FOOTNOTES:

FOOTNOTES:[570]The figures in this chapter are for the most part fromAnnalsfor January, 1914 (lix., pp. 26, 27), usually for the latest fiscal year, these being supplemented in a few cases from the Report of the United States Commissioner of Education for 1912 (ii., ch. xiii.). In the institutions where there are departments both for the deaf and the blind, we have ascertained the proportionate part for the deaf of the entire institution. If no allowance is made for the blind in these, the worth of all is $17,751,186, and the amount of property for each pupil $1,492. For 1911-1912 the value of all was $16,454,798, or according to the Report of the Commissioner of Education, $16,387,726. In this Report the value of scientific apparatus, furniture, etc., is stated to be $918,053.[571]In most cases, as we have seen, the day schools are housed in public school buildings, special establishments being provided only in a few large cities. In the Report of the Commissioner of Education, the property value of four day schools, two being large ones, is put at $250,055, or $525 for each pupil; and if this be accepted as a measure, the property value of all the day schools is $1,019,550. The property value of seven denominational and private schools is likewise given as $324,717, or $1,358 for each pupil; and if this is taken as a measure, the property value of all is $865,404.[572]In 1910-1911 this was $503,323, and in 1911-1912, $772,245. If allowance be made for the dual schools, it is about ten per cent less. In the Report of the United States Commissioner of Education it is placed at $568,136 for 1911-1912.[573]With no allowance for the dual schools, this is $3,423,126. In the Report of the Commissioner of Education it is $3,285,099, for all but six institutions.[574]At the Conference of Charities and Corrections in 1906 this was estimated to be $3,200,000. Proceedings, p. 249.[575]For tables as to the cost of the support of the schools, seeAppendix B.[576]These endowment funds are found for the most part only in certain of the semi-public institutions, and in a few state schools which have received land from the federal government. In the Report of the Commissioner of Education the amount of productive funds in thirteen states for 1911-1912 is given as $3,372,565, as follows: Maine, $2,000; Massachusetts, $193,674 (in 1910-1911, $369,723); Connecticut, $403,000; New York, $1,002,633; Pennsylvania, $373,758; Maryland, $4,500; District of Columbia, $11,000; Kentucky, $9,000; North Dakota, $600,000; South Dakota, $400,000; Montana, $160,000; Utah, $160,000; California, $53,000. Thus practically two-fifths belongs in the states of Massachusetts, Connecticut, New York and Pennsylvania, nearly one-third being in New York alone; while a little under two-fifths belongs in North Dakota, South Dakota, Montana and Utah.[577]This is especially true of New York, where the counties pay the entire amount up to the age of twelve, and after that the state.[578]In this connection it may be noted that Congress has been asked to grant $100,000 to "encourage the establishment of homes in the states and territories for teaching articulate speech and vocal language to deaf children before they are of school age". Teachers are to be trained for this purpose, and pupils are to enter at two years of age and remain till the regular school age. See Report of Pennsylvania Home for Training in Speech of Deaf Children, 1904, p. 5; Proceedings of Conference of National Association for the Study and Education of Exceptional Children, 1911, p. 64.[579]Charges for clothing and transportation of indigent pupils are as a usual thing paid for by the county, though this is assumed by some states. Often a given sum, as thirty dollars, is allowed for clothing, or the actual cost thereof is collected from the county. This is done through the proper administrative offices of the county, there being also some judicial procedure, as where the county judge or similar official certifies by proof. The school is then reimbursed for the expenditures it may have made. Some such procedure is quite general, especially in the South and West, though in a few states, as Vermont and New Jersey, the town or township, where this is the political division, plays a similar part. In Rhode Island, Massachusetts, Maine, Louisiana, California, Nevada, and possibly other states, these charges are paid by the state. In Maryland they may be paid by the county, city or state.[580]It happens sometimes that legislatures are inclined to reduce the appropriations to as low a sum as possible, and superintendents may receive commendation for efforts to cut down expenditures. There is danger, however, that such a policy may be carried to a point where efficiency is sacrificed to seeming economy. On the question of cost, see Report of Mississippi School, 1909, p. 11; Iowa Bulletin of State Institutions, June, 1907, ix., 3; Ohio Bulletin of Charities and Corrections, Nov., 1907, xiii., 4.[581]On the value of this tax, see Report of Colorado School, 1896, p. 22.[582]In 1907-1908 this was $257.02; in 1909-1910, $253.92; in 1910-1911, $259.63; and in 1911-1912, $262.71. Without allowance for the blind in the dual schools, the amount in 1912-1913 is $289.60. According to the Report of the Commissioner of Education, the average cost is $303.58. It may be noted in this connection that theper capitacost for the blind in schools is more than that for the deaf, being $359.[583]In 1910-1911 this was $130.28.[584]In 1910-1911 this was $264.06.[585]Report of Commissioner of Education for 1909-1910. The figures for subsequent years have reference rather to average attendance.

[570]The figures in this chapter are for the most part fromAnnalsfor January, 1914 (lix., pp. 26, 27), usually for the latest fiscal year, these being supplemented in a few cases from the Report of the United States Commissioner of Education for 1912 (ii., ch. xiii.). In the institutions where there are departments both for the deaf and the blind, we have ascertained the proportionate part for the deaf of the entire institution. If no allowance is made for the blind in these, the worth of all is $17,751,186, and the amount of property for each pupil $1,492. For 1911-1912 the value of all was $16,454,798, or according to the Report of the Commissioner of Education, $16,387,726. In this Report the value of scientific apparatus, furniture, etc., is stated to be $918,053.

[571]In most cases, as we have seen, the day schools are housed in public school buildings, special establishments being provided only in a few large cities. In the Report of the Commissioner of Education, the property value of four day schools, two being large ones, is put at $250,055, or $525 for each pupil; and if this be accepted as a measure, the property value of all the day schools is $1,019,550. The property value of seven denominational and private schools is likewise given as $324,717, or $1,358 for each pupil; and if this is taken as a measure, the property value of all is $865,404.

[572]In 1910-1911 this was $503,323, and in 1911-1912, $772,245. If allowance be made for the dual schools, it is about ten per cent less. In the Report of the United States Commissioner of Education it is placed at $568,136 for 1911-1912.

[573]With no allowance for the dual schools, this is $3,423,126. In the Report of the Commissioner of Education it is $3,285,099, for all but six institutions.

[574]At the Conference of Charities and Corrections in 1906 this was estimated to be $3,200,000. Proceedings, p. 249.

[575]For tables as to the cost of the support of the schools, seeAppendix B.

[576]These endowment funds are found for the most part only in certain of the semi-public institutions, and in a few state schools which have received land from the federal government. In the Report of the Commissioner of Education the amount of productive funds in thirteen states for 1911-1912 is given as $3,372,565, as follows: Maine, $2,000; Massachusetts, $193,674 (in 1910-1911, $369,723); Connecticut, $403,000; New York, $1,002,633; Pennsylvania, $373,758; Maryland, $4,500; District of Columbia, $11,000; Kentucky, $9,000; North Dakota, $600,000; South Dakota, $400,000; Montana, $160,000; Utah, $160,000; California, $53,000. Thus practically two-fifths belongs in the states of Massachusetts, Connecticut, New York and Pennsylvania, nearly one-third being in New York alone; while a little under two-fifths belongs in North Dakota, South Dakota, Montana and Utah.

[577]This is especially true of New York, where the counties pay the entire amount up to the age of twelve, and after that the state.

[578]In this connection it may be noted that Congress has been asked to grant $100,000 to "encourage the establishment of homes in the states and territories for teaching articulate speech and vocal language to deaf children before they are of school age". Teachers are to be trained for this purpose, and pupils are to enter at two years of age and remain till the regular school age. See Report of Pennsylvania Home for Training in Speech of Deaf Children, 1904, p. 5; Proceedings of Conference of National Association for the Study and Education of Exceptional Children, 1911, p. 64.

[579]Charges for clothing and transportation of indigent pupils are as a usual thing paid for by the county, though this is assumed by some states. Often a given sum, as thirty dollars, is allowed for clothing, or the actual cost thereof is collected from the county. This is done through the proper administrative offices of the county, there being also some judicial procedure, as where the county judge or similar official certifies by proof. The school is then reimbursed for the expenditures it may have made. Some such procedure is quite general, especially in the South and West, though in a few states, as Vermont and New Jersey, the town or township, where this is the political division, plays a similar part. In Rhode Island, Massachusetts, Maine, Louisiana, California, Nevada, and possibly other states, these charges are paid by the state. In Maryland they may be paid by the county, city or state.

[580]It happens sometimes that legislatures are inclined to reduce the appropriations to as low a sum as possible, and superintendents may receive commendation for efforts to cut down expenditures. There is danger, however, that such a policy may be carried to a point where efficiency is sacrificed to seeming economy. On the question of cost, see Report of Mississippi School, 1909, p. 11; Iowa Bulletin of State Institutions, June, 1907, ix., 3; Ohio Bulletin of Charities and Corrections, Nov., 1907, xiii., 4.

[581]On the value of this tax, see Report of Colorado School, 1896, p. 22.

[582]In 1907-1908 this was $257.02; in 1909-1910, $253.92; in 1910-1911, $259.63; and in 1911-1912, $262.71. Without allowance for the blind in the dual schools, the amount in 1912-1913 is $289.60. According to the Report of the Commissioner of Education, the average cost is $303.58. It may be noted in this connection that theper capitacost for the blind in schools is more than that for the deaf, being $359.

[583]In 1910-1911 this was $130.28.

[584]In 1910-1911 this was $264.06.

[585]Report of Commissioner of Education for 1909-1910. The figures for subsequent years have reference rather to average attendance.

Tothe schools in some of the states land has been donated, either as an investment, the proceeds of which should be used for their benefit, or as sites for the erection of buildings. This has been done by the national government, by the states, by cities and by individuals and corporations. The most important of such gifts have been the grants of the public domain made by Congress for the benefit of certain of the state institutions. Shortly after the work of the education of the deaf had commenced in the country, it bestowed 23,000 acres upon the Hartford school and a township of land upon the Kentucky.[586]After nearly three-quarters of a century it came again materially to the aid of this education, this time by directing that certain tracts of the public lands located in states about to be admitted to the Union should be set apart for the benefit of the schools. Thus in the enabling act of1889[587]for the admission of the states of North Dakota, South Dakota and Montana, land was set aside for the benefit of the schools for the deaf and the blind, which are mentioned by name. In North Dakota and South Dakota the number of acres allowed to each was 40,000, and in Montana 50,000.[588]Likewise when Wyoming was admitted in 1890,[589]30,000 acres were granted for an institution for the deaf and the blind, though the school has not yet been established. When Utah was admitted in 1896,[590]100,000 acres were granted to the school for the deaf. On the admission of Arizona and New Mexico in 1910,[591]like amounts were respectively granted for institutions for the deaf and the blind, 50,000 acres having already been set aside in the latter while a territory.[592]

Grants by the states themselves for the schools on a large scale have not been numerous. The state of Texas has set apart large tracts of public land for its institutions, the school for the deaf coming in for 100,000 acres as its share. The school in Michigan has received a number of sections of the state salt spring lands, amounting to 16,000 acres.[593]

Small tracts of land have been donated in some cases by cities where the schools were to be established, sometimes accompanied by a cash donation as a further inducement for a particular location. Similar gifts have been made by individuals and corporations. These donations have occurred in about half of the states, but they have usually been small in size, most being of five or ten acres.[594]

FOOTNOTES:[586]We have also seen how applications were made to Congress for the endowment of other schools.[587]Stat. at Large, 1889, ch. 180. Washington was also admitted by this act, and there was a grant of 200,000 acres for "charitable, penal and reformatory institutions". The schools for the deaf and the blind, which were not mentioned by name, seem not to have shared in this grant.[588]Similar amounts were allowed to the reform schools, the agricultural colleges and the universities.[589]Stat. at Large, ch. 664. When Idaho was admitted the same year (ibid., ch. 656) 150,000 acres were granted to charitable, educational, penal and reformatory institutions, the school for the deaf not being directly mentioned.[590]Ibid., 1894, ch. 138. Similar amounts were allowed for the school for the blind and other institutions. As the school in Utah is for both the deaf and the blind, it really has 200,000 acres.[591]Ibid., 1910, ch. 310. In the act admitting Oklahoma, though the school for the deaf is not mentioned among the institutions upon which land is bestowed, it has shared in the grant, having land reported to be worth at least $350,000.Annals, lvi., 1911, p. 206.[592]In general with respect to the land granted by Congress, it is provided that such land is not to be sold at less than $10 an acre.[593]The state of Massachusetts granted a small parcel of land to the Horace Mann school in Boston. To the school in Missouri 40 acres were granted by the state, and to that in Arkansas two tracts of land, one being of 100 acres.[594]Thus land of perhaps five acres or less has been donated to the schools in California, District of Columbia, Illinois, New York (New York Institution, Le Couteulx St. Mary's, and Central New York) Oregon, Pennsylvania (Oral and Pennsylvania Home), Tennessee, Virginia, and doubtless to other schools. Larger tracts, of ten acres or more, have been given in Colorado, Florida, Idaho, Michigan (state school and Evangelical Lutheran Institute), Nebraska, Pennsylvania (Western), South Dakota, West Virginia, Wisconsin, and perhaps elsewhere. To the Kansas school 170 acres were presented, to the Minnesota 65, to the Washington 100, to the Oklahoma 60, to the school for the colored in Oklahoma 100, and to the school for the deaf, together with that for the blind, in Ohio 180. To the New York Institution for Improved Instruction the city of New York granted the land for ninety-nine years at an annual rental of one dollar.

[586]We have also seen how applications were made to Congress for the endowment of other schools.

[587]Stat. at Large, 1889, ch. 180. Washington was also admitted by this act, and there was a grant of 200,000 acres for "charitable, penal and reformatory institutions". The schools for the deaf and the blind, which were not mentioned by name, seem not to have shared in this grant.

[588]Similar amounts were allowed to the reform schools, the agricultural colleges and the universities.

[589]Stat. at Large, ch. 664. When Idaho was admitted the same year (ibid., ch. 656) 150,000 acres were granted to charitable, educational, penal and reformatory institutions, the school for the deaf not being directly mentioned.

[590]Ibid., 1894, ch. 138. Similar amounts were allowed for the school for the blind and other institutions. As the school in Utah is for both the deaf and the blind, it really has 200,000 acres.

[591]Ibid., 1910, ch. 310. In the act admitting Oklahoma, though the school for the deaf is not mentioned among the institutions upon which land is bestowed, it has shared in the grant, having land reported to be worth at least $350,000.Annals, lvi., 1911, p. 206.

[592]In general with respect to the land granted by Congress, it is provided that such land is not to be sold at less than $10 an acre.

[593]The state of Massachusetts granted a small parcel of land to the Horace Mann school in Boston. To the school in Missouri 40 acres were granted by the state, and to that in Arkansas two tracts of land, one being of 100 acres.

[594]Thus land of perhaps five acres or less has been donated to the schools in California, District of Columbia, Illinois, New York (New York Institution, Le Couteulx St. Mary's, and Central New York) Oregon, Pennsylvania (Oral and Pennsylvania Home), Tennessee, Virginia, and doubtless to other schools. Larger tracts, of ten acres or more, have been given in Colorado, Florida, Idaho, Michigan (state school and Evangelical Lutheran Institute), Nebraska, Pennsylvania (Western), South Dakota, West Virginia, Wisconsin, and perhaps elsewhere. To the Kansas school 170 acres were presented, to the Minnesota 65, to the Washington 100, to the Oklahoma 60, to the school for the colored in Oklahoma 100, and to the school for the deaf, together with that for the blind, in Ohio 180. To the New York Institution for Improved Instruction the city of New York granted the land for ninety-nine years at an annual rental of one dollar.

Inour final chapter on the provision for the schools for the deaf we are to consider how far they have been assisted by private munificence. We have already seen that certain of the schools in the East—those we have called "semi-public institutions"—were started by private societies and were supported entirely by private funds till the state came to their aid, though in no instance was this dependence on private means of long duration. We have also seen that in a number of states private schools were first started, in a brief time to be taken over by the state, and thus received a modicum of private aid. In addition, there have been from time to time donations from private sources to one school or another.

As to the entire amount of these private donations to the schools, it is of course impossible to say. The full receipts of the various schools cannot be known, and our reckonings must necessarily be incomplete.[595]However, the data whichwe have are quite sufficient to enable us to discern in what measure schools for the deaf have been assisted by means other than public, and in what proportion the distribution has taken place; and our calculations, based on the best information to be obtained, may not be altogether without value.[596]

We find, then, that to a considerable number of the schools, apparently the majority, there have been gifts large or small from private sources. In most of these cases, however, the gifts have been slight, and have almost always come when the schools were being started, usually ceasing soon after their establishment or their taking over by the state. Nearly all the donations of any importance have been to schools in the East, the greater part also coming in their early days and when still in private hands.

At present in the great number of the schools such gifts are not bestowed. In perhaps a dozen schools—practically all in the East—they are still received in greater or lesser degree; and come in three forms: 1. as membership fees in some half dozen schools; 2. as certain annual donations, varying in amount, in about the same number;and 3. as an occasional legacy or similar gift to some school or other.[597]

In respect to the funds already received, we find that the great preponderance have fallen in four states, namely, Connecticut, Massachusetts, New York and Pennsylvania. In five others there have been gifts of what may be called measurable size: District of Columbia, California, Colorado, Illinois, and Vermont. In the remaining states private benefactions have been few: where they have occurred they have been small and infrequent.

In a score of schools or more there seem to have been gifts of a few thousand dollars—hardly over ten or fifteen thousand, and in most much less.[598]In some sixteen, donations appear to have been received of more appreciable size—twenty-five thousand dollars and upwards. In about half of these the gifts seem to have been from twenty-five thousand to fifty thousand, in one or two cases possibly more: the California, Colorado, Columbia, New England (Massachusetts), Sarah Fuller (Massachusetts), Pennsylvania Home, and Austine (Vermont).[599]To six schools donations seem to have reached a sum between seventy-five or one hundred thousand dollars and twice that amount. Four of these are in New York: the New York Institution, the Institution for Improved Instruction, St. Joseph's and Le Couteulx St. Mary's; one in Pennsylvania, the Western Pennsylvania; and one in Illinois, the Ephpheta. In three schools the quarter million mark has been passed: the American in Connecticut, and the Clarke in Massachusetts, both with receipts well beyond this figure; and the Pennsylvania Institution, which has probably been the largest recipient of all.

Total private gifts to schools for the deaf in the United States would probably foot up to little under two and a quarter million dollars, andperhaps to two and a half millions, though these figures cannot be fully substantiated.

There have been gifts for the pupils in the schools as well as for the schools themselves. These have been of various kinds: clothing, books, pictures, magazines, newspapers, Christmas presents, prizes, etc., as well as money gifts in a few cases. In many instances reduced transportation has been allowed on railroads, and there have been a number of benefactions of like character. We have already referred to the funds left to certain of the schools in trust for deaf-blind pupils.[600]

Private benefaction, as we see, has not played any great part in providing the means of education for the deaf in the United States. In a few schools private gifts have been of appreciable aid in the work, but on the whole they have not been of considerable moment, and in the great majority of schools they have been practically negligible. To judge from past experience, it would not seem likely that in the future many of the schools will to any great extent be beneficiariesfrom private means, or that they will thus be enabled to extend their plants or to make innovations as yet unattempted, though of course such a thing is possible.

This condition, however, is not to be entirely deplored. Many of the schools, it is true, could receive large money benefactions to most desirable ends, and in many cases the work of the schools for the best results is hampered for lack of sufficient funds. Yet the schools may feel that they are in reality but agencies of the state in carrying out one of its great functions, and as such should have no need to call upon or depend upon means other than the state's. Whether or not in the course of time there may be an increased incentive for private gifts, it would seem that the schools should be entitled to look with full confidence to the attention and care of the state, since it is but contributing to the education of its citizens.

FOOTNOTES:[595]In the case of some of the schools, figures of a financial nature are not to be had, and in many little record has been kept, especially when gifts have been small.[596]In our discussion, few estimates have been made, and these have been conservative. It should be stated that only a part of the figures given are "official", and for the rest the writer alone is responsible. No reference is made to schools that are not now in existence, nor is any money value set on the land which has been donated to some of the schools.[597]Now and then a gift has been in the form of a scholarship, usually of $5,000. Some of the schools aided by fees are the Pennsylvania Institution, Western Pennsylvania, Pennsylvania Oral, New York Institution for Improved Instruction, and Le Couteulx St. Mary's (New York). Some that receive annual donations varying in amount are the New England (Massachusetts), Sarah Fuller (Massachusetts), Pennsylvania Home, New York Institution for Improved Instruction, St. Joseph's (New York), and Le Couteulx St. Mary's (New York). It should be remarked that the three last named institutions are affiliated to an extent with certain religious bodies, receiving assistance from this source also. The smaller denominational schools receive similar aid irregularly.[598]Some of the schools that seem to have received gifts of from five to fifteen thousand dollars, or thereabouts, are the Kentucky, Maryland, Ohio, Central New York, Pennsylvania Oral, Tennessee, and the day schools of Milwaukee. Some of those that have received gifts somewhat smaller are the Alabama, Illinois, Michigan, Mississippi, Horace Mann (Massachusetts), Western New York, North Carolina, Virginia, and the day schools of Chicago. More trivial or more uncertain amounts have been received in Arkansas, Florida, Georgia, Maine, New Mexico, Albany (New York), Oregon, South Dakota, Utah, and the day schools of a few cities.[599]Gifts to semi-public institutions as the Mystic, Connecticut, and Boston, Massachusetts, have also probably been made, though we do not know of what size; and also to some of the denominational and private schools. The McCowen Homes of Illinois have received some gifts, especially at their beginning.[600]The American School at Hartford has a fund of $2,000 to be used for the publication of books for the deaf.

[595]In the case of some of the schools, figures of a financial nature are not to be had, and in many little record has been kept, especially when gifts have been small.

[596]In our discussion, few estimates have been made, and these have been conservative. It should be stated that only a part of the figures given are "official", and for the rest the writer alone is responsible. No reference is made to schools that are not now in existence, nor is any money value set on the land which has been donated to some of the schools.

[597]Now and then a gift has been in the form of a scholarship, usually of $5,000. Some of the schools aided by fees are the Pennsylvania Institution, Western Pennsylvania, Pennsylvania Oral, New York Institution for Improved Instruction, and Le Couteulx St. Mary's (New York). Some that receive annual donations varying in amount are the New England (Massachusetts), Sarah Fuller (Massachusetts), Pennsylvania Home, New York Institution for Improved Instruction, St. Joseph's (New York), and Le Couteulx St. Mary's (New York). It should be remarked that the three last named institutions are affiliated to an extent with certain religious bodies, receiving assistance from this source also. The smaller denominational schools receive similar aid irregularly.

[598]Some of the schools that seem to have received gifts of from five to fifteen thousand dollars, or thereabouts, are the Kentucky, Maryland, Ohio, Central New York, Pennsylvania Oral, Tennessee, and the day schools of Milwaukee. Some of those that have received gifts somewhat smaller are the Alabama, Illinois, Michigan, Mississippi, Horace Mann (Massachusetts), Western New York, North Carolina, Virginia, and the day schools of Chicago. More trivial or more uncertain amounts have been received in Arkansas, Florida, Georgia, Maine, New Mexico, Albany (New York), Oregon, South Dakota, Utah, and the day schools of a few cities.

[599]Gifts to semi-public institutions as the Mystic, Connecticut, and Boston, Massachusetts, have also probably been made, though we do not know of what size; and also to some of the denominational and private schools. The McCowen Homes of Illinois have received some gifts, especially at their beginning.

[600]The American School at Hartford has a fund of $2,000 to be used for the publication of books for the deaf.

Wehave now examined the position of the deaf in society in America and the course and the extent of the treatment accorded them. It only remains for us to inquire if this treatment is well-considered, and how far it is commensurate with the real, actual needs of the deaf, and at the same time consonant with the larger interests of society.

The question of paramount concern to society is in respect to the possibilities of the prevention of deafness. As yet it would seem that only a minor degree of attention had been directed to this consideration, though it is likely that in the future much more serious study and thought will be given to it. The problem is for the greater part in the hands of medical science, and for much of it we shall probably have to wait for solution in the laboratory; while no small aid can be rendered by general measures for the protection of health. Already there can be little doubt that there is less deafness from certain diseases than in the past, though the statistics that we have onthe question are not as definite as could be wished. The matter is really a part of the long battle against disease, and as human skill takes one position after another, it may be that many of those diseases bringing deafness will be forced to yield, and that such deafness will thus cease in great part to be an affliction upon human flesh.

Eugenics also will be looked to for help, and it may in time bring to light much that is now hidden from our ken. As yet our knowledge of the causes of deafness from birth is very imperfect. A small part may be ascribed to consanguineous marriages, and a larger part to the marriages of those whose families are affected with deafness, these perhaps not being wholly distinct, and together comprising a little over half of congenital deafness. Marriages of relatives, even though not of frequent occurrence so far as deafness is affected, have a relation to it which is not to be ignored. Intermarriages of the deaf themselves are not found for the most part to result in deaf offspring; while the likelihood of such is not always greater when both parents are deaf than when one is deaf and the other hearing. The one distinct fact of which we seem altogether certain in this matter is that when there is in the parent congenital deafness, or especially when there are deaf relatives concerned, the chances are vastly increased of deaf offspring. These are thedanger signals, and not to be passed without heed. As to that form of deafness occurring when consanguinity and antecedent deafness are not involved, we are in greater ignorance. For most of it, however, we may believe that there is inherited some strain or influence predisposing to deafness; and that in the discovery and application of eugenic principles a greater or less portion will be eliminated.

Though, so far as is discernible from the immediate prospect, we cannot look to an early disappearance of deafness from the race, there are indications at present that deafness is tending to become less. The probabilities are that the future will be able to report advance, and so far as the ultimate results are concerned, we have no reason to be other than hopeful.

In respect to what has been accomplished for the deaf since America has become concerned in them, we have a record that may well be a distinct cause of pride. The work for the deaf in America is hardly a hundred years old. Yet in that time there has transpired what, without violence being done to language, can be called a revolution. A century ago the deaf were practically outside the pale of human thought and activities. They were in a measure believed to be without reason, and were little less than outcasts in society. To-day they have become activecomponents of the state, possessed of education, on a level with their fellow-men nearly everywhere in the scale of human employment, capable of all the responsibilities of life, and standing in the full stature of citizenship.

Perhaps the first workers for the deaf had not placed their faith too high after all, when they declared that the deaf and dumb were to be restored to the ranks of their species. Perhaps, after all, the visions of these men have come true. Perhaps this that we call education has had something of the power they were trying to articulate. For it has come about that a part of society known as the deaf and dumb has been brought to a place of honor and worth and usefulness in the community in which they live.

However much of what was claimed has been achieved, it is certain that a great part has been realized. It has been by a slow, silent process, keeping time with the years, but none the less wonderful things have been wrought; and through it all the advance of the deaf has been constant and onward. It might be said with all truth that this whole progress has been simply the march of events. Education has ever been the master passion of Americans, and in its wide sweep the deaf too have been gathered in, and have been borne to the place where all the state had to offer as instruction was laid before them.Yet it remains that by and through all this the deaf have been the gainers as no other people in the world have ever been, and their story is as no other's in the rise of a section of mankind towards the richness and fullness of living which are the fruits of humanized society.

Great indeed can be the rejoicing of the deaf, for they are those to whom the way has been hard and long, but who have come from the darkness into the light.

Yet the victory of the deaf is not complete. They have not reached the full position among men to which they are entitled. So long as people look upon them as an unnatural portion of the race, view them with suspicion or hold them as of peculiar temperament and habits, or otherwise consider them distinct from the rest of their kind, and by voice or in their own consciousness make use of terms or associations that give fixedness to such a classification or differentiation: just so long will the deaf be strangers in the land in which they dwell; and just so far will they be removed from the place in society which should be theirs, and which is accorded to all the rest of their fellow-men.

With regard to their economic position in the world, the deaf have, on the whole, fared well. Their own achievements have thrown out of court the charge that they are a burden upon society.It has been proved by themselves that they are not a dependent class, or a class that should exist to any degree on the bounty of the state. They are wage-earners to an extent that compares well with the rest of the population, and, economically, they form generally a self-sustaining part of society. For a certain number who are aged and infirm and are otherwise uncared for, special homes are to be desired—and with such the need is peculiarly strong. These, however, do not comprise a large part of the deaf; and with their exception there is practically no portion, at least of those with an education, that demands particular economic attention.

The community for the most part has been quite ready and willing to recognize the status of the deaf in this respect. Here the deaf are accepted on equal terms with the people collectively, and are in fact lost in the mass of the world's workers.

The state has perhaps displayed more reluctance to admit the deaf to the standing of its other citizens, largely no doubt due to the fact that in the sphere of law action is usually slow-moving, and responds less readily to newly recognized conditions. Though on the statute books there are found few examples of legislation directed to the deaf as if they were peculiarly in need of the state's attention, and though such arehardly more than reminders of the past legal attitude, they are mostly an anachronism to-day, and should in great part be removed.

The courts have quite generally adopted the true view in regard to the deaf, and hardly anywhere now differentiate them. There is always one particular kind of provision which may be made for the deaf at law, and this is in the employment of interpreters on proper occasion. But even here the matter may be left to the ordinary rules of the court, as well as to the good sense and justice of the law-makers and the law-dispensers.

In most things, special attention of the law in relation to the deaf is not often required, and they should, in nearly all respects, be left in its eyes exactly as the rest of their fellow-citizens. When particular legislation is called for in respect to them, it is needed rather to meet some peculiar or unusual situation, which would probably arise most frequently in connection with some special abuse of the deaf, though such is really seldom likely to occur. Provision for young deaf children who are otherwise without protection may well be included in "children's codes," or in other statutes of similar kind. Useful legislation is also feasible in connection with departments for the deaf in state bureaus of labor, the procedure possible being already indicated;and it may be that a considerable field will be revealed, not only in assisting the deaf in securing employment but also in securing information as to their condition. Opportunity is open to the national government likewise in this regard, and valuable statistics and other information may be collected for the country generally.

In one further direction the law can be invoked very materially in aid of the deaf, and just where very little has been attempted. In every state there should be enactments, backed up by vigorous public opinion and the co-operation of all citizens, providing severe punishment for those who go about begging alms on the pretense that they are deaf and dumb. For such creatures the law should have no mercy. The deaf themselves demand that such impostors be put out of business, for a real and cruel injury is done to them. They ask this as a great boon, but it should be accorded them absolutely as a right.

The deaf do not want alms or pity. But in unnumbered ways can they receive good at the hands of their fellow-men. They need friends as do all others, and power is never lost to the right hand of fellowship. To be desired above all else is the gaining of the right attitude on the part of the community. As one great need, there should be far more attention to the social and spiritual concerns of the deaf, even though theyare often found scattered and far apart. There is much that can be done in many communities of a social nature for the deaf, and in manifold forms can life be made more abundant for them. Most important of all, there should be no longer in any place a neglect of the ministrations for the cure of souls, and it should be seen that all of the deaf are made to know the religion of the Man of Galilee, with its untold blessings and consolations.

In our present review of the work for the deaf in America, most of our attention has been directed to the provisions for their education. It may be said that to-day this work is as a rule of a high order, and that in many respects, considering the problems involved, it can compare well with the work of education in general. There is still more or less conflict as to methods, but this does not seem vital to the success of the schools, and their character has in general advanced.

In the beginning of instruction in some of the states we read of the struggles of the early schools, but eager hands came to push on the new work. This work was taken up with an enthusiasm and earnestness scarcely paralleled elsewhere in the history of education, or in any other of the great movements for the betterment of human kind. Strong and brave souls mannedthe new enterprise, and these early workers are well worthy of honor at our hands.

Oftentimes, at the first, private societies came forward as volunteers in the task of education, but the states early recognized their duty, and usually established schools as soon as they were deemed practicable, either taking over the existing private school or creating one of their own. After a time, as another stage in their development, the schools were made free by express provision, or have become so to all practical purpose. In time also all restrictions or limitations as to the admission of pupils have been in general swept away, and rules and regulations have come more and more to conform with those in the regular schools. Now education is offered to every deaf child, and to the poor and destitute the state provides all collateral necessaries as well, so that instruction may be denied to none.

At present much the larger part of the deaf are educated in institutions. But alongside this plan there has grown, especially of late years, a day school system with the pupils living in their own homes, and the result is that in a number of states such schools have now been established. Their main field is recognized to be in large cities, and it is here that they are able to be of the greatest usefulness. It is still a mooted point, however, how far they have passed the experimentalstage, and it probably remains to be determined to what extent they really offer advantages to the deaf over the institutions. As a part of this activity, and as an extension of the general public facilities for education to the entire community, we have also the question of evening schools for adult deaf. There seems to be a definite need for them in certain centers, and it may well be hoped that much greater attention will be given to the matter.

All the schools are really parts of the public school system, with the exception of a comparatively small number of private schools which have been created in certain communities. In addition, the work in America is characterized by a national college, which represents the completing mark in the system of their instruction. By this the education of the deaf is made not only to stand all along the way parallel with education in general, but also to assume a place accorded it in no other land.

In the schools one of the great features is the industrial instruction, and this is rightly emphasized. As much as the need of vocational training is insisted upon on all sides to-day, with the deaf it is essential to a greater degree than it can be anywhere else. The pupils of the schools who have had this industrial training as a rule do well in the world, and in many cases puttheir training to most practical account. It could be wished, however, that we had a careful and detailed record, uniform over the country, of the former pupils, which would be a test, demonstrative as well as suggestive, of the efficiency of the industrial training of the schools, and which would be equally of value in other spheres of industrial education.

Though in the work of the education of the deaf in America, industrial instruction occupies a very prominent part, yet in the schools there is an abundance of "schooling" in the strictest sense. The problems of the education of the deaf are peculiar, and their instructors have to face difficulties of a kind not found in any other lines of education. Yet earnest thought and study are being given to these problems, and efforts made to solve them as far as it is possible. In the conventions and conferences of instructors notable work has been accomplished, and these bodies are insistent upon progress and better results.

For the greater efficiency and success of the schools, the law as well as public sentiment can be called in aid. Deaf children everywhere should be prevailed upon or compelled to enter the schools, and should be required to remain as long as their best interests demand it. Education should be a matter, forced if need be, for everydeaf child, for terrible as ignorance always is, in the deaf it is the most dreadful of all.

In America private assistance to schools for the deaf has not been great, and very few schools have been beneficiaries from resources other than the state's. To-day, with the exception of a few cases, aid from private means has ceased to be expected, and calls for such bounty are now seldom made.

At present nearly all the schools are public institutions, and rely entirely upon the care of the state. The state has in general recognized its duty towards the education of the deaf, and has engaged to provide for it. In half of the states this responsibility is recognized, and provision guaranteed in the organic law. In all the states the legislatures have undertaken to see that means of instruction are offered to all their deaf children, and it is found that, all things considered, the states have in general taken a keen interest in their educational welfare. Few schools can boast of overgenerous appropriations; many not infrequently have failed to receive all that has been asked for, and have thus often been prevented from doing their best work. Yet it may be said that if the legislatures have not always responded with alacrity, or always bounteously, or at all times with a full sense of their responsibility, they have responded at least with cheerfulness,and mindful of all the calls upon the state's treasury, and often according to the best of their light. It has been realized that the education of the deaf is an expensive undertaking, far more so than the education of ordinary children; but it is none the less realized also that this education pays—pays from every possible point of view.

That the school for the deaf is not given its full educational recognition is a grievance in some states, and this cannot be regarded otherwise than unfortunate. In time, however, this will most likely be changed, and the schools everywhere will come into their proper standing, and be considered only as the agencies of the state for the education of its children.

The most deplorable thing in the treatment of the schools by the state is that in some quarters politics with its baneful influence has been allowed to interfere. But as hideous and disgraceful as is this action, we may now believe that in most places its back has been broken, and that hereafter men everywhere will think better of themselves than to allow it in a single instance.

Finally, in respect to the work for the deaf in America as a whole, it may be said that the state makes but one form of provision in their behalf. This is in allowing to all its deaf children a means of education. Even this is hardly to be called "provision for the deaf." It is rather theattention that is paid to a certain portion of the population for its education. It is to be distinguished from the provision for general education only in that special means and methods are necessary for its accomplishment.

This being done, the state may practically let the deaf alone. No distinctive form of public treatment is usually to be called for in respect to them as a class. They demand little in the way of special care or oversight, they are able as a rule to look after themselves, asking few odds not asked by other men, they have become citizens without reservation or qualification, and economically they form no distinct class, but are absorbed into the industrial life of the state. They have assumed the responsibilities of life in a highly organized community, and in turn reap the benefits that belong to all men in such an order. But though this is true, their affliction bestowed upon them by the partial hand of nature, is not to be minimized, nor its effects lightened by any human words. Their deafness rests indeed upon them as a very material, tangible burden, so sharp and pointed in its operations that they are in great measure cut off socially from the rest of their kind. Because of this their concern becomes great in respect to the form of consideration from the community about them, and their need turns to one not so much of material character as of theattention of the good neighbor. From their condition all the more does it avail that no further load should be placed upon them, and that their prayer should be heard that they be treated fully as men. For even with their ever missing sense, the power of the deaf is only retarded, and not seriously diminished, to derive from life much of its richness and color and well-being.

Back to Index Next