After our review of the various schools that have been created for the deaf in the United States, we come to what may be regarded as the culminative feature in the provision for their instruction—an institution for their higher education. In this particular the work in America stands unique among the nations of the world. This institution is Gallaudet College—named after the founder of the first school—which is maintained at Washington by the national government, and is open to all the deaf of the country. We have seen how the national government has rendered very distinct aid in the work of the education of the deaf; but in establishing the college it has gone far beyond this, and by this act may be said to have placed the capstone upon the structure of their education.

This college has resulted from a school which was established in the District of Columbia in 1857, known as the Kendall School. Not long after Congress was asked to create an institution for the higher education of the deaf as well, and to include all the country. No little interest was aroused in the matter, and zealous advocates appeared to present the claims of the new undertaking. The chief objection was the lack of precedent, while with some members of Congress the idea seemed strange of conferring college degrees upon the deaf. Opposition, however, did not prove strong, and the measure was finally enacted in 1864 by a practically unanimous vote.[310]

Thus was the college established, and Congress continues regularly to provide for it, together with the Kendall School, both being known as the Columbia Institution for the Deaf. In the college there are now provided one hundred full scholarships for students from the several states of the Union.[311]

It is not surprising that this action on the part of Congress should have been held without a precedent. In no other instance has the national government attempted to make provision for the education of any class or part of the inhabitants of the different states, beyond certain so-called wards of the nation, as the Indians, for example. Though the national government has very perceptibly encouraged learning in many ways,[312] yet direct provision for the education of the youth of the several commonwealths has universally been regarded as their sole prerogative. In thus establishing a college for certain residents of the various states, the federal government has done something that stands out by itself. Though the reason lies in the fact that no other means for the higher education of the deaf seemed at hand, it would appear that thereby the government has signally favored the deaf, as it indeed has; and in taking under its immediate direction this higher education of the deaf, the national government has won the gratitude of them all.