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the rest of the people, and what forms their associations take. These will be the views respectively of the economist and the sociologist. Then we shall consider the regard in which the deaf are popularly held, the view of "the man in the street," and whether this regard is the proper and just one. Lastly, we shall note what movements have been undertaken in the interests of the deaf by private organizations, and to what extent these have been carried.

      In Part II we shall consider the provision that has been made for the instruction of deaf children. First we shall review the attempts at instruction in the Old World, and then carefully follow the development of instruction in America, considering the early efforts in this direction, the founding of the first schools, and the spread of the work over the land; and noting how it was first taken up by private initiative, in time to be seconded or taken over by the state, and how far the state has seen and performed its duty in this respect. Public institutions have been created in nearly all the states, and we shall examine the organizations of these institutions and the general arrangements in the different states. The development of the work also includes a system of day schools, a certain number of private schools and a national college, all of which we shall consider, devoting especial attention to the day schools and their significance. Following this, we shall consider how each state individually has been found to provide for the instruction of the deaf, observing also the extent to which the states have made provision in their constitutions, and the extent to which the schools are regarded as purely educational. Next, we shall proceed to inquire into the terms of admission of pupils into the schools; and we shall particularly concern ourselves with the investigation of the question of how far the means provided for education by the state are actually availed of by the deaf. The great technical problems involved in the education of the deaf will be outside the province of this work, but we shall indicate, so far as public action may be concerned, the present methods of instruction. This done, we shall mark what is the cost to the state of all this activity for the education of its deaf children, noting also how far the state has been assisted in the work by private benevolence. In the final chapter of our study we shall set down the conclusions which we have found in respect to the work for the deaf on the whole in the United States.

PART I

       POSITION OF THE DEAF IN SOCIETY

       Table of Contents

CHAPTER I

       Table of Contents

THE DEAF IN THE UNITED STATES

       Table of Contents

      Meaning of Term "Deaf" in the Present Study

By the "deaf" in the present study is meant that element of the population in which the sense of hearing is either wholly absent or is so slight as to be of no practical value; or in which there is inability to hear and understand spoken language; or in which there exists no real sound perception. In other words, those persons are meant who may be regarded as either totally deaf or practically totally deaf.[1] With such deafness there is not infrequently associated an inability to speak, or to use vocal language. Hence our attention may be said to be directed to that part of the community which, by the want of the sense of hearing and oftentimes also of the power of speech, forms a special and distinct class; and is known, more or less inaccurately, as the "deaf and dumb" or "deaf-mutes" or "mutes."

      

      In our discussion it is with deafness that we are primarily concerned. Deafness and dumbness are, physically, two essentially different things. There is no anatomical connection between the organs of hearing and those of speech; and the structure and functioning of each are such as to preclude any direct pathological relation. The number of the so-called deaf and dumb, moreover, who are really dumb is very small—so small actually as to be negligible. Almost all who are spoken of as deaf and dumb have organs of speech that are quite intact, and are, indeed, constructively perfect. It comes about, however, that dumbness—considered as the want of normal and usual locution—though organically separate from deafness, is a natural consequence of it; and does, as a matter of fact, in most cases to a greater or less extent, accompany or co-exist with it. The reason of this is that the deaf, particularly those who have always been so, being unable to hear, do not know how to use their organs of speech, and especially are unable to modulate their speech by the ear, as the hearing do. If the deaf could regain their hearing, they would have back their speech in short order. The character of the human voice depends thus on the ear to an unrealized degree.

      Number of the Deaf in the United States

According to the census of 1900 there were 37,426 persons in the United States enumerated as totally deaf;[2] and according to that of 1910 there were 43,812 enumerated as "deaf and dumb."[3] Hence we may assume that there are between forty and fifty thousand deaf persons in the United States forming a special class.[4]

The following table will give the number of the deaf in the several states and the number per million of population, according to the census of 1910.[5]

      NUMBER OF THE DEAF IN THE SEVERAL STATES

	No.	No. Per Million of Population		No.	No. Per Million of Population
United States	43,812	476	Montana	117	311
Alabama	807	377	Nebraska	636	531
Arizona	53	259	Nevada	23	281
Arkansas	729	464	New Hampshire	191	443
California	784	329	New Jersey	667	263
Colorado	243	304	New Mexico	177	540
Connecticut	332	297	New York	4,760	522
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