On the other hand, it is to be remembered in connection with these schools that in the matter of the education of certain of the children of the state this duty is turned over to a private society. An anomalous situation, it would seem, is thus created, the state abdicating one of its most important functions as now conceived. The question, however, is not of great practical moment, and the matter may be likened to the general policy of the state when it contracts out for any of its work to be done. If economy and efficiency are secured, it is felt that there can be little ground for objection. A more important question arises in the matter of the granting of public money to a private institution. The matter of such state subsidies has already received considerable discussion,[263] and may receive even more attention in the future. Notwithstanding, these private institutions for the deaf were largely organized before the present attitude in the matter: they have in some cases really anticipated the duty of the state, and in a general consideration of the subject would probably be the last to be condemned.
"Dual Schools"
"Dual schools," that is, schools in which there are departments both for the deaf and the blind, are found in ten states: California, Colorado, Florida, Idaho, Montana, South Carolina, Utah, Vermont, Virginia, and West Virginia.[264] In a number of other states the deaf and the blind were for a certain period educated together, either the two classes being provided for jointly from the first or a department for the blind being later created; but in time in these the two classes have been separated, and distinct schools for the blind set up.[265]
As a general thing, this arrangement of having the deaf and the blind together in one school has been regarded as unfortunate, and educators of both classes have protested against it. The question has thus been stated: The deaf and the blind "have nothing in common in the matter of education, and the bringing of the two classes together is a prolific source of friction and compromise."[266] The blind, it seems, are the worst sufferers, as they are in a minority, are often considered only a department or class in an institution designed primarily for the deaf, and consequently receive less attention than they should.[267] However, this arrangement has not been adopted as a deliberate policy on the part of the state: rather, it was begun when the school was young, pupils of both classes few, and one plant was thought adequate; and was allowed to continue as a makeshift till separate schools could be created. As the states have grown in population and resources, most have seen the wisdom of severing the blind from the deaf; and even in the states where the dual school is retained it is probably only a question of time till provision will be made for the separate education of the two classes, and eventually there will be independent schools for each in all the states.
Provision for the Deaf-Blind
In 1824 at the school for the deaf at Hartford, Connecticut, the first deaf-blind pupil in America began to receive instruction. To-day the names of certain illustrious deaf-blind persons are known over the civilized world.[268] Such children are provided for at present more often in schools for the deaf than in schools for the blind, only one or two schools for the latter class instructing them. The deaf-blind, however, do not form a large class, and only in a small number of schools are they to be found.[269] In certain cases where the school is only for the deaf, special permission with a special appropriation has to be obtained, but there has been little difficulty met here from the legislatures. To certain of the deaf-blind individual benefactions have been made, as legacies, donations and subscriptions, sometimes given to the institutions to hold in trust; and in some cases these funds are for life.
Provision for the Feeble-minded Deaf
In many of the schools for the deaf a problem has arisen in connection with a number of feeble-minded children more or less defective in speech or hearing who have sought to gain admittance. Educators of the deaf have been called upon to give considerable attention to this class, and it has been a serious question what to do with them.[270] Many of those who have applied at the institutions have been denied. Some have been allowed to enter, and their presence in the schools has constituted a difficult problem.[271] It is felt by those concerned in the education of the deaf that they are out of place here, and that they should be removed to a regular institution for the feeble-minded, or should otherwise be specially provided for.[272]