ee. A
stated sum is frequently allowed for each pupil, as $150.[297] In the
remaining eight states the schools are organized and directed by local
school authorities, without assistance from legislative statute.

These schools are supported by local funds or by state and local funds
together. The latter is the more common procedure, and in the case of
schools operating under a state law, it is the usual, but not the
necessary, practice. The schools in six states, namely, Georgia,
Illinois, Louisiana, Minnesota, Missouri, and New York, are thus
maintained only by local funds of the city or county, the remainder
receiving aid in whole or in part from the state.[298] The school in
Minnesota and one in California are aided by private contributions. In
nearly all cases carfare is provided to and from school when necessary.

In the day schools special buildings are not usually provided, separate
classes being created in the regular school buildings; but in some of
the larger cities there are special buildings, known as distinct
schools, in which the class-rooms are for the different grades of deaf
pupils.

The number of pupils in the day schools in 1912-1913 was 1,942. The
smallest schools have but three pupils, while the largest one, in
Chicago, has 307, the number usually depending on the size of the city.
The method employed in the day schools is exclusively the oral with but
two exceptions.[299] In all but a few certain industries are also
taught, or more or less of manual training is given.

ARGUMENTS FOR THE DAY SCHOOL

The great argument for the day school is that it is not well that
children be "institutionalized." The institution life is said not to be
the normal life, and its habits and associations are not in accord with
the principles now being largely held in America. It is coming to be
more and more realized that the home should always be the center of
interest and attachment in the well established community, and that the
character and influence of the family should be maintained unimpaired.
In connection with orphan and other child-caring agencies, a greater
emphasis than ever before is being put on the question of how to reduce
the life to one of normality, and the "placing-out" of dependent
children in homes where they can grow up as normal children is now a
popular faith. The great watchword to-day in intelligent and
constructive philanthropy is the "ideal of the normal," and it is on
this ground th