Every State except Delaware, New Hamp shire, Nevada and Wyoming maintain an insti tution for the education of the deaf. Because of their small population these States find it more economical to provide for the education of their deaf children in the institutions of other States. There are 65 State institutions in the United States. Forty-eight of these are owned by the States which have erected them. In Connecticut, Massachusetts, Vermont, New York, Pennsylvania and Maryland there are 17 institutions owned by private corporations but under the general supervision and inspection of the State. Many of these institutions have been endowed. Appropriations are made by the State for the construction of new buildings for these institutions and for repairs and improve ments to their plants. A per capita allowance is also appropriated by the State to the institu tion for the maintenance of students.
When institutions were first organized by the States it was the policy to restrict the num ber of students who might attend to a certain number of indigent pupils from a political divi sion. The number was gradually increased and the language modified which classified them as indigent pupils. Finally no limitations were imposed but the right of any deaf child in the State to attend was clearly specified in the law and provision made for meeting the expense.
An examination of the census of the United States shows that the deaf are generally em ployed in the chief industries of the country known as trades and in about the same propor tion as hearing people. The number of deaf employed in the occupations which are classed as manufacturing and mechanical are much greater in proportion than the number of hearing persons so employed, while the num ber employed in mercantile and commercial pursuits is much less. The percentage of the deaf who either own or give direction to the business in which they are employed is about the same proportion as the hearing people. There appears to be no discrim inatory action on the part of the employer in employing the deaf. He is employed under the same conditions and at the same compen sation that others are employed. About 80 per cent of the deaf are employed in gainful occu pations and about 90 per cent are self-support ing. The character of the instruction which the deaf should receive therefore does not differ from the instruction essential to a well-trained normal child. The courses of instruction in reading, language, history, arithmetic and all book-work as well as courses in vocational work for children are suitably adapted to the needs of deaf children. The method of in• struction must, of course, be different.
The sign language has been used in the in struction of the deaf since special schools have been organized for their education. This sys tem is called the manual or sign method. There is also a method known as the oral method. Many teachers employ a combination of the two methods. The sign language has always been the chief vehicle through which the deaf express themselves. There is a great disad vantage in this method since the public is not generally able to use it or to interpret it. The deaf have therefore been unable to communi cate readily with those with whom they must transact their business affairs. There have been advocates of another method from the very beginning almost of the period when in struction was provided for the deaf. Dr. John Bulwer of England wrote in 1648, 'Philoco phus, or the Deaf and Dumb Man's in which he describes a method of articulation and lip-reading for the deaf, and in 1669, Dr. William Holder published a work on the 'Ele ments of Speech.) In this work Dr. Holder ad vocated the teaching of the deaf by a process of articulation. At this early date the foundation of the two rival methods of the present day for the instruction of the deaf was established.
Samuel Heinidce opened a school in Ham burg in 1754 and in 1778 on invitation of the government he removed the school to Leipzig. The State supported the school and this appears to be the first public school for the deaf. He was one of the great deaf teachers, was an advocate of the oral method and influenced the method of teaching the deaf in European coun tries and in America. Charles Michel, Abbe de l'Epee, was the founder of the first school in Paris which he organized in 1755. He prob ably exerted a greater influence on the instruc tion of the deaf in America than any other teacher.
The New York institution is said to have been organized as a day school in protest against the alphabet method of instruction and to have been conducted as a school using the oral method for 11 years. In 1869 the Boston Horace Mann school was organized as a day school and since that time day schools for the deaf have been established in 14 States. Such schools have been organized extensively in Wisconsin and Michigan. In the former State such schools have been organized in 24 cities or villages with an enrolment ranging from 5 to 146. In the latter State schools have been established in 14 cities or villages. The large cities are organizing such schools and they will be found in New York, Chicago, Cleveland, San Francisco, Los Angeles, Saint Louis, Saint Paul, Newark, Atlanta, New Orleans and others.