s, 1883, p. 415.

[261] The annual appropriations are from $265 to $360 for each pupil,
but not often over $300 or $325.

[262] In the case of the Pennsylvania Institution we are advised that
the _per capita_ appropriation is $32 less than the actual cost. See
also Report, 1900, p. 9; 1901, p. 10; 1908, p. 10. In the case of the
Clarke School, the trustees declare that the state has never paid the
school for each pupil the average annual cost of instruction and
maintenance, and the legislature is repeatedly asked to increase its
appropriations. See Report, 1904, p. 8; 1911, p. 9; 1912, p. 8. Of the
American School we are told that the state appropriation "has never been
enough to meet the actual cost". Report, 1909, p. 9. In the case of the
New York Institution we are advised that the cost per pupil from 1903 to
1913 has ranged from $338 to $415, while the state appropriation has
never exceeded $325; and that from 1893 to 1913 $357,579 has been
expended for educational purposes, and $500,000 for buildings and
equipment, from the school's own funds.

[263] On this subject, see _American Journal of Sociology_, vii., 1901,
p. 359; Report of Superintendent of Charities of District of Columbia,
1891, p. 11; Proceedings of National Conference of Charities and
Corrections, 1911, p. 27.

[264] As we have noted, Alabama, Maryland, North Carolina, Oklahoma,
Texas, and Virginia have similar arrangements for their colored deaf and
blind.

[265] In New Mexico, however, where there are schools for both classes,
the governor has advised their consolidation, as one institution "could
administer to the needs of both". Message, 1907, p. 21.

[266] Report of Colorado School, 1908, p. 20. See also Report of Board
of Charities of West Virginia, 1910, p. 209.

[267] The educators of the blind have particularly arraigned this plan.
At one of the first conventions of the American Instructors of the
Blind, the following propositions were enunciated: 1. Deaf-mutes and the
blind differ from each other more widely than either class differs from
those having all the senses; 2. the methods of instruction peculiar to
each are entirely unlike and incompatible; 3. the deaf engross the main
attention; 4. the development of the blind department is retarded.
Proceedings, 1871, p. 87. Educators of the deaf have likewise stated
their objections. At an early conference of principals, a resolution was
adopted that the arrangement was bad, the methods