For all that has been set down the writer is alone responsible. He is, however, keenly mindful of all the co-operation that has been given him, and it would be most pleasant if it were possible to relate by name those who have been of aid. Mere words of thanks could but very little express the sense of obligation that is felt towards all of these. Indeed, 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 inquiries; 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 request. To certain ones the writer cannot escape mentioning his appreciation: to Dr. E. A. Fay, editor of the American Annals of the Deaf, and vice-president of Gallaudet College; Dr. J. R. Dobyns, of the Mississippi School, and secretary of the Convention of American Instructors of the Deaf; Mr. Fred Deland, of the Volta Bureau; Mr. E. A. Hodgson, editor of the Deaf-Mutes' Journal; Mr. E. H. Currier, of the New York Institution, and Dr. T. F. Fox and Mr. Ignatius Bjorlee, also of this institution; Dr. Joseph A. Hill, of the Census Bureau; Mr. Alexander Johnson, formerly secretary of the National Conference of Charities and Corrections; Dr. H. H. Hart, of the Russell Sage Foundation; Professor S. M. Lindsay and Dr. E. S. Whitin, of Columbia University; and to the officials of the Library of Congress, of the New York Public Library, of the New York State Library, of the New York School of Philanthropy Library, of the New York Academy of Medicine, of the Columbia University Library, of the Volta Bureau, and of the Gallaudet College Library.
CONTENTS
| PAGE | |
| Introduction | [xiii] |
| Part I | |
| POSITION OF THE DEAF IN SOCIETY | |
| CHAPTER | |
| I. The Deaf in the United States | [3] |
| Meaning of Term "Deaf" in the Present Study—Number ofthe Deaf in the United States—Age when DeafnessOccurred—Ability of the Deaf to Speak—Means ofCommunication Employed by the Deaf. | |
| II. The Deaf as a Permanent Element of the Population | [13] |
| Increase in the Number of the Deaf in Relation to theIncrease in the General Population—The AdventitiouslyDeaf and the Congenitally Deaf—Adventitious Deafnessand its Causes—Possible Action for the Prevention ofAdventitious Deafness—Adventitious Deafness as anIncreasing or Decreasing Phenomenon—The CongenitallyDeaf—The Offspring of Consanguineous Marriages—TheDeaf Having Deaf Relatives—The Offspring of DeafParents—Possible Action for the Prevention ofCongenital Deafness—Congenital Deafness as anIncreasing or Decreasing Phenomenon—Conclusions withRespect to the Elimination or Prevention of Deafness. | |
| III. Treatment of the Deaf by the State | [63] |
| General Attitude of the Law towards the Deaf—LegislationDiscriminatory respecting the Deaf—Legislation inProtection of the Deaf—Legislation in Aid of theDeaf—Tenor of Court Decisions Affecting the Deaf—PresentTrend of the Law in Respect to the Deaf. | |
| IV. Economic Condition of the Deaf | [75] |
| The Extent to which the Deaf are a Wage-earning andSelf-supporting Element of the Population—Views of theDeaf as to their Economic Standing—The Deaf asAlms-seekers—Homes for the Deaf—Conclusions withRespect to the Economic Position of the Deaf. | |
| V. Social Organization of the Deaf | [91] |
| Social Cleavage from the General Population—Desirabilityof Organizations Composed of the Deaf—Purposes,Activities, and Extent of Such Organizations—Newspapersof the Deaf. | |
| VI. Popular Conceptions concerning the Deaf | [99] |
| Viewed as a Strange Class—Viewed as a DefectiveClass—Viewed as an Unhappy Class—Viewed as aDependent Class—Need of a Changed Regard for the Deaf. | |
| VII. Private Organizations Interested in the Deaf | [107] |
| General Societies Interested in the Deaf—The VoltaBureau—Parents' Associations for the Deaf—ChurchMissions to the Deaf—Organizations Interested in theEducation of the Deaf—Publications Devoted to theInterests of the Deaf. | |
| Part II | |
| PROVISION FOR THE EDUCATION OF THE DEAF | |
| VIII. The Education of the Deaf Prior to its Introduction into the United States | [119] |
| IX. History of Education of the Deaf in the United States | [129] |
| Early Attempts at Instruction—Beginning of the FirstSchools—Early Ideas concerning the Schools for theDeaf—Aims of the Founders—Extension of the Means ofInstruction over the Country. | |
| X. Organization of the Institutions and General Provisions | [171] |
| Arrangements in the Different States—Semi-PublicInstitutions—"Dual Schools"—Provision for theDeaf-Blind—Provision for the Feeble-mindedDeaf—Government of the Different Institutions—Procedurein States without Institutions. | |
| XI. The Day School for the Deaf | [187] |
| Inception and Growth of the Day School—Design andScope of Day Schools—Extent and Organization of DaySchools—Arguments for the Day School—Argumentsagainst the Day School—Evening Schools for Adults. | |
| XII. Denominational and Private Schools | [202] |
| Denominational Schools—Private Schools. | |
| XIII. The National College | [206] |
| XIV. Provision for Education by States | [209] |
| XV. Constitutional Provisions for Schools | [242] |
| Extent of Constitutional Provisions—Language and Formsof Provisions. | |
| XVI. Question of the Charity Connection of Schools | [248] |
| Institutions Sometimes Regarded as Educational:Sometimes as Charitable—Charity in Connection withSchools for the Deaf—Arguments for the Connection withBoards of Charities—Arguments in Opposition to theConnection—-Conclusions in Respect to the CharityConnection of Schools for the Deaf. | |
| XVII. Provisions concerning Admission of Pupils into Schools | [262] |
| Rules as to the Payment of Fees—Provision for theCollateral Support of Pupils—Age Limits of Attendance. | |
| XVIII. Attendance upon the Schools | [268] |
| The Proportion of the Deaf in the Schools—The Need ofCompulsory Education Laws for the Deaf—Present Extentof Compulsory Education Laws. | |
| XIX. Methods of Instruction in Schools | [277] |
| The Use of Signs as a Means of Communication—Rise andGrowth of the Oral Movement—Present Methods ofInstruction—Courses of Study and Gradations ofPupils—Industrial Training in the Schools. | |
| XX. Cost to the State for Education | [293] |
| Value of the Property Used for the Education of theDeaf—Cost of the Maintenance of the Schools—Form ofPublic Appropriations—Cost to the State for EachPupil. | |
| XXI. Public Donations of Land to Schools | [299] |
| Grants by the National Government—Grants by theStates—Grants by Cities or Citizens. | |
| XXII. Private Benefactions to Schools | [303] |
| Donations of Money—Gifts for Pupils—PresentTendencies of Private Benefactions. | |
| XXIII. Conclusions with Respect to the Work for the Deaf in America | [309] |
| APPENDIX A | [325] |
| Table with Respect to Homes for the Deaf in America. | |
| APPENDIX B | [326] |
| Tables with Respect to Schools for the Deaf in America. | |
| I. Public Institutions | [326] |
| II. Public Day Schools | [329] |
| III. Denominational and Private Schools | [331] |
| INDEX | [333] |
INTRODUCTION
Society as a whole knows little of the deaf, or the so-called deaf and dumb. They do not form a large part of the population, and many people seldom come in contact with them. 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 life, all tending to make the deaf more or less a class apart in the community. They would seem, then, to have received separate treatment, as a section not wholly absorbed and lost in the general population, but in a measure standing out and differentiated from the rest of their kind. Thus it comes that society has to take notice of them. By reason of their condition certain duties are called forth respecting them, and certain provision has to be made for them.
The object of the present study of the deaf is to consider primarily the attitude of society or the state in America towards them, the duties it has recognized in respect to them, the status it has created for them, and the extent and forms, as well as the adequacy and correctness, of this treatment. Hence in our study of the problems of the deaf, the approach is not to be by the way of medicine, or of law, or of education, though all these aspects will be necessarily touched upon. Nor is our study to deal with this class as a problem of psychology or of mental or physical abnormality, though more or less consideration will have to be given to these points. Nor yet again are we to concern ourselves principally with what is known as the "human interest" question, though we should be much disappointed if there were not found an abundance of human interest in what we shall have to consider. Rather, then, we are to regard the deaf as certain components of the state who demand classification and attention in its machinery of organization. Our attitude is thus that of the social economist, 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 society.