f are made to know the religion of the Man of Galilee, with its
untold blessings and consolations.

In our present review of the work for the deaf in America, most of our
attention has been directed to the provisions for their education. It
may be said that to-day this work is as a rule of a high order, and that
in many respects, considering the problems involved, it can compare well
with the work of education in general. There is still more or less
conflict as to methods, but this does not seem vital to the success of
the schools, and their character has in general advanced.

In the beginning of instruction in some of the states we read of the
struggles of the early schools, but eager hands came to push on the new
work. This work was taken up with an enthusiasm and earnestness scarcely
paralleled elsewhere in the history of education, or in any other of the
great movements for the betterment of human kind. Strong and brave souls
manned the new enterprise, and these early workers are well worthy of
honor at our hands.

Oftentimes, at the first, private societies came forward as volunteers
in the task of education, but the states early recognized their duty,
and usually established schools as soon as they were deemed practicable,
either taking over the existing private school or creating one of their
own. After a time, as another stage in their development, the schools
were made free by express provision, or have become so to all practical
purpose. In time also all restrictions or limitations as to the
admission of pupils have been in general swept away, and rules and
regulations have come more and more to conform with those in the regular
schools. Now education is offered to every deaf child, and to the poor
and destitute the state provides all collateral necessaries as well, so
that instruction may be denied to none.

At present much the larger part of the deaf are educated in
institutions. But alongside this plan there has grown, especially of
late years, a day school system with the pupils living in their own
homes, and the result is that in a number of states such schools have
now been established. Their main field is recognized to be in large
cities, and it is here that they are able to be of the greatest
usefulness. It is still a mooted point, however, how far they have
passed the experimental stage, and it probably remains to be determined
to what extent they really offer advantages to the deaf over the
insti