utions, in which the pupils have lived
during the school year. But beginning in 1869, and increasing rapidly
since 1890, a system of day schools has been brought into being, more on
the order of the regular common schools, and more distinctly an integral
part of the state's educational economy. Such schools, now over three
score in number, have been established in fourteen states, and belong
especially to large cities. They may be regarded in many respects as
denoting a new departure in the educational treatment of the deaf, and
as marking the latest development in the course of the instruction of
the deaf in the country.

In addition, there have been created a class of schools, numbering some
score at present, which are of denominational or private character, and
are not affected by state control. Finally, there has been established
by the United States government a national college for the deaf of all
the country--which may be called the crowning feature in the provision
for the education of the deaf in America.

For the great number of the deaf--over five-sixths of the total--the
institutional schools remain the one means of instruction. They have
been created in all but a few of the states, and in those without them
the children are sent to a school in a neighboring state. In some of the
more populous states two or more schools have been established. These
schools are as a rule supported entirely from the public treasury, and
are controlled by the legislatures, the actual administration being
delegated to boards of trustees or other bodies. In half the states a
regard of an enduring kind has been manifested for the schools in that
provision for them has been included in the constitutions, and these
states are thus committed to their maintenance.

In the schools themselves not only is education presented in the usual
sense, but in practically all industrial training has also been provided
to no mean extent, and constitutes a prominent feature of the work.

We have now traced the origin and development of the schools for the
deaf in the United States. The present organization and arrangements are
to be considered in the following chapters. We have found that the duty
of the education of the deaf has been recognized in all the states of
the Union; that to-day everywhere in America provision has been made for
the instruction of the deaf; and that to all the deaf children of the
land the doors of education are open wi