Institutional care of healthy, normal children is objectionable.... Institutional care for educational purposes is necessary for a portion of the deaf and blind children ... but it is recognized that in large cities public schools can be provided for many deaf and blind children.
By some it is believed that in time the day school will supplant the large institution, so far at least as large cities are concerned, and that the deaf, and the blind as well, will not be differentiated from the pupils in the regular schools. Separate apartments and special teachers will be provided for them, but in all public school systems these classes will be actual factors.
On the other hand, it is maintained that there is an abundant field for both day school and institution. The former should only supplement the work of the latter, especially in reaching children that cannot otherwise be brought into school. The reason why the day school is called into being is thus given by an educational authority of one city:[291]
Institutions that care for these children throughout the entire year, that feed, clothe and educate them, that render skilful and prompt medical attention, and afford uplifting social advantages—all under one roof—have a worthy place under our social and educational systems; but these institutions cannot care for all the unfortunate children in need of education.
It is also suggested that it might be arranged that day schools should keep pupils during their early years, as from five to nine years of age, after which time they could enter the institution, and be placed in graded classes and in a suitable trade school.[292] Hence it is pointed out that the day school and institution should not be antagonistic, that their interests are common at bottom, and that they should work hand in hand, without friction or misunderstanding.
The day school plan has not as yet been followed in a large number of states; yet as these schools are being looked upon with more and more favor by city boards of education, and as in the centers of population there is said to be a need for them, it is not improbable that they may be extended much farther in the future. It is doubtful, however, if very soon they will spread beyond the large cities; and states without great cities may be without such schools for many years at least.[293]
Extent and Organization of Day Schools
The day schools, numbering 65 in all, as we have seen, are found in the states of California, Georgia, Illinois, Louisiana, Massachusetts, Michigan, Minnesota, Missouri, New Jersey, New York, Ohio, Oregon, Washington, and Wisconsin. In Georgia, Louisiana, Massachusetts, Minnesota, Missouri, and Oregon each there is but one school, in New Jersey and Washington each 2, in New York 3, in California 4, in Ohio and Illinois each 5, in Michigan 14, and in Wisconsin 24. Where only one day school is found in a state, it is located usually in the largest city (Atlanta, New Orleans, Boston, St. Paul, St. Louis, and Portland), while the two schools of New Jersey are in Newark and Jersey City, the two of Washington in Seattle and Tacoma, and the three of New York in New York City. Of the five schools in Illinois, four are in Chicago.
In six of these states, namely, California, Illinois, Michigan, New Jersey, Ohio, and Wisconsin, there are special state laws under which the schools are established and operated.[294] By such laws it is generally provided that where there are a certain number of deaf children, usually three,[295] a school may, on application of the local school trustees or district board, be organized by the state department of education.[296] The minimum age for such children is often three. A stated sum is frequently allowed for each pupil, as $150.[297] In the remaining eight states the schools are organized and directed by local school authorities, without assistance from legislative statute.