268

The Proportion of the Deaf in the Schools--The Need of
Compulsory Education Laws for the Deaf--Present Extent
of Compulsory Education Laws.

XIX. METHODS OF INSTRUCTION IN SCHOOLS 277

The Use of Signs as a Means of Communication--Rise and
Growth of the Oral Movement--Present Methods of
Instruction--Courses of Study and Gradations of
Pupils--Industrial Training in the Schools.

XX. COST TO THE STATE FOR EDUCATION 293

Value of the Property Used for the Education of the
Deaf--Cost of the Maintenance of the Schools--Form of
Public Appropriations--Cost to the State for Each
Pupil.

XXI. PUBLIC DONATIONS OF LAND TO SCHOOLS 299

Grants by the National Government--Grants by the
States--Grants by Cities or Citizens.

XXII. PRIVATE BENEFACTIONS TO SCHOOLS 303

Donations of Money--Gifts for Pupils--Present
Tendencies of Private Benefactions.

XXIII. CONCLUSIONS WITH RESPECT TO THE WORK FOR THE
DEAF IN AMERICA 309

APPENDIX A 325

TABLE WITH RESPECT TO HOMES FOR THE DEAF IN AMERICA.

APPENDIX B 326

TABLES WITH RESPECT TO SCHOOLS FOR THE DEAF IN AMERICA.

I. PUBLIC INSTITUTIONS 326
II. PUBLIC DAY SCHOOLS 329
III. DENOMINATIONAL AND PRIVATE SCHOOLS 331

INDEX 333

INTRODUCTION

Society as a whole knows little of the deaf, or the so-called deaf and
dumb. They do not form a large part of the population, and many people
seldom come in contact with them. Their affliction to a great extent
removes them from the usual avenues of intercourse with men and debars
them from many of the social activities of life, all tending to make the
deaf more or less a class apart in the community. They would seem, then,
to have received separate treatment, as a section not wholly absorbed
and lost in the general population, but in a measure standing out and
differentiated from the rest of their kind. Thus it comes that society
has to take notice of them. By reason of their