THE FORMATION OF A DEAF VARIETY OF THE HUMAN RACE. 223 



the Siime classes with hearing- children for practice in writing, drawing, inapdrawing-, arithmetic 

 on the black-board, sewing, &c. For other subjects special methods of instruction would be nec;- 

 essary, and tliese demand the employment of special teachers. They do not, however, necessitate 

 special schools or buildings, and a small room in a public school building would accommodate as 

 many deaf children as one teaclier could successfully instruct. Oousiderations of economy render 

 advisable the approi>riation of a room of this kind, as the appliances of a large .school might thus 

 be obtained without special outlay. 



The average jjcr capita cost of the education of a deaf child in an American institution is $223.28 

 per annum.* Very small day schools could be maintained at no greater cost. The cost, at an 

 institution, however, includes board and industrial training. On the day-school plan the parents 

 would generally assume the expense of maintenance, and some si)ecial provision would have to be 

 made for industrial training. This need give no concern, for so many deaf-mutes are earning their 

 livelihood by trades whicli they were not taught in the institutions as to demonstrate the practi- 

 cability of apprenticing deaf-mutes in ordinary shops. 



The indications are that in all places where three or four deaf children could be brought to- 

 gether near their homes the cost would be no more to form them into a class in the nearest public 

 school building under a special teacher than to send them to an institution. On the basis of the 

 average per capita cost at an institution the sum of $669.84 would be received for three, and 

 $S9j.12 for four pupils ; and such sums would probably be sufficient to pay the salary of a special 

 teacher, as well as to cover incidental expenses. 



If this is so the day-school system could be made to penetrate into the smaller centers of popu- 

 lation as well as into the large cities, in which case it would exert a considerable influence as a 

 remedial agent. The plan of forming s!i;all classes of deaf children in public school buildings 

 recommends itself as affording the closest approximation possible, on the large scale, to the normal 

 conditions of life. 



Segregation during education has not only favored the tendency towards the formation of a 

 race of deaf-mutes, but has led to the evolution of a special language adapted for the use of such a 

 race — "the sign-language of the deaf and dumb." This is especially true in America where the 

 sign language is employed by a large majority of the teachers in instructing their pupils. In for- 

 eign countries the vast majority employ, for this purpose, the ordinary language of the people. 

 This will fully appear by reference to Table V in the Appendix. 



The lack of articulate speech should also be noted as an indirect cause of segregation in adult 

 life, operating to separate deaf-mutes from heariug persons. Hence, instruction in articulation and 

 speech-reading shoidd be given to every pupil. 



This is done in Germany. Indeed, in 1882, more than 6.5 per cent, of all the deaf and dumb in 

 fm-ei^n schools were l)eing taught to speak and understand the speech of others, whereas in 

 America less than 9 [)er cent, were to be found in oral schools. t 



AccortMng to more recent statistics compiled by the Clarke Institution! we find that in May, 

 1883, about U per cent, of the deaf and dumb in American institutions were using speech in the 



* See Table X in the Appendix. 



t See American Aunal.'* of the Deaf and Dumb, vol. xxviii, pp. 47-(il ; also, T.able V, in the Appendix— from 

 which it will appear that of 7,155 AmiMicau deaf-mutes, only 584, or less than 9 per cent., were to be found in oral 

 schools; whereas of 19,318 deaf-mutes in foreign .schools, 1-2,G62, or more than 65 per cent., were taught to speak in 

 purely oral schools. 



{See Appendix to Sixteenth Aunual Rep(Ut of the Clarke Institution. See, also, Table Y in the Appendix. 

 Complete returns were not obtained, but the cases noted number 6,i.i-i, thus ciunprebendiiig the v.ast majority of the 

 pui.ils under in.struction in May, 1883. Of these 88C, or 14 per cent., were under oral instruction; 1,105, or 18 per 

 cent., received occasional instruction in speech in sign institutions; anil 4,241 received no instruction in articulation 

 whatever. 



