ened. From the concern now apparent in many
sections, it was soon evident that the new work was to spread over the
land, and that the education of the deaf had achieved for itself an
established position.

In New York, as we have seen, the Rev. John Stanford had found several
deaf children in the almshouse of the city, and, moved by their
condition, had sought to teach them. Interest was felt by other men, and
the agitation for a school was furthered by letters from the American
consul at Bordeaux in 1816, one of which was written by a French teacher
and addressed to the "Philanthropists of the United States." A census
was made of the deaf in the city,[186] meetings were held in their
behalf, a notable one taking place at Tammany Hall, and private funds
collected. In 1817 a charter was secured from the legislature, and the
following year the school was opened. The city of New York displayed a
warm interest in it, making a special appropriation at its beginning,
and undertaking the support of a number of pupils for a time, besides
furnishing quarters free of cost. In 1819 the state legislature, after
an exhibit of pupils, decided to assist, making an appropriation for the
benefit of the school, and soon afterward allowing a certain amount for
each pupil. In 1821 New Jersey began sending children to the school,
action being taken in this state by a unanimous vote.

Pennsylvania followed close upon Connecticut and New York. A committee
had been organized in Philadelphia in 1816 to secure contributions for a
school, and meetings had been held, though without immediate result.
Late in the year 1819, or early in 1820, David Seixas, a Jew, finding
several poor deaf-mute children to whom he gave shelter, made attempts
to teach them. In the latter year a society was formed by certain
citizens, after a meeting in the rooms of the American Philosophical
Society; and being pleased with the work of Seixas, it decided to adopt
his school. The following year, after an exhibit of pupils, the school
was incorporated by the legislature, and granted a _per capita_
appropriation of $160, while contributions from friends were numerous.
In 1821, also, pupils were admitted from New Jersey, this state
providing for them both at the New York and Philadelphia schools. In
1827 Maryland, and in 1835 Delaware, authorized the sending of children
to the Pennsylvania Institution, exhibits of pupils having been made
before the legislatures of these st