In many instances, before action by the state, instruction of a small collection of deaf children was taken up by a group of citizens;[229] but hardly had this been done when as a rule the state proved itself ready and willing to move in and shoulder the responsibility. These private schools were thus often the nuclei of the state institutions, at first aided to an extent, and then taken over. In fact, the private schools were not infrequently started more or less as experimental affairs, but with the expectation that the state would speedily come to their help. "The idea of the founders seemed to be to give barely enough to keep the school going, and to depend upon getting support of a substantial character in the course of time."[230] In some cases there were exhibitions of pupils, either from the school which was hoped to be aided, or from an already established school in another state. These were designed to awaken interest in the public, and especially among the legislators, and to quicken the desired action. In more than one instance the school was established at or near the state capital to show the legislatures what could be done and to influence their proceedings. Not infrequently memorials or petitions, in some cases containing a great number of names, were presented to the legislatures, praying for the establishment of the schools. Sometimes if doubt as to the wisdom of the proposed course seemed to delay matters, a point was to be gained in the dispatch as a preliminary procedure of a special committee or agent to some existing school in another state, to examine and report upon its work, this report being, as was expected, nearly always highly favorable.[231] But appeals to these bodies, whatever their nature, were rarely turned away, and usually secured prompt response. When action was finally to be obtained, the measure relating to the deaf was passed with few dissenting votes, sometimes with none at all. So eager had the representatives of the people now become, that, if it was not deemed practicable at once to create a state institution, haste was made to provide for the children in a school in another state till one within their own borders could be established. In some cases steps were taken to this end by the legislative assemblies of territories before statehood had been bestowed upon them.[232]