[263] On this subject, see _American Journal of Sociology_, vii., 1901, p. 359; Report of Superintendent of Charities of District of Columbia, 1891, p. 11; Proceedings of National Conference of Charities and Corrections, 1911, p. 27. [264] As we have noted, Alabama, Maryland, North Carolina, Oklahoma, Texas, and Virginia have similar arrangements for their colored deaf and blind. [265] In New Mexico, however, where there are schools for both classes, the governor has advised their consolidation, as one institution "could administer to the needs of both". Message, 1907, p. 21. [266] Report of Colorado School, 1908, p. 20. See also Report of Board of Charities of West Virginia, 1910, p. 209. [267] The educators of the blind have particularly arraigned this plan. At one of the first conventions of the American Instructors of the Blind, the following propositions were enunciated: 1. Deaf-mutes and the blind differ from each other more widely than either class differs from those having all the senses; 2. the methods of instruction peculiar to each are entirely unlike and incompatible; 3. the deaf engross the main attention; 4. the development of the blind department is retarded. Proceedings, 1871, p. 87. Educators of the deaf have likewise stated their objections. At an early conference of principals, a resolution was adopted that the arrangement was bad, the methods being entirely different. Proceedings, ii., 1872, pp. 146, 151. See also Report of Michigan School, 1855 (first report), p. 1; 1880, p. 62; Louisiana School, 1870, p. 30. In times past, however, advantages of this arrangement have been pointed out. See Report of California Institution, 1869, p. 15; 1873, p. 19. [268] See individual accounts in William Wade's monograph on the Deaf-Blind, 1901; see also _National Magazine_, xi., 1857, p. 27; _Review of Reviews_, xxv., 1902, p. 435; Ohio Bulletin of Charities and Corrections, xiii., 1907, p. 47; Proceedings of American Instructors of the Deaf, xvi., 1901, p. 175ff.; _Annals_, l., 1905, p. 125. [269] The chief schools where they have been of recent years or are now being instructed are the New York Institution, the Pennsylvania Institution, the Western Pennsylvania Institution, and the schools in Ohio, Mississippi, Kentucky, Illinois, Iowa, Minnesota, South Dakota, Wisconsin, Colorado, North Carolina, South Carolina, Virginia, Arkansas, Louisiana, and Texas. The number in any one school at one time seldom exceeds two or three, most often there being but one. [270] A considerable proportion of such children are rather dumb than deaf, having some oral, as well as mental, defect.