In six of these states, namely, California, Illinois, Michigan, New Jersey, Ohio, and Wisconsin, there are special state laws under which the schools are established and operated.[294] By such laws it is generally provided that where there are a certain number of deaf children, usually three,[295] a school may, on application of the local school trustees or district board, be organized by the state department of education.[296] The minimum age for such children is often three. A stated sum is frequently allowed for each pupil, as $150.[297] In the remaining eight states the schools are organized and directed by local school authorities, without assistance from legislative statute. These schools are supported by local funds or by state and local funds together. The latter is the more common procedure, and in the case of schools operating under a state law, it is the usual, but not the necessary, practice. The schools in six states, namely, Georgia, Illinois, Louisiana, Minnesota, Missouri, and New York, are thus maintained only by local funds of the city or county, the remainder receiving aid in whole or in part from the state.[298] The school in Minnesota and one in California are aided by private contributions. In nearly all cases carfare is provided to and from school when necessary. In the day schools special buildings are not usually provided, separate classes being created in the regular school buildings; but in some of the larger cities there are special buildings, known as distinct schools, in which the class-rooms are for the different grades of deaf pupils. The number of pupils in the day schools in 1912-1913 was 1,942. The smallest schools have but three pupils, while the largest one, in Chicago, has 307, the number usually depending on the size of the city. The method employed in the day schools is exclusively the oral with but two exceptions.[299] In all but a few certain industries are also taught, or more or less of manual training is given. ARGUMENTS FOR THE DAY SCHOOL