[529] We have already noticed that in the first schools an early age was
not insisted upon, some pupils entering at 10 or 12, while their
attendance was also of short duration. The period was often from 9 to
30. The latter age has been allowed in some states till recent years, as
in Texas, Arkansas and Missouri. It may be stated here that the law as
to residence applies usually only at the time of entrance, and the
removal of the parent may not always effect a change. For a case in
point, see 4 R. I., p. 587.

CHAPTER XVIII

ATTENDANCE IN SCHOOLS

THE PROPORTION OF THE DEAF IN THE SCHOOLS

The question now arises as to whether the deaf generally attend these
schools provided for them. This inquiry really resolves itself into two
parts: how far the deaf have at some time and for a longer or shorter
period had recourse to the schools; and how far they may be found to be
in attendance at a given time. The one has relation rather to how widely
the schools are extending their educational opportunities, and the other
to how effectively they are accomplishing their ends.

As to the first consideration, the schools are found to reach most of
the deaf children with the privileges of an education to a greater or
less extent. From the returns of the census[530] we find that nearly
four-fifths (78.4 per cent) of the deaf have attended school, over
three-fourths (77.5 per cent) of these having attended the special
schools. The proportion would be greater still but for the number of the
deaf too young to enter school. The proportion of the deaf of school
age who have attended school may likewise be estimated by comparing the
total number of approximate school age with the number who were reported
to have been in attendance. There were, according to the census, 13,905
deaf children from five to twenty years of age. Of these, 10,640, or
76.5 per cent, were reported to have attended school.[531] In 1912-1913
the total number in attendance was 14,474, which probably means a higher
proportion. On the whole, then, it would seem that, in respect to the
number of deaf children actually reached at one time or another, the
schools make a really commendable showing, and one that is becoming
better from year to year.

The second matter, however, cannot be disposed of nearly so
satisfactorily. It is difficult to determine with any approach to
exactness the respective proportions of the deaf in the several states
of school age w