[284] In regard to the organization of the several boards that have to do with the education of the deaf, it may be stated that in some states, as in Ohio and Indiana, the law restricts the number that may be of any one political party. In connection with the government of schools for the deaf, the saddest feature has too often been the political influences which have been allowed to become factors in the conducting of some of them. In certain instances the playing of "politics" has been of serious moment, and with incalculable harm to the work of the schools. In some cases the administration of schools has been considered legitimate spoils to the party in power, and appointments have been made as a matter of reward, and removals as a matter of punishment. The evil effect of such procedure it is hard to overestimate, and indeed in an enlightened land it is even difficult of credence. Public opinion should severely condemn all attempts at political interference in the work of the education of the deaf, and those seeking to promote it should be dealt with befittingly. Happily, however, such conduct seems now on the decline in the schools, and it may earnestly be hoped that the end is not far in the future.
CHAPTER XI
THE DAY SCHOOL FOR THE DEAF
Inception and Growth of the Day School
A small number of the institutions for the deaf had begun as day schools, the pupils living away from the school outside school hours, and had continued so for a longer or shorter period. The schools were then in an experimental stage, and this plan came first to hand. In the course of time it was found that this feature was not practicable, as the pupils were often far scattered, and the boarding arrangement was accordingly adopted.[285] This was the policy finally chosen in all the states having schools. Later, however, when the states had grown in population, and in some of the cities there were found not a few deaf children, the demand was renewed for day schools.[286] The result has been the beginning and development of a system of day schools in a number of states; and they have come to occupy part of the field formerly covered by the state institutions alone.
Of the day schools now existing, the Horace Mann School, of Boston, which was established in 1869, is accredited with being the initial one.[287] Two others were opened before 1890, while from 1891 to 1900 there were 22 started, and since 1901, 40, making 65 in all now.[288] These schools are found in fourteen states, but the movement has reached its greatest growth in the Middle West, especially in Wisconsin and Michigan. In some of the states special laws have been enacted, providing for the establishment of day schools.[289]
Design and Scope of Day Schools
The day school for the deaf is still sometimes regarded as an experiment, while its advocates insist that its success has been demonstrated. Among school authorities in cities especially, pleas for the establishment of day schools are often listened to with favor, and there is frequently a tendency to give them at least a trial. General bodies interested in education or the public welfare are likewise inclined to countenance day schools, largely for the reason that they are opposed to the institution idea, and would place as many children as possible in the regular schools. An illustration of this view is found in the Report on Children of the National Conference of Charities and Corrections in 1906.[290]