FOOTNOTES:
[285] The New York Institution, the Pennsylvania Institution and the Western Pennsylvania Institution notably started out as day schools, the first remaining so for eleven years. In some of the institutions also there have been at times day school pupils in attendance.
[286] Day schools have, moreover, been fostered and supported to a great extent by advocates of what is known as the oral method, in opposition to the manual, or sign method, which had been largely the method hitherto employed in the institutions. The day school may even be said to have entered the field in part as a protest against this method.
[287] A day school was started in Pittsburg two months previously; but it was soon made into the Western Pennsylvania Institution. Annals, xv., 1870, p. 165.
[288] A number of day schools which were started have been discontinued, but there were never so many as at present.
[289] Wisconsin was the first state to have a day school law, which was enacted in 1885. Bills were offered in 1881 and 1883, but were defeated. 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 Deaf, an organization formed in 1879. The question has even been considered in this state of abolishing the state school as a boarding institution. See Public Opinion, xxv., 1898, no. 16; Association Review, iii., 1901, p. 193.
[290] Proceedings, p. 88.
[291] Mr. C. W. Edson, Associate Superintendent of Schools of New York, Charities and the Commons, xix., 1908, p. 1357. See also Report of Illinois Institution, 1874, p. 65.
[292] See Report of Washington State School, 1910, p. 6. A like solution was offered before the National Educational Association in 1903. Certain children might be "trained in special schools and live at home if possible up to the age of adolescence, when they may acquire trades at special institutions maintained by the state". Proceedings, p. 1004.
[293] It is to be remembered that in Michigan and Wisconsin schools have, under the operation of the state law, been organized in comparatively small towns.
[294] Efforts have been made in several other states to secure laws. In Ohio in 1902 the state law was declared unconstitutional, as being class legislation in granting special aid to the cities of Cleveland and Cincinnati. See Report of Ohio School, 1903, p. 14.
[295] In California the number is five, and in New Jersey ten.
[296] In Ohio the state commissioner of education may appoint and remove teachers, and inspect schools. In Wisconsin the state superintendent appoints inspectors, and the county judge may compel the establishment of schools.
[297] In Wisconsin $100 additional is allowed for the board of children who move to a town to attend a school.
[298] In Massachusetts a direct appropriation of $150 per capita is made by the state.
[299] The methods employed in the instruction of the deaf are treated of in [Chapter XIX].
[300] The importance of this is accentuated in the present apprehensions concerning the dissolving and loosening of the ties of the home, indicated in more ways than one in present programs of social work.
[301] See A. G. Warner, "American Charities", rev. ed., 1908, p. 283; R. R. Reeder, "How Two Hundred Children Live and Learn", 1910, pp. 57, 88; "Philanthropy and Social Progress", 1893, p. 172ff.
[302] It is claimed that in Wisconsin with the centralization plan of a state institution one-third of the deaf children failed to be reached, and that by the day school there is a saving to the state of $20,000 a year. Proceedings of National Educational Association, 1907, p. 986. See also ibid., 1897, p. 96; 1901, p. 870; 1910, p. 1039; Report of United States Commissioner of Education, 1881, p. ccxi.; P. A. Emery, "Plea for Early Mute Education," 1884; Improvement of the Wisconsin System of Education of Deaf Children, 1894; Public School Classes for Deaf Children: Open Letter from Chicago Association of Parents of Deaf Children, 1897; Michigan Day Schools for the Deaf, 1908; Report of Superintendent of Public Instruction of Michigan, 1909, p. 61; Report of Department of Public Instruction of Wisconsin, 1910, p. 60; Report of Board of Education of Chicago, 1912, p. 155; A. J. Winnie, "History and Handbook of Day Schools for the Deaf", Wisconsin, 1912; Annals, xx., 1875, p. 34; Association Review, ii., 1900, p. 248; viii., 1906, p. 136; xi., 1909, p. 30; Volta Review, xiii., 1911, p. 292; Independent, lxxiv., 1913, p. 1140.
[303] See Annals, xxvii., 1882, p. 182; xxix., 1884, pp. 165, 312; xxx., 1885, p. 121; l., 1905, p. 70; lvi., 1911, p. 91; Volta Review, xv., 1913, p. 180; Proceedings of Convention of American Instructors, vii., 1870, p. 114; xiv., 1895, pp. 130, 350; Conference of Principals, vi., 1888, p. 202; viii., 1904, p. 70; Minnesota Conference of Charities and Corrections, 1898, p. 88; Report of Iowa School, 1885, p. 16; Pennsylvania Institution, 1903, p. 38; California School, 1904, p. 20.
[304] One or two evening schools have been started in the past, to be discontinued after a few years, both under private and under public auspices. In the consideration, however, of any general scheme for evening schools it should be arranged that the work of the regular schools for the deaf is not infringed upon, and that pupils in these schools should not have before them the temptation of leaving prematurely, with the expectation of making up later. Probably the safest plan would be the securing of a satisfactory compulsory attendance law before evening schools are attempted upon a broad scale.