[295] In California the number is five, and in New Jersey ten.
[296] In Ohio the state commissioner of education may appoint and remove teachers, and inspect schools. In Wisconsin the state superintendent appoints inspectors, and the county judge may compel the establishment of schools.
[297] In Wisconsin $100 additional is allowed for the board of children who move to a town to attend a school.
[298] In Massachusetts a direct appropriation of $150 per capita is made by the state.
[299] The methods employed in the instruction of the deaf are treated of in [Chapter XIX].
[300] The importance of this is accentuated in the present apprehensions concerning the dissolving and loosening of the ties of the home, indicated in more ways than one in present programs of social work.
[301] See A. G. Warner, "American Charities", rev. ed., 1908, p. 283; R. R. Reeder, "How Two Hundred Children Live and Learn", 1910, pp. 57, 88; "Philanthropy and Social Progress", 1893, p. 172ff.
[302] It is claimed that in Wisconsin with the centralization plan of a state institution one-third of the deaf children failed to be reached, and that by the day school there is a saving to the state of $20,000 a year. Proceedings of National Educational Association, 1907, p. 986. See also ibid., 1897, p. 96; 1901, p. 870; 1910, p. 1039; Report of United States Commissioner of Education, 1881, p. ccxi.; P. A. Emery, "Plea for Early Mute Education," 1884; Improvement of the Wisconsin System of Education of Deaf Children, 1894; Public School Classes for Deaf Children: Open Letter from Chicago Association of Parents of Deaf Children, 1897; Michigan Day Schools for the Deaf, 1908; Report of Superintendent of Public Instruction of Michigan, 1909, p. 61; Report of Department of Public Instruction of Wisconsin, 1910, p. 60; Report of Board of Education of Chicago, 1912, p. 155; A. J. Winnie, "History and Handbook of Day Schools for the Deaf", Wisconsin, 1912; Annals, xx., 1875, p. 34; Association Review, ii., 1900, p. 248; viii., 1906, p. 136; xi., 1909, p. 30; Volta Review, xiii., 1911, p. 292; Independent, lxxiv., 1913, p. 1140.
[303] See Annals, xxvii., 1882, p. 182; xxix., 1884, pp. 165, 312; xxx., 1885, p. 121; l., 1905, p. 70; lvi., 1911, p. 91; Volta Review, xv., 1913, p. 180; Proceedings of Convention of American Instructors, vii., 1870, p. 114; xiv., 1895, pp. 130, 350; Conference of Principals, vi., 1888, p. 202; viii., 1904, p. 70; Minnesota Conference of Charities and Corrections, 1898, p. 88; Report of Iowa School, 1885, p. 16; Pennsylvania Institution, 1903, p. 38; California School, 1904, p. 20.
[304] One or two evening schools have been started in the past, to be discontinued after a few years, both under private and under public auspices. In the consideration, however, of any general scheme for evening schools it should be arranged that the work of the regular schools for the deaf is not infringed upon, and that pupils in these schools should not have before them the temptation of leaving prematurely, with the expectation of making up later. Probably the safest plan would be the securing of a satisfactory compulsory attendance law before evening schools are attempted upon a broad scale.