“Every institution for the instruction of the deaf, dumb and blind, when aided by a grant of money from the State treasury, shall annually make to the Board of Education such a report as is required, by sections sixteen and seventeen of chapter seventy-nine, of other private institutions so aided.” (Public Statutes, chapter 41, section 15.)

It is the policy of Massachusetts to make schooling as free for educable children whose defects forbid their attendance upon the public day school as for their more fortunate fellows.

The following is a list of the special institutions to which such persons may be sent upon recommendation by the Board of Education to the Governor:

1. The American School, at Hartford (Conn.), for the Deaf, JOB

WILLIAMS, L.H.D., Principal. 2. The Clarke School for the Deaf, Northampton, Miss CAROLINE A.

YALE, Principal. 3. Horace Mann School for the Deaf, Boston, Miss Sarah FULLER,

Principal. 4. Sarah Fuller Home for Little Children who cannot hear, Medford,

Miss Eliza L. CLARK, Matron and Principal. 5. Perkins Institution and Massachusetts School for the Blind, Boston,

M. ANAGNOS, Director. 6. The Massachusetts School for the Feeble-minded, Waltham,

WALTER E. FERNALD, M.D., Superintendent.

For a statement of the number of pupils in each of the foregoing institutions, the last one excepted, whose schooling is paid for by the State, with the State's expenditure therefor, see pages 265–267 of this volume.




OR DEAF CHILDREN. Be it enacted, etc., as follows:

SECTION 1. Upon the request of parents or guardians, and with the approval of the board of education, the governor may send such deaf-mutes or deaf children as he may deem fit subjects for education, for a term not exceeding ten years in the case of any pupil, to the American School, at Hartford, for the Deaf, the Clarke Institution for Deaf-mutes at Northampton, or to the Horace Mann School at Boston, or to any other school for deaf-mutes in the Commonwealth, as the parents or guardians may prefer; and with the approval of the board he may make, at the expense of the Commonwealth, such provision for the care and education of children who are both deaf-mutes and blind as he may deem expedient. In the exercise of the discretionary power conferred by this act no distinction shall be made on account of the wealth or poverty of the parents or guardians of such children; no such pupils shall be withdrawn from such institution or school except with the consent of the proper authorities thereof or of the governor, and the sums necessary for the instruction and support of such pupils in such institutions or schools, including all traveling expenses of such pupils attending such institutions or schools, whether daily or otherwise, shall be paid by the Commonwealth; provided, nevertheless, that nothing herein contained shall be held to prevent the voluntary payment of the whole or any part of such suis by the parents or guardians of said pupils.


OF DEAF-MUTES OR DEAF CHILDREN. Be it enacted, etc., as follows:

SECTION 1. Upon the request of the parents or guardians, and with the approval of the state board of education, the governor may continue the schooling of meritorious deaf-mutes or deaf children of capacity or promise beyond the existing limitation of ten years, as provided in chapter two hundred and thirty-nine of the acts of the year eighteen hundred eighty-eight, when such pupils are properly recommended therefor by the principal or other chief officer of the school of which they are members.

SECTION 2. This act shall take effect upon its passage. [Approved April 8, 1889.



REPORT OF THE PRINCIPAL. The school year 1898–99 was one of uninterrupted prosperity, remarkably free from disease or accidents. The whole number of pupils was 170, of whom 4 were from Maine, 11 from New Hampshire, 9 from Vermont, 73 from Massachusetts and 73 from Connecticut. The number of admissions during the year was 30.

On the opening day of the term, Sept. 15, 1898, the school met with a serious loss in the death of Mr. W. P. Williams, who for sixteen years had filled the position of steward. His conscientious and efficient discharge of duty, his kindness and generosity towards all and his sympathy with the children and love for them had endeared him to all connected with the school. The influence of his consistent Christian life lives on, and long will live in the lives of those brought in contact with him here.

With some modifications, the work of the school was carried forward on the lines pursued in the preceding year, and with marked progress. More and more the English language, written, spelled or spoken, is relied upon, with very encouraging results. The mastery of this language, to open to the pupil the world of books and to put him into easy communication with the community about him, is his hardest task, and one of the most essential for him to accomplish.

The changes that have gradually taken place in the methods of instruction are very marked when we glance back over a long period of years, and it is gratifying to see how this change is appreciated by former pupils revisiting the school after many years of practical experience in the affairs of life and of success therein. A common remark by them is, “I was not taught in that way. I

I wish that I had been. The new way is better than the old.”

During the past summer considerable expense was incurred in making changes in our buildings favorable to the health and comfort of the pupils.

The school is rejoicing at the prospect of a new building, so long and so urgently needed, for the accommodation of the younger pupils, and where everything will be arranged with special reference to their needs and comfort. The foundations are laid, the walls are rapidly rising, and it is to be ready for occupancy at the opening of the school year, in September, 1900.


REPORT FOR THE CORPORATION. To the Massachusetts Board of Education.

The number of pupils in the Clarke School during the last year has been 152; of these, 129 were supported by the State of Massachusetts, 8 by Vermont and 9 by New Hampshire. There were 6 private pupils. Only 1 student was graduated in June. The health of the pupils was usually good, and the work of the school altogether successful throughout the year.

The annual session of the American Association for Promoting the Teaching of Speech to the Deaf was held this year in Northampton, in the assembly room of the Clarke School. Teachers were present from all parts of the country, and interesting papers were presented in relation to the problems which confront those who are engaged in this difficult work. There is something inspiring in the thought that, although only one hundred and twenty years have elapsed since Heinecke gathered deaf pupils into the first home with the hope of imparting to them some power of speech, in the United States alone there are now upwards of eighty schools in which efforts are made to impart some knowledge of speech to the deaf. The number of pupils to whom such instruction is to-day given in our country cannot be much less than six thousand. Of all the papers presented at this year's session, none excited greater interest than that of Mr. A. Lincoln Fechheimer of Cincinnati, who was graduated from the Clarke School in 1891. Mr. Fechheimer was enabled, by means of the equipment received at this school, to prepare himself by a three years' course in a technical school in Cincinnati to enter the School of Mines in Columbia University, from which he was graduated this summer with the degree of bachelor of science. No one who heard or who reads the paper of Mr. Fechheimer can fail to be impressed by his knowledge of English. Director Walther of the Imperial Institution

son secures.

at Berlin, who is profoundly versed in the history of the oral teaching of the deaf, says distinctly that it cannot be expected that a deaf person can gain the “clearness, scope and harmony of tone (wohlklang) " in the use of speech that a hearing per

This position is undoubtedly correct, but the language of young Fechheimer evinces a considerable mastery of English. The discipline secured by the efforts and study necessary for him to obtain such a power over English contributed largely to his success in the studies later undertaken. He lays great emphasis upon the necessity of attaining the power to express thought readily and well, if a deaf person would secure, as he did, the benefit of a school where pupils have the use of all the senses. " I remember well,” he says, " what a year of revelations my first year at a hearing school was;” and he affirms that the training secured at Northampton alone made it possible for him to take a place in the world with the normally endowed. The testimony which he thus gives to the service of the Clarke School and similar institutions is most impressive. A sentence or two from his address, well suited for repetition here, will exhibit, better than any description can, the value of his testimony. They are the words of one whose lips have been unsealed by the touch of patient love. “ I cannot stop without thanking you, one and all, for what you have done for me. I am sure that in the future it will be no uncommon thing to see a deaf person in a hearing school or university, which [result] will be entirely due to your labors.” While we may expect that not many of our pupils will be found endowed with the qualities fitting them for the attainment of a university degree, the success of this young man, based primarily on his studies in the Clarke School, discloses the magnitude of the service possible to be rendered by this school to the more gifted of its pupils.

I called attention, in my report of last year, to the fact that, owing to the generous donation of Mr. John Clarke, it had been made possible for the State to secure the advantages of a good home and excellent oral teaching at Northampton at less than the actual cost. The total amount expended by the school since its incorporation in 1867 for the benefit of deaf children in Massachusetts, for which no return has been made by the

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