DOCSLIB.ORG

From Homer to Helen Keller: a Social and Educational Study of the Blind

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
From Homer to Helen Keller: a Social and Educational Study of the Blind AmericanFoundation ForTHEBLIND inc. 15 WEST 16th STREET NEW YORK, N. Y* 10011. Digitized by the Internet Archive in 2012 with funding from Lyrasis Members and Sloan Foundation http://archive.org/details/fromhomertohelenOOrich FROM HOMER TO HELEN KELLER ; . •/3 ^p ' ; K^^-.^gg^aBiHa " ' € ] ^ "' -*" &;J ., ^4f ' tSi»m* ' V W If yt&jT '. iii. *$ ***Jr * A ' im . .. : rail BHL Courtesy of Encyclopaedia Britannica. •m Historians' History of the World. Homer FROM HOMER TO HELEN KELLER A Social and Educational Study of the Blind by RICHARD SLAYTON FRENCH, Ph.D. Principal, California School for the Blind; Lec- turer in Education, University of California NEW YORK, 1932 AMERICAN FOUNDATION FOR THE BLIND, INC. 125 EAST 46TH STREET Copyright, 1932, by the American Foundation for the Blind, Inc. 1 H^r THESE PAGES ARE DEDICATED TO MY WIFE whose self-sacrificing devo- tion has made possible the completion of the studies here presented. Preface studies here presented in revised and enlarged THEform were first printed in two parts, in March, 1924, and February, 1925, under a title no longer fitting. Many friends and critics almost immedi- ately urged publication of a new and revised edition in more suitable type and binding. After seeing how great a demand there was for the copies as originally printed, the writer became convinced that an enlarged and somewhat popularized edition was really in demand, and after a talk with Robert B. Irwin, Executive Director of the American Foundation for the Blind, New York City, he began the recasting and revision of materials with a view to early pub- lication. Much in the earlier studies was found to have such permanent value that it has been included with only slight alteration. Other parts are wholly rewritten, with the addition of material unavailable at the first writing. The earliest interest of the writer arose when, as a novice teacher of the blind in the year 1907, he turned for help, in vain, to the literature then extant in English and found chiefly controversial pamphlets and biographical studies, mostly "opinion" with little or no science, much of it interesting enough in its way but practically useless. Copies of Mell's Encyklopddisches Handbuch des Blinden- wesens and Heller's Studien zur Blindenpsychologie brought the first gleams of light into a dark subject, and a prema- ture ambition arose to make at least the substance of these great works available to readers of English. Eleven years passed, with experience in both a school for the blind and in public high schools, when the opportunity came to com- plete studies always kept in mind but temporarily side- viii Preface tracked by pressure of duties. Largely through the kindly encouragement of Alexis F. Lange, late Dean of the School of Education of the University of California, and William W. Kemp, present Dean, the studies took book form, and then their publication was made possible through the gen- erous cooperation of Dr. William A. Caldwell, at that time Principal of the California School for the Deaf. The present revision would not have been undertaken had it not been for the interest of certain officers of the American Foundation for the Blind. It is to them, there- fore, and to Mr. Irwin in particular, that I am indebted for the opportunity of offering these studies to our pro- fession and to such laymen as may be interested. I trust that in this new and less mutilated form they will prove more attractive. In connection with the printing of this work I desire to express special thanks to Eber L. Palmer and to Margaret H. Jacobsen of the American Foundation for the Blind. They have been untiring in their efforts to produce a real book and whatever is excellent in the way of typography and make-up is due to their energy and good judgment. I trust, also, that those who read will forgive passages that seem overfrank, even a bit harsh. It is my conviction that nothing is gained by mincing words or calling spades by more attractive names. My expression is as frank as my studies have been thorough and painstaking; and a glance at the Bibliography will show how exhaustive (and exhausting for the writer) my searches have been, a great part of them in German and French/ Through twenty-four years I have worked over the available material, running down original sources, sometimes through the most ob- scure references, and checking every alleged fact by getting at the nearest possible approach to the most reliable source. Errors these studies undoubtedly contain but not the errors Preface ix of careless or uncritical acceptance of loosely written sec- ondary sources or of failure to observe the canons of criti- cal historical research. Facts have been stated rather baldly as facts, surmises as such, and reams of irrelevant material consigned to the waste-basket. Most recently I have carefully gone through Herr Kretschmer's excellent Geschichte des Blindenwesens and, with such verifications as were possible, used the substance of some of his earlier chapters, together with my older sources, in Chapters I to III of Part I. Some more recent publications have so little influenced the work either in parts or as a whole, that I have felt their inclusion in the Bibliography unjustifiable, as it is strictly a Bibliography of works actually consulted and used—sometimes by way of rejection!—in the preparation of these studies. I am vitally indebted to Dr. Edward E. Allen, Director Emeritus, Perkins Institution and Massachusetts School for the Blind, Watertown, Massachusetts, for constant encour- agement and constructive criticism. I am similarly indebted to Dr. Olin H. Burritt, Principal, Pennsylvania Institution for the Instruction of the Blind, Overbrook, Pennsylvania. I have previously indicated my indebtedness to Dean Wil- liam W. Kemp. Last but far from least, I owe much to my secretary, Mrs. Marie M. Clisham, for work on previous manuscripts, and to my wife for both the preparation of the original manuscript copies and the final preparation of the manuscript of this revision. Just a word is due in regard to the title, From Homer to Helen Keller. Homer stands for the greatest achieve- ment of the blind in the times antecedent to their system- atic education. He stands for all those bards, many of them blind or blinded, creators of literature and makers of our language, who through ballads, always of great vigor and sometimes of surpassing beauty, have handed down to x Preface us the glorious traditions of far-off heroic times. Miss Keller stands for the supreme achievement of education. The blind claim her, but the deaf can claim her, too, and modern education can claim her more than either—and all humanity claims her with the best claim of all. For she is the epitome of all that is best in humanity, all that is most spiritual; and all this through conscious aim and di- rected effort, through education in its best sense. Berkeley, California January 75, 1932. — Contents CHAPTER PAGE Preface vii Introduction: Definitions and General Survey 3 Definitions and delimitations, 3-8; loss in volume of im- pressions, 8-9; orientation, 9; vicariate of the senses, 1/^-12; increased attentiveness, 12-13; timidity, ^13-14; sedentary habits, 14-15; introversion, 15-16; moral tone, 16-17; ingratitude, 17-18; moral reactions, ; 18; lowered vitality, 18-19; awkwardness, 19-20; "blind- isms," 21; social reactions, 21-22; beggary, 22-23; ex- ploitation of girls, 23 ; education vs. charity, 24-25; s problems of education, 25-26; summary, 26-27. PART I. CHIEFLY HISTORICAL I. The Blind in Ancient and Medieval Times 31 Blindness prevalent in primitive and ancient societies, 31-32; remedies unscientific, 32; exposure checked by growing humaneness, 32-34; care of blind by Hebrews, etc., 34-41; Christian charities, 41-45; the blind in the cloisters, 45-46; hospital brotherhoods, the Quinze- Vingts, 46-50; the brotherhood of Palermo, 50-51; transition to state charities, 51-57. II. Gropings Toward the Light 58 Efforts of blind to help themselves generally resulted in beggary, 58-59; sad condition of beggars, 60-61; beggar guilds, 61-62; beggar tricks, 62-63; bards and minstrels, 63-66; cases of famous blind persons Didymus, 66-67; Saunderson, 67-68; Metcalf, 68-69; Jacob of Netra, 69-70; Maria Theresia von Paradis, 70-71 ; early attempts to educate the blind, 71-74. III. Valentin Hauy and the First School for the Blind 75 Theoretical basis of Haiiy's work, Locke and Diderot, 75-78; founding of first school for blind in keeping with spirit of the times, 78-79; Haiiy's awakening, 79-81; inspiration of Hauy by De l'Epee, 81-82; in- xii Contents PAGE fluence of Maria Theresia von Paradis, 82; the first pupils, 82-83 >' invention of embossing, 83 ; exhibitions and founding of school, 83-86; Hauy's Essai, 86-87; Hauy and the school studies, 87-89; music and indus- trial training, 89-90; Hauy's work unscientific, 90; fortunes of the Institution Nationale, 90-93; Hauy defended, 93-94; downfall of Hauy, 94; his weaknesses and his success, 94-97. IV. Early Schools of England and Germany 98 Early schools for the blind in Great Britain, 98-100; Klein in Vienna, 100-103; Hauy at Berlin and St. Petersburg, 103-105; Howe's report on European schools, 105-108. V. Early Phases of the Education of the Blind in America 109 Agitation for schools for the blind in America, 109- 110; Fisher in Boston, 110-111; incorporation of Bos- ton school, m-113; Samuel Gridley Howe assumes command, 113-115; the first Boston school, 115-116; raising funds, the Perkins endowment, 116; Howe as educator, 116-119; growth of school, 1 19-120; Howe's other activities, 120-121 ; New York and Pennsylvania, 121-122; founding of other institutions, 122-124.
Load more

Recommended publications
  • Bibliography
    Bibliography Many books were read and researched in the compilation of Binford, L. R, 1983, Working at Archaeology. Academic Press, The Encyclopedic Dictionary of Archaeology: New York. Binford, L. R, and Binford, S. R (eds.), 1968, New Perspectives in American Museum of Natural History, 1993, The First Humans. Archaeology. Aldine, Chicago. HarperSanFrancisco, San Francisco. Braidwood, R 1.,1960, Archaeologists and What They Do. Franklin American Museum of Natural History, 1993, People of the Stone Watts, New York. Age. HarperSanFrancisco, San Francisco. Branigan, Keith (ed.), 1982, The Atlas ofArchaeology. St. Martin's, American Museum of Natural History, 1994, New World and Pacific New York. Civilizations. HarperSanFrancisco, San Francisco. Bray, w., and Tump, D., 1972, Penguin Dictionary ofArchaeology. American Museum of Natural History, 1994, Old World Civiliza­ Penguin, New York. tions. HarperSanFrancisco, San Francisco. Brennan, L., 1973, Beginner's Guide to Archaeology. Stackpole Ashmore, w., and Sharer, R. J., 1988, Discovering Our Past: A Brief Books, Harrisburg, PA. Introduction to Archaeology. Mayfield, Mountain View, CA. Broderick, M., and Morton, A. A., 1924, A Concise Dictionary of Atkinson, R J. C., 1985, Field Archaeology, 2d ed. Hyperion, New Egyptian Archaeology. Ares Publishers, Chicago. York. Brothwell, D., 1963, Digging Up Bones: The Excavation, Treatment Bacon, E. (ed.), 1976, The Great Archaeologists. Bobbs-Merrill, and Study ofHuman Skeletal Remains. British Museum, London. New York. Brothwell, D., and Higgs, E. (eds.), 1969, Science in Archaeology, Bahn, P., 1993, Collins Dictionary of Archaeology. ABC-CLIO, 2d ed. Thames and Hudson, London. Santa Barbara, CA. Budge, E. A. Wallis, 1929, The Rosetta Stone. Dover, New York. Bahn, P.
    [Show full text]
  • Phonetics of Sgaw Karen in Thailand
    PHONETICS OF SGAW KAREN IN THAILAND: AN ACOUSTIC DESCRIPTION PONGPRAPUNT RATTANAPORN MASTER OF ARTS IN ENGLISH THE GRADUATE SCHOOL CHIANG MAI UNIVERSITY SEPTEMBER 2012 PHONETICS OF SGAW KAREN IN THAILAND: AN ACOUSTIC DESCRIPTION PONGPRAPUNT RATTANAPORN AN INDEPENDENT STUDY SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ENGLISH THE GRADUATE SCHOOL CHIANG MAI UNIVERSITY SEPTEMBER 2012 PHONETICS OF SGAW KAREN IN THAILAND: AN ACOUSTIC DESCRIPTION PONGPRAPUNT RATTANAPORN THIS INDEPENDENT STUDY HAS BEEN APPROVED TO BE A PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ENGLISH 26 September 2012 © Copyright by Chiang Mai University iii ACKNOWLEDGEMENT I would like to express my gratitude to everybody who contributed to this research. Firstly, my deepest thanks go to both of my supervisors, Dr. Preeya Nokaew (Chiang Mai University) and Dr. Paul Sidwell (Australian National University), for their excellent support from when I first started until I finished this research. Secondly, my thanks go to the examining committee, Dr. Peter Freeouf and Dr. Sudarat Hatfield, for their useful comments. Thirdly, I would like to express my thanks to Assoc. Prof. Suphanee Jancamai and Asst. Prof. Panit Boonyavatana and all the teachers in the graduate program. Also a special thanks to Dr. Phinnarat Akharawatthanakun (Payap University) for her valuable advice. This research would not have been successful without the assistance of the Dujeto’s, Mr. Thaworn Kamponkun and all the informants and my friends Ey, Sprite, Mike, Chris, Darwin, Oh, Jay, Rose and Yrrah. Last but not least, I appreciate everybody in my family for their love, encouragement and financial support.
    [Show full text]
  • UK LINGUISTICS OLYMPIAD ROUND ONE, ADVANCED LEVEL, February 2011
    UK LINGUISTICS OLYMPIAD ROUND ONE, ADVANCED LEVEL, February 2011 [Questions 1 and 2 are not used at Advanced level.] Question 3 Doubling in Caterpillar Country (11 marks) Arrernte is an Australian Aboriginal language, spoken mainly in the centre of the country, in and around Alice Springs. It is one of the largest Aboriginal languages, spoken by both adults and children and taught in schools such as the Yipirinya 1 School in Alice Springs. When written, Arrernte uses the same alphabet we use for English. Some combinations of letters signal special sounds, in the same way that English 'th' represents a sound that is not a combination of the 't' and 'h' sounds. For example, 'rr' represents the single sound of a rolled r and 'th' indicates a t-like sound with the tongue further forward, touching the back of the upper teeth. Use the (slightly simplified) examples of Arrernte verbs in the following table to answer the questions below, writing your answers in the answer sheet . Arrernte English gloss Arrernte English gloss atherreme 'is laughing' areme 'is looking' atherreke 'was laughing' areke 'was looking' atherreperreme 'keeps laughing' arelpareme 'starts to look' atheme 'is grinding' atakeme 'demolish’ atheke 'was grinding' atakepakeme 'keeps demolishing' athelpatheme 'starts to grind' atelpatakeme 'starts to demolish’ mpwareme 'is making' untheme 'is going along' mpwareke 'was making' unthepuntheme 'keeps going along' mpwarepareme 'keeps making' unthepuntheke 'kept going along' mpwelpempwareme 'starts to make' 3.1 (1 mark) What meaning is expressed by the ending -eme or -eke? 3.2 (3 marks) Arrernte speakers show that an action is frequent ('keeps on doing X') by adding extra elements (‘affixes’) to the verb and by doubling selected vowels and consonants in the word’s basic form (its ‘stem’).
    [Show full text]
  • Transcription of Foreign Tongues
    V.-TRANSCRIPTION OF FOREIGN TONGUES. By L. C. WHARTOK. [Read at the dleeting of the Philological rSociety on Friday, Dee. 4, 1925.1 TRANSCRIPTIONis made necessary for one sole reason, the absence of a single universally accepted alphabet, which would obviate all but a small portion of the problem which we have before us. How, for instance, is anyone to refer to events in world-history even in the most cursory and popular way if he is to avoid con- fusing his readers by using forms like “ Meer JaEer ” when quoting Macaulay and “ Mir Dschaffir ” when citing a German contemporary of Macaulay’s. Compare Erskine and Areskine with their nltmerous variants. How, too, is Hertzen, the son of the great Russian writer Iskender (Aleksandr Gertsen) to be perceived to belong to the same family as his father ? I have so far avoided quoting anything in foreign scripts and hope to avoid it in this the first part of my paper, reserving the bulk of it for the critical part. There are, then, certain purposes for which transcription is necessary; I group these under the following five heads, first remarking that I am quite deliberately postponing to a later stage the discussion of the distinction between transliteration and transcription. Now these five groups are as follows:- (a) bibliographical, (b) connected with library catalogues, (c) similarly connected with documentation, (d) connected with historical and other scientific (e.g. phonetic) research, and lastly (e) commercial. If I may, I will justify the addition of this last group first, though some may wish to classify my illustration under Documentation.
    [Show full text]
  • Abram the One from Beyond-The-River, and King Chedorlaomer of Elam (Genesis 14): Persia and the Formation of Judaean Ethnic Identity in a Late Patriarchal Narrative
    religions Article Abram the One from Beyond-the-River, and King Chedorlaomer of Elam (Genesis 14): Persia and the Formation of Judaean Ethnic Identity in a Late Patriarchal Narrative Gard Granerød Hebrew Bible/Old Testament Department, MF Norwegian School of Theology, Religion and Society, P.O. Box 5144 Majorstuen, N-0302 Oslo, Norway; [email protected] Abstract: The perception of Persia in Judaean/Jewish texts from antiquity contributed to the con- struction of a Judaean/Jewish identity. Genesis 14 gives an example of this; in it, Abra(ha)m wages war with a coalition headed by King Chedorlaomer of Elam. The article argues that Genesis 14 is one of the latest additions to the patriarchal narratives (Genesis 12–36), composed in the Persian or early Hellenistic period. It was conceived and used as an ethnic identity-forming story. The characters in the narrative represented groups and nations in the neighbourhood of the province of Judah. Abra(ha)m was perceived as the ancestor of the Judaeans and the inhabitants of the province Beyond-the-River. The King of Elam represented the Persian Empire. The article uses redaction criticism to argue that Genesis 14 is among the latest additions to the patriarchal narrative in the late Persian or Hellenistic period. Moreover, it uses a combination of philological and historical methods to argue that the description of Abra(ha)m as ha¯ ( ibrî (traditionally translated “the Hebrew,” Citation: Granerød, Gard. 2021. Gen 14: 13) characterises him as a person from the region Eber-nari¯ (Beyond-the-River). The arti- Abram the One from Beyond-the-River, cle uses similar methods to argue that the names of people and places in Genesis 14 referred to and King Chedorlaomer of Elam political entities in and around Judah.
    [Show full text]
  • The Braille Code: Past - Present - Future
    TThhee EEdduuccaattoorr VOLUME XXI, ISSUE 2 January 2009 THE BRAILLE CODE: PAST - PRESENT - FUTURE A Publication of The International Council for Education of ICEVI People with Visual Impairment PRINCIPAL OFFICERS FOUNDING NON-GOVERNMENTAL PRINCIPAL OFFICERS ORGANISATIONS DEVELOPMENT PRESIDENT SECOND VICE PRESIDENT American Foundation ORGANISATIONS Lawrence F. Campbell Harry Svensson for the Blind Asian Foundation for the Overbrook School for the Blind National Agency for Special Carl R. Augusto Prevention of Blindness 6333 Malvern Avenue Needs Education and Philadelphia, PA 19151-2597 Schools 11 Penn Plaza, Suite 300 Grace Chan, JP USA Box 12161, SE- 102 26 New York, NY 10001 c/o The Hong Kong Society [email protected] Stockholm, SWEDEN USA for the Blind [email protected] [email protected] 248 Nam Cheong Street FIRST VICE PRESIDENT Perkins School for the Blind Shamshuipo, Kowloon Jill Keeffe TREASURER HONG KONG Steven M. Rothstein Centre for Eye Research Australia Nandini Rawal [email protected] 175 North Beacon Street University of Melbourne Blind People’s Association Watertown, MA 02472 CBM Jagdish Patel Chowk Department of Ophthalmology USA Locked Bag 8 Surdas Marg, Vastrapur Allen Foster [email protected] East Melbourne 8002 Ahmedabad 380 015 Nibelungenstrasse 124 AUSTRALIA INDIA Royal National Institute 64625 Bensheim [email protected] [email protected] of the Blind GERMANY [email protected] SECRETARY GENERAL Colin Low Mani, M.N.G. 105 Judd Street Norwegian Association of the London WC1H 9NE No.3, Professors’ Colony, Palamalai Road Blind and Partially Sighted UNITED KINGDOM (NABPS) SRK Vidyalaya Post, Coimbatore 641 020, Tamil Nadu, INDIA [email protected] [email protected] Arnt Holte INTERNATIONAL P.O.
    [Show full text]
  • Chapter 1 Introduction, Statement of the Problem
    CHAPTER 1 INTRODUCTION, STATEMENT OF THE PROBLEM, AND AIM OF THE STUDY 1.1 INTRODUCTION The processes of reading and writing, two of the four language arts along with listening and speaking, are integral features of the lives of many people. While reading and writing are often used as leisure activities, they also play an important role in determining the level of success. "Today, more than ever, those with the ability to communicate through reading and writing have the key that opens doors of employment, recreation, and enlightenment” (Holbrook, Koenig, & Smith 1996:1). Before the invention of the printing press by Gutenberg in the fifteenth century, books were in short supply, as they had to be written manually by monks. Moreover, the cost of books was prohibitive, with the result that only the wealthy could afford to buy and read them. This privileged group included the clergy and certain members of the nobility (Humphrey & Humphrey 1990:31). With the proliferation of printing houses and the production of books, magazines, journals and newspapers on a large scale, anyone who can read has the opportunity to do so. Even if books and other reading materials are unaffordable, libraries throughout the world stock large quantities of reading materials that are easily accessible to the average reader. But reading is certainly not confined to books, newspapers, magazines or journals. Today, many people read hundreds or even thousands of words daily without even looking at a book, newspaper or magazine to do this. They read their mail, street signs, advertisements on billboards, package labels, the wording in television commercials, etc.
    [Show full text]
  • Japanese Braille
    Japanese Braille J. Marshall Unger University of Hawaii Braille is perhaps the only area of Japanese linguistic life in which serious attention was paid to the problem of word and phrase delimiters before the advent of computers. Japanese orthography does not use spaces in the Western manner, but braille texts must if they are to be intelligible. The first part of this paper describes the fundamentals of Japanese braille, and outlines the spacing rules now in general use. Unlike English braille-in which cells correspond to letters of the alphabet, puctuation marks, or special contracted forms-Japanese braille cells are associated with elements of the syllabic script called kana. This leaves no room for contractions, although it does result in some savings in space . Are these savings superior to what could be achieved in a roman-based Japanese braille system? The second part of this paper answers that question in the negative. This paper has two purposes: to provide a brief description of the Japanese braille writing system (tenji); and to point out the relevance of Japanese braille for the computer treatment of the Japanese language. In particular, braille is one of the very few areas of Japanese linguistic life in which the problem of word spacing (wakachigaki) has received serious attention. Also, the Japanese approach to braille transcription raises some interesting questions about the compressibi I ity of Japanese texts. Krebs (1974:1) defines braille succinctly as "a system of touch reading for the blind which utilizes a cell of 6 dots, three high and two wide, from which 63 different characters can be formed by placing one or more dots in specific positions or combinations within the cell.
    [Show full text]
  • YOUNG PEOPLE, SOCIAL INCLUSION and DIGITALISATION Emerging Knowledge for Practice and Policy
    Digital methods, tools and platforms, and their unexplored potential in YOUNG PEOPLE, the youth sector, have created much enthusiasm within the youth field. This Youth Knowledge publication explores the intersection between digitalisation and social inclusion of young people, reflecting especially on SOCIAL INCLUSION how digitalisation affects young people’s lives, and what the role of youth PEOPLE, YOUNG policy, youth work and youth research can be in this respect. AND DIGITALISATION Can the digital revolution help us to tackle existing inequalities, or does it leave some young people even further behind? Is the digital world equally accessible to all young people? What are some of the inherent inequalities Emerging knowledge within the digital sphere? Do digital tools enable youth organisations, youth AND DIGITALISATION SOCIAL INCLUSION workers or state bodies to “reach out” to marginalised young people? for practice and policy In these 16 chapters, the authors critically examine if and how digitalisation can support the quest for social inclusion, ranging from the exploration of policies, tools and platforms available to young people and youth workers in Europe, supporting young people’s access to education and employment opportunities, opening up avenues for digital youth work, providing opportunities for participation for young people with disabilities, channels of integration for migrant communities and young refugees across Europe and support networks for young LGBTI persons. While there is an acknowledgement of the potential for the youth sector to use the possibilities of digitalisation to address social inequality, the authors also emphasise that this does not happen automatically, and more reflection is needed regarding the accessibility of technology and how our digital approaches can be made inclusive for young people from all backgrounds.
    [Show full text]
  • HISTORY of the PERKINS BRAILLER the Perkins Brailler, Viewed by Many As the Premiere Mechanical Braillewriter in the World, Was First Produced in 1951
    HISTORY OF THE PERKINS BRAILLER The Perkins Brailler, viewed by many as the premiere mechanical braillewriter in the world, was first produced in 1951. The quality and reliability of the Perkins Brailler has kept it in demand and in production ever since, with only minimal improvements over the decades. Its success lies in two, nearly contradictory foundations – the remarkable precision of its design and production; and the bold financial commitment and idealism of its producers. The leadership and trustees of Howe Press and its parent organization, Perkins School for the Blind, understood the need for the new brailler, and supported it unfalteringly through fifteen years of design, preparation, and expenditures that committed more than half of the capital of Howe Press.1 A Brief History of Braillewriters Invented by Louis Braille in the 1820s, braille is a tactile writing system of raised dots. It was a breakthrough for people who are blind, because, unlike earlier embossed-letter reading systems, braille can be used to both read and write. It is read very quickly with the fingers, but writing braille manually with a slate and stylus, the device used by Louis Braille, was rather slow. As braille and New York Point, another raised-dot writing system, became prevalent in the last half of the 19th century, attempts were made to invent machines to speed up the writing process. However, none of these braillers were sturdy or economical enough to find popular usage. It wasn’t until 1892 that Mr. Frank H. Hall, Superintendent of the Illinois School for the Blind, invented a brailler that was the first to find general acceptance.2 Many of the earlier designs held the paper flat in a frame, with embossing heads that moved over the surface of the paper.
    [Show full text]
  • Saving Raised Dots: a Feel for Braille Materials and Preservation
    Saving Raised Dots: A Feel for Braille Materials and Preservation Helen Kuncicky December 10, 2007 Introduction Braille books are, in essence, no different than the printed books from which they are transcribed. They contain the same words and convey the same meaning. The only difference between a Braille book and its printed counterpart is textual three- dimensionality. This may seem like a small difference, but it is vital to its blind readers, for whom three-dimensionality is necessary for comprehension. For the field of library professionals, however, three-dimensional text creates concerns not seen in ordinary, flat- printed books. These problems begin with materials and manufacture and continue through housing, shelving, handling, damage and repair. This paper will explore the issues regarding the preservation of Braille documents. In addition to a review of the electronic and print resources on the subject, a survey was conducted to determine the actual issues faced by librarians in the housing and maintenance of Braille documents. A link to the survey is listed in the bibliography, and a printed summary of the survey results can be provided upon request. The paper is divided into six parts, the first two being a history of Braille and an overview of the methods and materials used in the manufacture of Braille books. There is a section on potential issues in Braille preservation, followed by the survey results which give testimony to some of the actual problems currently seen in libraries housing Braille documents. The final section discusses the current practices for preservation of Braille books, and the conclusion suggests topics for further research in the area of Braille preservation.
    [Show full text]
  • Cataloging Service Bulletin 033, Summer 1986
    ISSN 0160-8029 LIBRARY OF CONGRESS/WASHINGTON CATALOGING SERVICE BULLETIN PROCESSING SERVICES Number 33, Sumner 1986 Editor: Robert M. Hiatt DESCRIPTIVE CATALOGING Library of Congress Rule Interpretations SUBJECT CATALOGING Subject Headings of Current Interest 53 - Revised LC Subject Headings 54 Subdivision -Yearbooks Discontinued 55 Error in LCSH Supplements 56 Citation of Sources in Subject Authority Records 56 Cross Reference Structure in Subject Authority File 62 LC CLASSIFICATION Law Classification Schedules Editorial address: Office of the Director for Cataloging, Processing Services, Library of Congress, Washington, D.C. 20540 m Subscription address: Subscriber Accounts, Cataloging Distribution Service, Library of Congress, Washington, D.C. 20541 Library of Congress Catalog Card Number 78-51400 ISSN 0160-8029 Key title: Cataloging service bulletin DESCEZIPTX~CATALOGING LIBRARY OF CONGRESS RULE INTERPRETATIONS (LCRI) Cumulative index of LCRI that have appeared in issues of Cataloging Service Bulletin. Rule Number -ge Catalcging Service Bulletin, No. 33 (SLrmmer 1986) Catalqing Service Bulletin, M. 33 (Smmer 1986) Catalagiw Semi ce Bulletin, M. 33 (SLmmer 1986) Catalagiqg Service Bulletin, M. 33 (Srmmer 1986) atalqing Service Bulletin, Jb. 33 (Stormer 1986) Catalcrging Service Bulletin, No. 33 (Suftnner 1986) 24.5C1 24.6 24.7B 24.9 24.10B 24.12 24.13 24.13, Type 2 24.13, Type 3 24.13, Type 4 24.13, Type 5 24.14 24.15A 24.15B 24.17 24.18 24.18, Type 2 24.18, Type 3 24.18, Type 4 24.18, Type 5 24.18, Type 10 24.19 24.20B 24.20E 24.21B 24.21C 24.21D 24.23 24.24A 24.26 24.27C 24.27C3 Catalqing Service Bulletin, No.
    [Show full text]