The Deaf Part 26

In all the states the schools are by statute free to the indigent at least, and in less than a score is there a regulation short of universal admittance prescribed. By the wording of the statute, either directly or by implication, it would seem to be indicated that the schools, or, in their absence, the proper public authorities, in the following states were still empowered to demand a charge in whole or in part from those able to pay: Alabama, Arizona, Delaware, District of Columbia, Florida, Kentucky, Maryland, Mississippi, Missouri, New Hampshire, New Jersey, New Mexico, Nevada, Pennsylvania, South Carolina, and Virginia--these states at least making reference in some place to the indigent.[521] But with or without such reference, as we have noted, in but few instances is there a charge to any, indigent or not.[522] In some states proof of indigence is still formally necessary,[523] and in others payment may be made if desired.[524]

Little effort, then, is made to collect fees in American schools for the deaf. The circ.u.mstances of the deaf themselves are usually such as to demand for them education without cost; while at the same time the general American feeling that education should be a free gift of the state to its youth would be sufficient to prevent attempts to secure payment, even if such action should be considered proper.

PROVISION FOR COLLATERAL SUPPORT OF PUPILS

The state thus supplies the means for the education and maintenance of pupils without cost to them; but to insure the attendance of those who by reason of poverty might be prevented from availing themselves of its bounty, it a.s.sists even further. Where no other means are provided, clothing and transportation to and from the schools are furnished free of expense. Such charges are usually paid by the counties from which the pupils come, though a few states undertake this directly. A given sum may be allowed for this purpose, or the actual cost may be collected.[525]

AGE LIMITS OF ATTENDANCE

With most of the schools the age limits of attendance are fixed, and pupils may be admitted only within the time prescribed by the law. In some the age permitted is the common school age; in others pupils are admitted who are of "suitable age and qualifications," or "capacity;"

and in some cases, no limits being set down, the matter seems to be left to the discretion of the authorities.[526]

In schools where the limits of attendance are specified, the minimum age is usually six, seven or eight, while a few schools admit at five. In a few of the day schools, and in most of the oral home schools, children may be received as early as three, or even two, to make an early beginning in the use of speech, some of the home schools being designed expressly to receive children under five, or before the regular school period. The age limit for the completion of the school period is often twenty or twenty-one, while a few schools may keep pupils longer, as to twenty-five. The most frequent age period at present, where age limits are stated, is from six to twenty-one, but the period often begins and ends at other ages.[527]

In some cases pupils are allowed to remain a certain number of years, but none beyond a certain limit, while in many the period may be extended two, three or five years, when it appears that the progress of the pupil justifies a more protracted residence.[528] Finally, it is to be noted that the limits of attendance have in general been lowered, and have been made to conform more and more with those of the regular schools.[529]

FOOTNOTES:

[519] Certain of the schools receive a few pay pupils, but these are usually from outside the state or are otherwise exceptionally provided for. Receipts from such sources are inconsiderable, and have little effect on the revenues of the schools. According to the Census of Benevolent Inst.i.tutions of 1905, less than $55,000 came to the schools in this way, the greater amount being for pupils of other states.

[520] The statutes of some states, as of Maine and Ma.s.sachusetts, even go so far as distinctly to declare that no discrimination shall be made on account of wealth. On this subject, see Report of Clarke School, 1885, p. 8.

[521] In Florida tuition at least seems to be provided free by the statute, and in Georgia free admission seems to be provided only for the indigent blind, while education is made free to all the deaf. On this subject, see _American Journal of Sociology_, iv., 1898, p. 51ff.

[522] On this subject the superintendent of the Mississippi School addressed letters to heads of Southern schools, and found only two--those in Texas and Mississippi--having any requirement as to payment. In Mississippi there had been only two payments in the course of a considerable number of years. In the Texas school for the year 1909 we find the sum of $1,546 collected as a "reasonable amount" for board,--an unusual item in the receipts of a school.

[523] Wherever a formal regulation is stated, we are advised that the schools are "free to the indigent", "free if parents are unable to pay", "free under certain circ.u.mstances", etc. In a few states, "certificates of inability" have been demanded.

[524] In Maine, for instance, the law states that the school is free, "provided, however, that nothing herein contained shall be held to prevent the voluntary payment of the whole or part of such sum by the parent or the guardian".

[525] Some states, notably Washington, Minnesota, Mississippi, South Carolina, Arkansas, Utah, Nebraska, and Oklahoma allow funds to pay the transportation of students who enter the college at Washington, and in some cases an even further allowance is made. In Minnesota and Nebraska, for instance, the amount is $300 a year. See _Annals_, lvi., 1911, p.

180.

[526] Even where the age period is fixed by law, it is not always rigidly adhered to, and considerable elasticity may be allowed. Of the Michigan school we are told that the state "wisely allows the board of trustees the privilege of admitting those [pupils] who are older or younger, if they see fit". Report, 1908, p. 32. For discussion of the age period, see Report of New York Inst.i.tution for Improved Instruction, 1870, p. 28; Ohio School, 1872, p. 17; Clarke School, 1888, p. 8; American School, 1893, p. 32; Michigan School, 1894, p. 22; New Jersey School, 1898, p. 20; Pennsylvania Inst.i.tution, 1901, p. 35; Proceedings of Convention of American Instructors, xviii., 1908, p. 156; _a.s.sociation Review_, v., 1903, p. 380.

[527] The formal age period is from 6 to 21 in Colorado, Florida, Idaho, Maryland, Montana, Oklahoma, South Dakota, and Washington; from 7 to 21 in Kansas, Michigan, Nebraska and New Mexico; 7 to 25 in Georgia and North Dakota; 7 to 20 in Wisconsin; 8 to 20 in Minnesota; 8 to 21 in Indiana; 8 to 25 in West Virginia; 8 to 26 in California; 5 to 21 in Iowa and Maine; 5 to 20 in Vermont; and in North Carolina at one school 6 to 21, and at the other 8 to 23. In Alabama pupils between the ages of 7 and 21 may remain 10 years, with an extension of 4, but none beyond 25. In Arkansas the limits are 6 and 21, and the time of residence may be extended to 13 years. In Texas they are 7 and 20, with a residence of 12 years permitted. In Missouri they are 8 and 21, with a residence of 12 years. In Kentucky and Virginia they are the same, with a residence of 10 years. In Rhode Island they are 3 and 20, with a stay of 10 years, which may be extended. In New Jersey the limits are 8 and 21, and a pupil is ent.i.tled to a stay of 8 years, which may be extended 3, and 3 more in addition. In Louisiana the limits are 8 and 22, pupils under 14 being allowed to stay 10 years; between 14 and 17, 8; and over 17, 5--with an extension in each case of 4 years. In Delaware a pupil may stay 5 years, with a further extension of 5. In Ohio the lower limit is 7, and none may remain more than 13 years. In New York pupils may enter at 5, but after 12, the period is 5 years, with an extension of 3, and a further one of 3. In Wyoming pupils may enter at 6; and in Connecticut at 6, with a residence of 12 years and an extension of 6. In Ma.s.sachusetts a residence of 10 years is permitted, which may be extended, but here the Clarke School has no fixed time, and the Horace Mann takes pupils over 5. In Pennsylvania, though the statute seems to have provided from 10 to 20 years as the period, there are no strict limits, the Pennsylvania Inst.i.tution receiving from 5 to 21, the Western Pennsylvania from 6 to 20, and the Pennsylvania Oral none under 6, except in special circ.u.mstances. In Utah there seems to be only an upper limit of 30.

[528] It sometimes happens that there are found a small number of deaf persons who are beyond the age allowed, but who are in need of a certain amount of schooling. Their condition is said to be "due to their environments, to merciless and exacting parents, to sickness, and to other causes." Report of Iowa School, 1812, p. 13. See also Report, 1910, p. 8. Under special arrangements, some of these might be benefited no little by a few years of instruction. In Iowa such persons may now be received up to the age of thirty-five, if the State Board of Control consents.

[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 who are out of school. The census does not give us definite information on this point; and though the school authorities themselves are usually aware of conditions in their respective states, they seldom have the means of fully ascertaining. But we may learn something of the general situation. In the reports of some of the schools complaint is not infrequently made as to the number of deaf children out of school who should be in, and in a portion the number is said to be large.[532] The proportions, furthermore, found in attendance in the different states in comparison with their total population, or with their total deaf population under twenty years of age, indicate that the attendance in some states is far greater than in others, which means that in the latter a relatively smaller part are in school.[533]

It would appear, then, that the number of the deaf out of school who are of school age is probably not negligible in any of the states, and that in some it is very considerable.[534]

The fact that the schools do not have their full quota of pupils is not all due to the refusal of deaf children to avail themselves of the opportunity for a schooling. It is in good part owing also to the failure of some of the pupils who attend to remain a sufficient length of time. In the preceding chapter we have seen what are the limits of attendance prescribed in the schools; but as a matter of fact a large proportion of the pupils do not remain the full period allotted, and in some of the schools an appreciable number do not remain the better or a substantial part of the term.[535] As in all schools, there is in the pa.s.sing of the pupils from the years of childhood an increasing tendency to leave, and with the deaf this applies with no less force;[536] so that on no small portion of the pupils the work of the schools is not permitted to have full effect.

THE NEED OF COMPULSORY EDUCATION LAWS FOR THE DEAF

It is thus quite evident, however large the true proportion of the deaf who attend the school may be, and whatever the proportion remaining a satisfactory period may be, that in practically every state there are a certain number of deaf children not in the schools who should be there, and that the offer of the state to provide an education for all its deaf children is not availed of as it should be.[537] For the existence of this condition of affairs the schools are not to be held responsible.

They are usually doing all they can to get the children in, and all the deaf if they will may receive an education. The cause lies further back: most often in the ignorance or short-sightedness of the parent.

For it all there is but one remedy--the enactment of a strong compulsory education law and its uncompromising enforcement. No matter how strenuous and diligent may be the efforts to reach the children,[538] it is only when such a law is on the statute books that the state's really effective weapon is at hand to secure attendance.[539]

However urgent are the needs of compulsory education laws for children generally, there are special reasons for them with the deaf. The deaf stand in particular need of an education, and without it their condition is peculiarly helpless and pitiable. Compelling reason is also found in the fact that, besides the ordinary schooling, industrial training is likewise afforded to the deaf, which is hardly possible elsewhere, and which may mean no little towards success in after life. Even though it sometimes seems hard to take a deaf child from his home, and separate him from his parents for a number of months at a time, especially if the child is in his tender years, the greater necessity of the law is but indicated if such children are to be kept from growing up in ignorance.

The hardship in separation is rather apparent only and is temporary, while the gains are not to be measured.

Not only should the deaf child be required to attend school, but for reasons equally strong it should be seen that he remains at school a sufficient number of years, and a sufficient length of time each year.

It is a difficult matter as it is to secure full attendance, but too often also the temptation is at hand for pupils to leave early to take up work on their own account, or because the school routine seems irksome; and too often is a pupil called away to help on the farm or in the shop by what is sometimes hardly less than the greed of the parent, or by what is sometimes miscalled his poverty. The state should allow nothing at all to stand in the way of the child's best interests.

PRESENT EXTENT OF COMPULSORY EDUCATION LAWS

How important are compulsory education laws for the deaf is being generally seen, and the demand has become practically unanimous for their enactment, the feeling not being confined to educators of the deaf but shared in by others interested in them.[540] Such laws have begun to find their way upon the statute books, and are now being increasingly enacted. Already practically half of the states have them, nearly all of which were enacted since 1900. In other states the matter is also being agitated, with the likelihood that provisions will be extended to them in time. States with such laws now number at least twenty-three: California, Colorado, Idaho, Indiana, Iowa, Kansas, Maryland, Ma.s.sachusetts, Michigan, Minnesota, Montana, Nebraska, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Rhode Island, South Dakota, Utah, Washington, and Wisconsin.[541]

With respect to the provisions of these statutes, we find that in some cases the general compulsory education law applies with its age-periods, fines, etc., while in others there are special enactments for the deaf. In most states an exception is made if there is instruction at home, or with equal facilities, and at the same time and in the same branches. In certain ones truancy officers are expressly designated to enforce the law.[542] Fines for violation are placed at sums varying from $5 to $200.[543] The period of attendance required may be the school year, but more often a part, as five, six or eight months;[544] and the term for which attendance is required is either a designated number of years, as five or eight, or a period between certain age limits, as from eight to sixteen or from seven to eighteen, etc.[545]

FOOTNOTES:

[530] Special Reports, 1906, pp. 145, 146, 242. Of the colored deaf less than one-half--1,169 out of 2,836--had been to school.

[531] In 1890 the proportion of deaf children between five and twenty years found to be in school was only 40 per cent, to be accounted for in part by the fact that only those children actually in school at the time that the census was taken were included. Census Reports, 1890. Report on Insane, Feeble-minded, Deaf and Dumb and Blind, 1895, p. 102.

[532] In the case of the Alabama School it is said that "there are many deaf children of school age in the state not in school". Report, 1900, p. 24. In the case of the Kentucky School it is stated that "there are still 200 [children] of school age in the state who have not received the benefit of the school". Report, 1903, p. 13. See also Report, 1887, p. 98. In Tennessee it is stated that there are "doubtless quite a number of deaf children of whom we have no knowledge in certain counties". Report of Tennessee School, 1910, p. 11. In Texas there are said to be "300 deaf children in the state within scholastic age who are not in school", this proportion possibly being 50 per cent. Report of Texas School, 1912, pp. 5, 12. See also Report of Board of Charities of New York, 1910, i., p. 151; Arkansas School, 1890, p. 44; Western Pennsylvania Inst.i.tution, 1888, p. 19; 1908, p. 19; Maryland School, 1893, p. 8.

[533] It has been found that, by comparing the number of the deaf in school in the several states with the total population of 1910, the best record is 26.0 per 100,000 of population, which belongs to Wisconsin; and if this ratio be accepted as an approximate standard, the average proportion for all the United States is only one-half, with a ratio of 13.6 per 100,000, while in a few of the states it is only one-third, the lowest ratio being 6.1 per 100,000. If all the states had as high a ratio as 26, the number in attendance would be 23,913. The finding of these results is due to Mr. F. W. Booth, _Volta Review_, xii., 1911, p.

786. If we compare the number of the deaf reported by the census under twenty years of age with the number found at school. In 1912-1913, the lowest proportion is seen to be 45 per cent, though only half a dozen states have proportions under 60.

[534] The proportion of children generally out of school is found by the Russell Sage Foundation to average 21.8 per cent in all the states, ranging from 7.3 to 44.7 per cent. Comparative Study of Public School Systems in 48 States, 1912.

[535] In respect to the ages most common in the schools for the deaf, it has been found by Dr. Harris Taylor, of the New York Inst.i.tution for Improved Instruction, that of 2,634 pupils in 38 schools for whom returns were made, 19.8 per cent were seven years of age; 17.3 per cent, eight; 10.9 per cent, six; 10.2 per cent, nine; and 9.6 per cent, ten.