A small number of the institutions for the deaf had begun as day schools, the pupils living away from the school outside school hours, and had continued so for a longer or shorter period. The schools were then in an experimental stage, and this plan came first to hand. In the course of time it was found that this feature was not practicable, as the pupils were often far scattered, and the boarding arrangement was accordingly adopted.[285] This was the policy finally chosen in all the states having schools. Later, however, when the states had grown in population, and in some of the cities there were found not a few deaf children, the demand was renewed for day schools.[286] The result has been the beginning and development of a system of day schools in a number of states; and they have come to occupy part of the field formerly covered by the state institutions alone. Of the day schools now existing, the Horace Mann School, of Boston, which was established in 1869, is accredited with being the initial one.[287] Two others were opened before 1890, while from 1891 to 1900 there were 22 started, and since 1901, 40, making 65 in all now.[288] These schools are found in fourteen states, but the movement has reached its greatest growth in the Middle West, especially in Wisconsin and Michigan. In some of the states special laws have been enacted, providing for the establishment of day schools.[289] DESIGN AND SCOPE OF DAY SCHOOLS The day school for the deaf is still sometimes regarded as an experiment, while its advocates insist that its success has been demonstrated. Among school authorities in cities especially, pleas for the establishment of day schools are often listened to with favor, and there is frequently a tendency to give them at least a trial. General bodies interested in education or the public welfare are likewise inclined to countenance day schools, largely for the reason that they are opposed to the institution idea, and would place as many children as possible in the regular schools. An illustration of this view is found in the Report on Children of the National Conference of Charities and Corrections in 1906.[290] Institutional care of healthy, normal children is objectionable.... Institutional care for educational purposes is necessary for a portion of the deaf and blind children ... but it is recognized that in large cities public schools can be provided for many deaf and blind children. By some it is believed that in time the day school will supplant the large institution, so far at least as large cities are concerned, and that the deaf, and the blind as well, will not be differentiated from the pupils in the regular schools. Separate apartments and special teachers will be provided for them, but in all public school systems these classes will be actual factors.