158 EMIL MUNSTERBERG 



suitable instruction for them. In Wisconsin the state appro- 

 priates $100 for each child of this class. 



In contrast with institutions for the blind and deaf-mute 

 children, there is adequate provision for the adult blind, who, 

 for the most part, if not otherwise supported, are sent to the 

 poorhouse. Exceptions are found in Ohio and California. 

 In Iowa, of late, a work place was erected for the blind, and 

 its object is to give them occupation and to enable them to sup- 

 port themselves. In Maryland the institution for the juvenile 

 blind is authorized to employ a part of the income of its funds 

 for the erection of workrooms and places for the sale of wares 

 made by the blind. In New York the conductors of the 

 institution for the blind in Batavia are authorized to assist 

 needy pupils in their occupations at state cost. 



America has given special attention to the education and 

 care of deaf mutes. At present more than ten thousand deaf- 

 mute children are sheltered in schools and homes, although by 

 no means all such children enjoy this benefit. The Illinois 

 report states that the great institution at Jacksonville has re- 

 ceived during the last few years between 500 and 550 children, 

 but that more deaf-mute children are growing up without any 

 instructions than those who are taught. In the institutions 

 themselves the best educational methods are employed, and 

 a domestic life with work, entertainment, and recreative plays 

 is provided. Especially for experts it is worthy of remark that 

 instruction in sign language is gradually giving way to oral 

 speech. A comparative view shows that the first method was 

 employed with 4,987 pupils in 1892, and only 3,992 at present, 

 while the complete oral instruction was given to 4,451 in 1900 

 and to only 963 in 1892; and partial oral instruction shows a 

 decrease from 3,282 to 1,848. The relative percentage there- 

 fore, at present is 49 for the sign language, oral instruction 43, 

 and partial oral instruction 18. The Illinois school began in 

 1893 to emphasize oral instruction. The division has grown 

 so that in 1900 it included 296 pupils, while those who re- 

 ceived instruction in the sign system included 250 pupils. 



In this connection especial attention is drawn to two 

 works: Histories of American Schools for the Deaf, in three 

 volumes, by Fay, which was prepared for the World's Fair of 



