In some cases there were exhibitions of pupils, either from the school
which was hoped to be aided, or from an already established school in
another state. These were designed to awaken interest in the public, and
especially among the legislators, and to quicken the desired action. In
more than one instance the school was established at or near the state
capital to show the legislatures what could be done and to influence
their proceedings. Not infrequently memorials or petitions, in some
cases containing a great number of names, were presented to the
legislatures, praying for the establishment of the schools. Sometimes if
doubt as to the wisdom of the proposed course seemed to delay matters, a
point was to be gained in the dispatch as a preliminary procedure of a
special committee or agent to some existing school in another state, to
examine and report upon its work, this report being, as was expected,
nearly always highly favorable.[231]

But appeals to these bodies, whatever their nature, were rarely turned
away, and usually secured prompt response. When action was finally to be
obtained, the measure relating to the deaf was passed with few
dissenting votes, sometimes with none at all. So eager had the
representatives of the people now become, that, if it was not deemed
practicable at once to create a state institution, haste was made to
provide for the children in a school in another state till one within
their own borders could be established. In some cases steps were taken
to this end by the legislative assemblies of territories before
statehood had been bestowed upon them.[232]

At the same time not to be forgotten, in the narration of the extension
of the means of education to the deaf of the country, is the real debt
to private action. It was private initiative that often brought the
schools into being, and it was private solicitude that often won their
final endorsement and adoption by the state. In not a few places there
were citizens found who were willing to give of their substance to
forward the new work.[233] For some of the schools money was not only
subscribed, but it came also from the proceeds of fairs and concerts,
and for a few also from lectures, debates, exhibits of pictures, and
similar affairs; while exhibitions of the pupils themselves from the
schools seldom failed to draw a generous offering.[234] Indeed, many
were glad of the opportunity to lend a hand, and contributions were
tendered not