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 manned the 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 experimental stage, 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.