Oftentimes in the course of the founding of the schools, before any direct act was attempted, a census was taken of the deaf of the state. It was also frequently made the duty of certain local officers as county clerks, assessors, etc., to register and report prospective pupils. By many of the schools circulars were distributed to postmasters, tax-collectors, ministers, school-teachers and others to enlist their help in reaching deaf children;[246] and by certain of the schools the newspapers were even availed of to carry their advertisements. Sometimes special agents were sent out to scour the state and gather in pupils.
In many of the schools at the same time the terms of admission were carefully prescribed,[247] and in some, especially the older ones, these terms were often published. Notices of vacancies were also in a few cases put in the newspapers, while in one or two instances, as in Massachusetts, it was provided that lots should be drawn when it was found that the number of applicants exceeded the number allowed. In a large portion of the schools at first the pupils were individually committed, or were "appointed," as it was called.[248] It was usually some years before the greater part of such formalities ceased. Charges were also occasionally made at the beginning,[249] later to be reduced and in time to be abolished.[250]
In most of the schools in their first days the period of attendance allowed to the pupils was very short, often being three or four years, and sometimes only two. Usually, however, after a time one or two years were added to the number permitted, which procedure was repeated after certain intervals, and the length of residence was thus gradually increased. In few of the schools, moreover, was an early age held essential; and, indeed, in a considerable number pupils were not admitted at an early age, the limit not infrequently being ten or twelve.[251] The upper limit was high as well, and in some cases pupils might enter up to thirty. These age limitations were also in turn lowered in the course of time. 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 schools.
The various schools that have been created for the deaf have been for the most part boarding institutions, in which the pupils have lived during the school year. But beginning in 1869, and increasing rapidly since 1890, a system of day schools has been brought into being, more on the order of the regular common schools, and more distinctly an integral part of the state's educational economy. Such schools, now over three score in number, have been established in fourteen states, and belong especially to large cities. They may be regarded in many respects as denoting a new departure in the educational treatment of the deaf, and as marking the latest development in the course of the instruction of the deaf in the country.
In addition, there have been created a class of schools, numbering some score at present, which are of denominational or private character, and are not affected by state control. Finally, 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 America.
For the great number of the deaf—over five-sixths of the total—the institutional schools remain the one means of instruction. They have been created in all but a few of the states, and in those without them the children are sent to a school in a neighboring state. In some of the more populous states two or more schools have been established. These schools are as a rule supported entirely from the public treasury, and are controlled by the legislatures, the actual administration being delegated to boards of trustees or other bodies. 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 constitutions, and these states are thus committed to their maintenance.
In the schools themselves not only is education presented in the usual sense, but in practically all industrial training has also been provided to no mean extent, and constitutes a prominent feature of the work.
We have now traced the origin and development of the schools for the deaf in the United States. The present organization and arrangements are to be considered in the following chapters. We have found that the duty of the education of the deaf has been recognized in all the states of the Union; that to-day everywhere in America provision has been made for the instruction of the deaf; and that to all the deaf children of the land the doors of education are open wide.[252]
FOOTNOTES:
[164] There is, however, a case reported before this of a deaf person who had received instruction, though hardly in America. This was a woman who was blind as well as deaf, and who lived at Ipswich, Massachusetts, in 1637. She had come from England; but whether or not she had been taught before the coming on of her affliction, we are left in ignorance. All that we are sure of is that communication could be had with her. See John Winthrop, "History of New England", ed. 1853, i., p. 281; Annals, xlv., 1900, p. 91.