |
De Paul Institute for Deaf-Mutes |Pittsburgh |1908| 64
Forrest Hall |Philadelphia |1901| 7
South Dakota | | |
Black Hills School for the Deaf |Lead |1911| 2
Wisconsin | | |
St. John's Institute for Deaf-Mutes |St. Francis |1876| 90
INDEX
Accidents as a cause of deafness, 17.
Admission into schools, 157, 166-168, 262-267.
_See_ Fees; Restrictions.
Adult deaf in schools, 267n.
_See_ Evening schools; Homes.
Adventitious deafness, 16-40;
ages of occurrence of, 18;
action for the prevention of, 21-26;
as an increasing or decreasing phenomenon, 27-40;
causes of, 17-21;
conclusions respecting, 59, 60, 309.
Age of occurrence of deafness, 7-10, 12, 17, 18.
Agricola, Rudolph, 121.
Aid to the deaf, _see_ Homes for the deaf; Legislation; Private
organizations.
---- for schools, _see_ Clothing and transportation; Private
benefactions.
Aims of first schools, 147-154.
Alabama, education in, 172, 176n, 182, 184, 209, 297.
Alms-houses, deaf in, 79.
Alms-seekers, deaf as, 83-85, 316.
Alphabet for deaf, _see_ Manual alphabet.
American Association to Promote the Teaching of Speech to the Deaf,
109, 113, 114.
American possessions, education in, 240.
American School, 132n, 134-139, 141n, 156n, 181, 299, 306.
_See_ Connecticut.
Amman, John, 124.
Ancient treatment of deaf, 63, 119.
"Annals of the Deaf, American", 115.
Appropriations for schools, state, 136, 161, 163, 295, 321.
_See_ Day schools; Semi-public schools.
Arizona, education in, 185, 209, 300.
Arkansas, education in, 183, 210.
Associations of the deaf, _see_ Societies.
"Asylums", use of term, 104, 148, 251n, 256n.
Attendance in schools, 165, 268-276.
_See_ Age limits.
Auricular instruction, 283, 285-287.
Austine Institution, 306.
_See_ Vermont.
Baker, Henry, 123.
Baptist Church, work of, _see_ Church work.
Bartlett, David E., 156n.
Bede, Venerable, 121.
Bell, A. G., 5n, 108.
Benefactions, _see_ Private benefactions; Endowment funds.
Blind associated with deaf, 99n.
_See_ Dual schools.
Boarding institutions, 168, 169, 187.
Bolling, William, 131.
Bonet, Juan, 122.
Bonifaccio, Giovanni, 121.
Braidwood, John, 131, 132.
Braidwood, Thomas, 127.
Bulwer, John, 122.
California, education in, 176, 183, 191, 192, 193, 202, 204, 210, 305.
Camerarius, Rudolph, 125.
Carion, Ramirez de, 123.
Cardano, Girolamo, 121.
Castro, Pietro de, 121.
Catholic Church, work of, _see_ Church work; Denominational schools.
Causes of deafness, _see_ Adventitious deafness; Congenital deafness.
Census of deaf, how taken, 5n, 14.
Charges to pupils, _see_ Fees; Restrictions.
Charities, boards of, 182, 183.
_See_ Charity; States, provision in.
Charity in connection with schools, 104, 147, 248-261, 322;
conclusions respecting, 260;
in best sense, 249;
in legal sense, 252n;
opposition to connection, 256;
popular conceptions of charity, 250;
regard by states, 248;
views of boards of charities, 254;
views of deaf, 259;
views of instructors, 259.
Church work for deaf, 96, 110-113.
_See_ Private benefactions.
Cities, aid of to schools, 161-163, 301.
_See_ Day schools; States, provision in.
Clarke School, 281, 306.
_See_ Massachusetts.
Classes of pupils, _see_ Gradations.
Classical allusions to the deaf, 119.
Clerc, Laurent, 135.
Clothing and transportation provided for pupils, 255, 264, 265, 296, 307.
Clubs of deaf, _see_ Societies.
Cogswell, Alice, 134.
College for the deaf, _see_ Gallaudet College.
Colorado, education in, 176, 184, 211, 297, 305.
Colonies for the deaf, 89n.
Combined method of instruction, 283, 285-287.
Communication, methods of among deaf, 11, 12, 277-287.
Compulsory education, 272-276, 320.
Conference of Principals, 113, 114.
Congenital deafness, 41-60;
as an increasing or decreasing phenomenon, 57;
conclusions respecting, 60-62, 310;
consanguineous marriages affecting, 42;
deaf parents affecting, 46;
deaf relatives affecting, 45;
possible action for the prevention of, 52.
Congregational Church, work of, _see_ Church work.
Congress, action of, _see_ National government.
Connecticut, education in, 136, 138, 171, 173, 183, 211, 305.
_See_ American School.
Consanguineous marriages, 42, 54, 60.
_See_ Congenital deafness.
Constitutional provisions, 64, 169, 242-247, 321.
Control, boards of, 183.
Convention of American Instructors of the Deaf, 113, 114.
Corporations, _see_ Semi-public schools.
Cost of education, 293-298, 322;
for maintenance, 295;
for new buildings, 294;
in day schools, 192;
per pupil, 298;
to states sending outside, 297.
_See_ Property, value of; Semi-public schools.
County aid to schools, 162, 265, 296;
officers, work of, 166, 275n.
Courses of study, 287.
Court decisions relating to deaf, 65, 71.
_See_ Law, attitude of.
Crimes, responsibility of deaf for, 65, 72.
Dactylology, _see_ Manual alphabet.
Dalgarno, George, 123.
Day schools, 168, 187-201, 318;
arguments against, 197;
arguments for, 194;
co-operation with institutions, 189, 190;
co-ordination with public schools, 190, 193;
design of, 188;
equipment of, 193, 196;
evening schools as part of, 200, 201;
institutions as, 187;
laws for, 192;
number, 187, 191;
pupils in, 193;
support, 192, 193.
_See_ Methods of instruction; States, provision in.
"Deaf", meaning of term, 3.
"Deaf-and-dumb", _see_ "Deaf".
Deaf-blind, 5n, 178-179, 307.
"Deaf-mute", 9n, 286n.
_See_ "Deaf".
"Deaf-mutism", 101n.
Deafness in different states, 5.
"Defective" class, the deaf as a, 100.
Delaware, education in, 141, 171, 185, 212.
Denominational and private schools, 168, 202-205, 319.
_See_ Methods of instruction; States, provision in.
Dependent class, the deaf as a, 103.
_See_ Economic condition.
Deschamps, 126.
Difficulties of early schools, 144, 145, 164, 165.
Diseases, effect of, _see_ Adventitious deafness.
District of Columbia, education in, 171, 172n, 182, 185n, 212, 213,
296, 305.
_See_ Gallaudet College.
Dual schools, 173, 176, 177, 293n, 294n, 295n.
Dues, _see_ Fees.
"Dumbness", _see_ "Deaf".
Ear, diseases of, _see_ Adventitious Deafness.
Early attempts at instruction, 129-133.
---- workers, character of, 155, 156.
Economic condition of deaf, 75-90, 314, 316;
conclusions respecting, 90;
deafness, effect of, 75, 80, 83;
occupations of deaf, 76, 77;
unions, members of, 82n;
views of deaf, 81;
wage-earners, extent as, 76-78, 81, 82.
_See_ Alms-houses; Dependent class; Homes; Industrial training.
Education, associations for, 113, 114;
boards of, 184, 185, 248, 258;
_See_ States, provision in.
----, condition of deaf before, 146, 148-154, 312.
Employment of deaf, _see_ Economic condition.
Endowment funds, 172, 174, 295.
_See_ Private benefactions.
England, early education in, 121-123, 127.
Epee, abbe de l', 126, 127.
Ephpheta School, 306.
_See_ Illinois.
Eugenics, _see_ Congenital deafness.
Europe, first schools in, 119-128;
recognition in of work in America, 170n.
Evening schools for adults, 200, 201.
Exhibits of deaf pupils, 136, 142, 158, 159, 160.
Farming as an industry, 83n, 90n, 291, 292.
_See_ Economic condition.
Fay, Barnabas M., 156n.
Feeble-minded deaf, 179, 180.
Fees for pupils, 143, 157.
_See_ Admission into schools; Denominational schools; Restrictions.
---- in semi-public schools, membership, 156, 173, 181, 304.
Fiction, deaf in, 100n.
Finger-spelling, _see_ Manual alphabet; Sign language.
First schools, 131, 134-144.
Florida, education in, 176, 183, 184, 213.
France, early education in, 125-127.
Fraternal organizations of deaf, 95, 96.
Gallaudet College, 168, 206-208, 265n, 319.
_See_ District of Columbia.
Gallaudet, Edward Miner, 207n.
Gallaudet, Thomas Hopkins, 134-136, 138n, 156n.
Georgia, education in, 138, 143, 182, 191, 193, 204n, 214.
Germany, early education in, 121, 124, 125.
Gifts, _see_ Private benefactions.
Government of institutions, 180-185.
_See_ States, provision in.
Gradations of pupils, 287-289.
Graduates of schools, 80, 288, 289.
Green, Francis, 130.
Guardians for deaf, 67, 68.
"Hard of hearing", 3n;
schools for, 202n.
Harrower, John, 129.
Hearing in school children, defective, 24.
Hebrew work for deaf, _see_ Church work.
Heinicke, Samuel, 125.
Heredity, _see_ Congenital deafness.
Holder, William, 123.
Holland, early education in, 124.
Homes for deaf, 85-89, 314;
extent of, 87, 88;
purpose, 86;
support, 89.
---- for children, 254n, 296n.
_See_ Denominational and private schools; Boarding institutions.
Horace Mann School, 188, 282.
_See_ Massachusetts.
Hubbell, Horatio N., 156n.
Hutton, Abraham B., 156n.
Idaho, education in, 176, 183, 184, 214.
Ideas of early schools, 144-147.
Illinois, education in, 144, 183, 191, 192, 193, 202, 204, 214, 215, 305.
Immigration in respect to deaf, 66.
Impostors simulating deafness, 82-84, 316.
Increase of deafness, _see_ Adventitious deafness; Congenital deafness.
Indiana, education in, 142, 157, 183, 184, 216.
Indigent pupils, _see_ Admission into schools; Clothing and
transportation; Fees; Restrictions.
Industrial training, 80, 169, 193, 199, 205, 290-292, 319.
Institutions, general arrangements of, 171-186;
government, 180-185;
arguments against, 194;
arguments for, 197.
_See_ Boarding institutions; Methods of instruction; States,
provision in.
Instructors, associations of, 113, 114;
number of, 288;
training schools for, 289n.
Insurance companies and the deaf, 104;
among the deaf, 95, 96.
Interpreters for deaf, 65, 74, 112n.
Iowa, education in, 144, 183, 216.
Italy, early education in, 121, 124.
Jacobs, John A., 156n.
Kansas, education in, 184, 217.
Kendall School, _see_ Gallaudet College; District of Columbia.
Kentucky, education in, 141, 142, 157, 164n, 184, 217, 297, 299.
Kerger, 125.
Kerr, William D., 156n.
Kilpatrick, John, 132.
Kindergarten departments, _see_ Denominational and private schools;
Gradations of pupils.
Labor bureaus for deaf, 71, 81n.
Ladies' societies, 88n, 161n, 173n.
Land given for schools, 137, 141, 162, 299-302.
_See_ States, provision in.
Language, difficulty of for deaf, 198, 201, 287.
Law, general attitude of toward deaf, 63-74;
trend of, 73;
need of changed regard, 314.
_See_ Legal exceptions; Legislation.
Le Couteulx St. Mary's Institution, 306.
_See_ New York.
Legal exceptions, views of deaf respecting, 74n.
Legislation in aid of deaf, 68-71;
discriminatory, 66;
in protection, 67, 68.
Legislatures, appeals to, 159, 160.
_See_ Appropriations; Law, attitude of; States, provision in.
Lip-reading, 10, 284.
_See_ Speech.
Location of schools, 163, 301.
Louisiana, education in, 172n, 183, 184, 191, 193, 202, 218.
Lutheran Church, work of, _see_ Church work; Denominational schools.
McIntyre, Thomas, 156n.
Maine, education in, 138, 183, 218.
Mann, Horace, 281.
Manual alphabet, 11, 12, 277, 278.
_See_ Sign language.
Manual alphabet method, 285-287.
Manual method, 285-287.
Maryland, education in, 141, 172, 173, 176n, 183, 202-205, 219.
Marriages of deaf, advisability of, 46, 54-56;
laws to prohibit, 56n;
partners in, 55;
possibilities of deaf offspring, 46-52.
_See_ Congenital deafness.
Massachusetts, education in, 130, 138, 171, 173, 184, 191, 193n, 219, 305.
_See_ Clarke School; Horace Mann School; New England Industrial
School; Sarah Fuller Home.
Medical bodies and prevention of deafness, 25, 26.
_See_ Adventitious deafness.
Mendicancy, _see_ Alms-seekers.
Methodist Church, work of, _see_ Church work.
Methods of instruction, 193, 205, 277-287.
Michigan, education in, 183, 191, 192, 202, 221, 301.
Middle ages, education in, 120.
Minnesota, education in, 183, 184, 191, 193, 222.
Mississippi, education in, 182, 223.
Missions, _see_ Church work for deaf; Legislation in aid of deaf.
Missouri, education in, 142n, 144, 183, 191, 193, 202, 223.
Montana, education in, 176, 182, 183, 184, 224, 300.
Montans, Peter, 124.
"Mute", _see_ "Deaf".
National college, _see_ Gallaudet College.
National Educational Association, 114.
National government, granting land for schools, 137, 141, 162, 299, 300;
creating Gallaudet College, 206-208.
_See_ District of Columbia.
Nebraska, education in, 183, 224.
Negroes, education of, 172, 176n, 185n, 268n.
Nelson Philip, 129.
Nevada, education in, 171, 185, 224.
New England School, 306.
_See_ Massachusetts.
New England states, interest in American School, 136, 137, 138.
New Hampshire, education in, 138, 171, 185, 225.
New Jersey, education in, 140, 141, 184, 191, 192, 225.
New Mexico, education in, 182, 185n, 225.
New York, education in, 131, 139, 140, 148n, 171, 173, 183, 184,
191-193, 204, 226-229, 305.
_See_ Le Couteulx St. Mary's Institution; New York Institution; New
York Institution for Improved Instruction; St. Joseph's
Institution.
New York Institution, 131, 132n, 139, 140, 161n, 187n, 280n, 306.
_See_ New York.
New York Institution for Improved Instruction, 281, 306.
_See_ New York.
North Carolina, education in, 143, 172, 176n, 183, 184, 229.
North Dakota, education in, 183, 230, 297, 300.
Occupations of deaf, _see_ Economic condition.
[OE]colampadius, 124.
Offspring, deaf, _see_ Marriages of deaf.
Ohio, education in, 142, 143n, 157n, 183, 191, 192, 202, 205, 230.
Oklahoma education in, 172, 176, 183, 184, 185n, 231.
Opinions of deaf, _see_ Charity; Economic condition; Legal exceptions.
Oral method, 187n, 193, 205, 279-287, 296n.
Oregon, education in, 183, 185n, 191, 232.
Papers of deaf, 97, 116;
of schools, 116, 292.
_See_ Publications for deaf.
Parents, deaf, and offspring, _see_ Marriages of deaf.
Parents' associations, 109.
Partially deaf, 3n.
Pasch, 125.
Pay pupils, _see_ Fees.
Peet, Harvey P., 156n.
Pereire, 126.
Pennsylvania, education in, 140, 141, 171, 173, 183, 202-204, 233, 234,
305.
_See_ Pennsylvania Institution; Western Pennsylvania Institution.
Pennsylvania Institution, 140, 141, 181, 187n, 306.
_See_ Pennsylvania.
Politics in schools, 185n, 322.
Ponce de Leon, Pedro, 122.
Popular conceptions of deaf, 99-106, 313, 314.
Prevention of deafness, _see_ Adventitious deafness; Congenital deafness.
Principals, Conference of, 113, 114.
Private benefactions, 135, 136, 140, 142, 158, 160, 161, 163, 173-176,
179, 181, 281, 295, 296, 301, 303-308, 321.
_See_ Denominational and private schools; Homes; Private
organizations; States, provision in.
Private organizations for deaf, 107-116.
_See_ Denominational schools; Semi-public schools.
Private schools, _see_ Denominational and private schools.
Property, value of, 293.
Protestant Episcopal Church, work of, _see_ Church work.
Public appropriations, _see_ Appropriations.
Public schools, deaf in, _see_ Day schools.
Publications for deaf, 115, 307n.
_See_ Papers; Volta Bureau.
Pupils, at beginning, 165;
number of, 288;
proportion in attendance, 268-270.
_See_ Clothing; Fees; Gradations; Restrictions.
Quasi-public schools, _see_ Semi-public schools.
Rae, Luzerne, 156n.
Raphel, Georges, 125.
Relatives, deaf, _see_ Congenital deafness.
Relief for needy deaf, 69, 95, 112.
Religious work, _see_ Church work; Denominational schools.
Restrictions, 157, 166, 262, 263, 318.
_See_ Fees; Age-limits.
Rhode Island, education in, 138, 184, 234.
St. Francis de Sales, 124.
St. Joseph's Institution, 306.
_See_ New York.
Sarah Fuller Home, 306.
_See_ Denominational and private schools; Massachusetts.
Schott, Gaspard, 125.
Seixas, David, 140.
Self-supporting, the deaf as, _see_ Economic condition.
"Semi-deaf", 9n, 286n.
"Semi-mute", 9n, 286n.
Semi-public schools, 156, 172-176, 180, 181, 295n, 297, 303.
Sensational accounts of deaf, 105n.
Settlements, social, work of, 107n.
Sibscota, George, 123.
Sicard, 127.
Sign language, 11, 12, 92, 187n, 277-279.
_See_ Manual alphabet.
Societies for deaf, _see_ Private organizations.
Social organization of deaf, 91-98.
Societies of the deaf, 92-96;
desirability, 93;
purposes, 94-96.
Solidarity of deaf, 78n, 94, 95.
South Carolina, education in, 138, 144, 176, 182, 184, 235.
South Dakota, education in, 183, 204n, 235, 300.
Spain, early education in, 122, 123.
Speech, 8-12, 279-284;
ability of deaf in, 8, 9, 284;
growth of teaching of, 282-284;
relation to sense of hearing, 3, 4.
_See_ Oral method.
Stanford, John, 131, 139.
State, action of, _see_ Law, attitude of.
States, provision in, 209-241;
lands given by, 301;
without schools, procedure in, 169, 171, 185, 297.
_See_ Appropriations; Charity; Constitutional provisions; Government
of institutions.
Stone, Collins, 156n.
Strange class, deaf as a, 99.
Subsidies, _see_ Appropriations; Semi-public schools.
Support of schools, _see_ Cost.
Tax, exemptions of deaf from, 65, 69.
Taxation for schools, special, 163, 172, 297.
Teachers, _see_ Instructors.
Tennessee, education in, 143, 182, 183, 184, 236.
Terms, _see_ Admission into schools.
Terzi, Lana, 124.
Texas, education in, 172, 176n, 182, 236.
Thornton, William, 133n.
Totally deaf, _see_ "Deaf".
Trades, _see_ Industrial training; Economic condition.
Transportation, _see_ Clothing.
Trustees of schools, 163, 169, 180-184, 185n.
_See_ Homes; Denominational schools; States, provision in.
Turner, William W., 156n.
Unhappy class, deaf as, 102.
United States, number of deaf in, 5.
_See_ American possessions.
Utah, education in, 176, 182, 185n, 236, 300.
Vagrants, _see_ Impostors.
Value of property, _see_ Property.
Van Helmont, Jan Baptista, 124.
Van Nostrand, Jacob, 156n.
Vanin, 126.
Vermont, education in, 138, 173, 176, 237.
Virginia, education in, 131-133, 142, 172, 176, 183, 184, 237.
Volta Bureau, 108, 109, 115.
"Volta Review", 109, 115.
Wages paid to deaf, _see_ Economic condition.
Walker, Newton P., 156n.
Wallis, John, 123.
Washington, education in, 183, 185n, 191, 192, 238.
Weld, Louis, 156n.
West Virginia, education in, 172n, 176, 183, 185n, 238.
Western Pennsylvania Institution, 187n, 188n, 306.
_See_ Pennsylvania.
Wills of deaf, 65, 72, 73.
Wisconsin, education in, 144, 183, 188n, 191, 192, 202, 239.
Witness, the deaf as, 72.
Writing as means of communication, 11, 12, 285, 286.
Wyoming, education in, 171, 185, 240.
Young Men's Christian Association, work of, 107n.
Transcriber's Corrections:
Page 19. Chapter II. "ceramen" to _cerumen_.
Impacted cerumen
Page 19n. Chapter II. "ceramen" to _cerumen_.
... ear trouble, impacted cerumen is usually found ...
Page 28. Chapter II. "1800" to _1880_.
NUMBER OF THE ADVENTITIOUSLY DEAF IN 1880, 1890 AND 1900
Page 32. Table IV. 8th column "1902/1901" to _1901/1902_.
Page 69. Chapter III. "is" to _in_.
Thus in Missouri we find a statute of 1843 allowing ...
Page 128n. Chapter VIII. "appendicies" to _appendices_.
... Mississippi School, appendices, 1907, 1909, 1911 ...
Page 158. Chapter IX. "nucleii" to _nuclei_.
... schools were thus often the nuclei of the ...
Page 202n. Chapter XII. "nucleii" to _nuclei_.
... which were the nuclei of the state ...
Page 222. Chapter XIV. "Saulte" to _Sault_.
... Sault Ste. Marie, 1906; ...
Page 253. Chapter XVI. "superintendant" to _superintendent_
... By one superintendent it has been stated ...
Page 259. Chapter XVI. "Rosolved" to _Resolved_.
Resolved, that the deaf youth of our land ...
Page 304. Chapter XXII. "suffcient" to _sufficient_.
... are quite sufficient to enable us to ...
Page 320. Chapter XXIII. "educaton" to _education_.
... work of the education of the deaf ...
Page 329. Appendix B. "Annez" to _Annex_.
Public School, Queens, (Annex to School 47, Manhattan)
Page 333 & 339. Index. No entry for "Age Limits".
Relevant information can be found in Ch. XVII, pp. 265-267, under
the heading "Age Limits of Attendance".
Page 334. Index. "Giralamo" to _Girolamo_.
Cardano, Girolamo, 121.
Page 335, 337 & 340. Index. "provisions" to _provision_.
_See_ ... States, provision in ...
Page 340. Index. "schools" to _institutions_.
_See_ ... Government of institutions.
Page 340. Index. "of pupils" to _into schools_.
Terms, _see_ Admission into schools.