Society as a whole knows little of the deaf, or the so-called deaf and dumb. They do not form a large part of the population, and many people seldom come in contact with them. Their affliction to a great extent removes them from the usual avenues of intercourse with men and debars them from many of the social activities of life, all tending to make the deaf more or less a class apart in the community. They would seem, then, to have received separate treatment, as a section not wholly absorbed and lost in the general population, but in a measure standing out and differentiated from the rest of their kind. Thus it comes that society has to take notice of them. By reason of their condition certain duties are called forth respecting them, and certain provision has to be made for them.

The object of the present study of the deaf is to consider primarily the attitude of society or the state in America towards them, the duties it has recognized in respect to them, the status it has created for them, and the extent and forms, as well as the adequacy and correctness, of this treatment. Hence in our study of the problems of the deaf, the approach is not to be by the way of medicine, or of law, or of education, though all these aspects will be necessarily touched upon. Nor is our study to deal with this class as a problem of psychology or of mental or physical abnormality, though more or less consideration will have to be given to these points. Nor yet again are we to concern ourselves principally with what is known as the "human interest" question, though we should be much disappointed if there were not found an abundance of human interest in what we shall have to consider. Rather, then, we are to regard the deaf as certain components of the state who demand classification and attention in its machinery of organization. Our attitude is thus that of the social economist, and the object of our treatment is a part or section of the community in its relation to the greater and more solidified body of society.

More particularly, our purpose is twofold. We first consider the deaf, who they are, and their place in society, and then examine the one great form of treatment which the state gives, namely, the making of provision for their education. This we have attempted to do in two parts, Part I treating of the position of the deaf in society, and Part II of the provisions made for their education. As we shall find, the special care of the state for the deaf to-day has assumed practically this one form. Means of education are extended to all the state's deaf children, and with this its attention for the most part ceases. It has come to be seen that after they have received an education, they deserve or require little further aid or concern. But it has not always been the policy of the state to allow to the deaf the realization that they form in its citizenship an element able to look out for themselves, and demanding little of its special oversight. They have a story full of interest to tell, for the way of the deaf to the attainment of this position has been long and tortuous, being first looked upon as wards, and then by slow gradations coming to the full rights and responsibilities of citizenship. In this final stage, where the state provides education for the deaf only as it provides it for all others, and attempts little beyond, the deaf find themselves on a level with citizens in general in the state's regard.

In Part I, after we have ascertained who are meant by the "deaf," and how many of them there are, we are to find ourselves confronted by a question which is of the foremost concern to society; namely, whether the deaf are to be considered a permanent part of the population, or whether society may have means at hand to eliminate or prevent deafness. After this, our discussion will revolve about the deaf from different points of view, regarding them in the several aspects in which they appear to society. We shall examine the treatment which the state in general accords the deaf, how they are looked upon in the law, and what changes have been brought about in its attitude towards them. This may be said to be the view of the publicist or legalist. Next, we shall attempt to see how far the deaf are really a class apart in the life of the community. This will involve an examination, on the one hand, as to whether their infirmity is a bar to their independent self-support, that is, whether they are potentially economic factors in the world of industry, how far their status is due to what they themselves have done, and to what extent this result has modified the regard and treatment of society; and, on the other, how far their want of hearing stands in the way of their mingling in the social life of the community in which they live, whether the effect of this will tend to force the deaf to associate more with themselves than with the rest of the people, and what forms their associations take. These will be the views respectively of the economist and the sociologist. Then we shall consider the regard in which the deaf are popularly held, the view of "the man in the street," and whether this regard is the proper and just one. Lastly, we shall note what movements have been undertaken in the interests of the deaf by private organizations, and to what extent these have been carried.

In Part II we shall consider the provision that has been made for the instruction of deaf children. First we shall review the attempts at instruction in the Old World, and then carefully follow the development of instruction in America, considering the early efforts in this direction, the founding of the first schools, and the spread of the work over the land; and noting how it was first taken up by private initiative, in time to be seconded or taken over by the state, and how far the state has seen and performed its duty in this respect. Public institutions have been created in nearly all the states, and we shall examine the organizations of these institutions and the general arrangements in the different states. The development of the work also includes a system of day schools, a certain number of private schools and a national college, all of which we shall consider, devoting especial attention to the day schools and their significance. Following this, we shall consider how each state individually has been found to provide for the instruction of the deaf, observing also the extent to which the states have made provision in their constitutions, and the extent to which the schools are regarded as purely educational. Next, we shall proceed to inquire into the terms of admission of pupils into the schools; and we shall particularly concern ourselves with the investigation of the question of how far the means provided for education by the state are actually availed of by the deaf. The great technical problems involved in the education of the deaf will be outside the province of this work, but we shall indicate, so far as public action may be concerned, the present methods of instruction. This done, we shall mark what is the cost to the state of all this activity for the education of its deaf children, noting also how far the state has been assisted in the work by private benevolence. In the final chapter of our study we shall set down the conclusions which we have found in respect to the work for the deaf on the whole in the United States.