[195] In Maryland, for instance, we find an early appropriation for those "teachable". The American Journal of Education tells of the wonder on the part of the legislators of Massachusetts when a class of deaf-mutes was exhibited in their presence, iv., 1829, p. 78.
[196] P. 5.
[197] See Sketch of Origin and Progress of the Institution for the Deaf and Dumb in Pennsylvania, 1821.
[198] Report, 1867, p. 12.
[199] See Annals, iii., 1851, p. 123, quoting from the Boston Congregationalist.
[200] History, 1893, p. 3.
[201] See Report of American School, 1823, p. 5; 1824, p. 10; 1840, pp. 5, 24; New York Institution, 1829, p. 17; Pennsylvania Institution, 1839, p. 6; Illinois School, 1856, p. 10; Report of Select Committee to Visit Pennsylvania Institution, 1838, p. 3.
[202] It is interesting to note that of the first four institutions incorporated in New York, the purposes are thus respectively given: "to afford the necessary means of instruction to the deaf and dumb, and also provide for the support and maintenance of those whose parents are unable"; "to aid and instruct the deaf and dumb"; "to instruct and support"; and "to receive, care for, support and educate".
[203] History, 1893, p. 4. See also Annals, vi., 1853, p. 234.
[204] Account of Origin and Progress of the Pennsylvania Institution, 1821, pp. 4, 7. See also "Sketch of Origin and Progress," etc., 1821, p. 4; Report of Pennsylvania Institution, 1875, p. 22.