riends of Alice Cogswell decided to
organize a society for the purpose of providing means to instruct some
of these, and to secure an instructor. To take up this work, attention
was directed to Gallaudet, then a young theological student. He was
fixed upon as the man to go to Europe and acquaint himself with the
methods there employed. Gallaudet responded at once to the appeal made
to him, and proceeded to prepare himself forthwith.

The same year, 1815, saw Gallaudet start upon his errand, his expenses
being defrayed by the society.[174] He first visited England, but
finding there a monopoly composed of the Braidwood and Watson families,
he betook himself to France. In this country he met with a warm
reception, and here he eagerly set upon his labors of study and
investigation at the school which de l'Epee had established. He observed
closely, and then the following year turned his face towards America,
equipped for the great work before him, and bringing with him one of the
deaf teachers from Paris named Laurent Clerc.

On Gallaudet's return the second part of the undertaking for the
creation of a school was to be accomplished, namely, the securing of
funds, which required half a year more. For this purpose Gallaudet and a
few others set about soliciting contributions. New York, Philadelphia,
Albany, New Haven, and other cities were visited, and the interest in
the new undertaking was shown by the response made.[175] By the time the
school was ready to open, over $12,000 had been obtained, which was soon
after more than doubled.[176] The contributions came from various
sources, including individuals, societies and churches, and were from
not a few states, and even foreign countries. A charter was granted the
society in 1816 by the legislature of Connecticut; and $5,000 was
appropriated for the school,[177] which was probably the first
appropriation of public money for education not in regular schools.[178]

On April 15, 1817, the new school threw open its doors, and thus was
established the first institution for the instruction of the deaf--in
fact, the first for any of the so-called "defective classes." Its
success was assured from the start, and there were many applicants,
coming from different parts of the country. The school had to depend
mainly upon private contributions, and for its maintenance efforts had
to be continued to collect funds, pupils being taken for this purpose to
several cities for exhibition, e