inst the day school rests upon the fact that the deaf
form, educationally, a special class, very small in most communities,
who have to be reached by unusual methods. To them the large institution
offers advantages not likely to be had outside. For this reason the case
against the institution, however cogent and logical it may be in
general, cannot well apply.

In the institution the children may be under intelligent supervision and
direction their entire time, and they may be able to get, outside school
hours, a part of the education which the hearing child so naturally
acquires, for in an institution learning continues outside the classroom
as well as within. The "picking up" of knowledge and bits of
information, which the hearing child begins to make use of from the time
he first hears human words, and the importance and value of which the
general public cannot be expected to appreciate, is lost in the greatest
measure to the deaf in the home. Here ready means of communication are
lacking, and the necessary care and attention cannot be expected to be
given in the household. Even though deaf children can and do mingle with
their hearing acquaintances, they cannot get so much happiness or zest
out of their sports and intercourse as they can with their own deaf
comrades; and while, no matter what their surroundings are, the
difficulties of most of them in mastering language will never be
overcome, still in associations with similar deaf children there will be
far more stimuli to react on their consciousness, and the tendency will
be for them to become more and more in their mental actions like the
normal. In the home there can be no great assurance of study and
supervision; and the growing deaf child, not being able to appreciate
the forces that surround him as the hearing child does, may the more
easily fall under unwholesome influences. In the institution there can
be suitable discipline, regular attendance, enlightened general
oversight, and co-ordination of all that is concerned in the child's
proper development. Furthermore, although there may be a growing feeling
against the institution life, there is, on the other hand, an increasing
social questioning as to the advisability of a child's remaining in a
particular home if his welfare is not properly safeguarded.

In many day schools there are comparatively few pupils, and in most of
these we cannot expect to find the carefully graded classes, with a
place for eve