m the receipts of a tax on auctions in one of the
counties of the state. In a few cases the schools were even located
where there appeared the greatest financial inducement,[239] as with the
requirement that a certain number of acres of land should be donated for
the school.[240]

For the organization of the new schools a small body of citizens was
appointed, often the original promoters of the undertaking, to act as
trustees, and to them was confided its direction, with the support and
general oversight of the state back of them.[241] Now and then the
trustees of an existing educational or other institution were given
charge as a temporary arrangement.[242]

In the material projection of the schools, little was to be expected at
the beginning. With the meagre resources at their disposal, the
directors had small choice in what was to be provided. In not a few
cases the schools started out under conditions far from auspicious, and
in some the circumstances in connection with their origin were quite
discouraging.[243] The quarters secured for the schools were nearly
always of unpretentious, and sometimes of humble, type. Many began in a
single rented room, and a few in a church building lent for the purpose.
It was only in the course of the years, as the communities grew in
population and wealth, that the establishments for the deaf assumed
appearances in keeping with their character.

The schools for the deaf were now in being, and were ready for the
reception of their pupils. But what of these pupils, and where were
they? Were they found at the doors of the new institutions, clamoring
for admission? The situation was hardly this. In point of fact, in
nearly every case the schools were ahead of the pupils. Though in
practically every community where a school was created, there were a
greater or less number of children in need of an education, these
children, or rather their parents, were slow in availing themselves of
the privilege. It was thus that the schools when established had to
wait, as it were, for the coming of their pupils, and indeed, in not a
few instances, to go out after them.

On the opening of the schools, none was found to have a large number of
pupils, and in most there were only a handful, as three, four or
five.[244] It was discovered that it was a far from easy task to get the
children in.[245] The parents were in no small measure ignorant
themselves, and the real value of the school was not alwa