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Interactive Example of A Great Essay SCRiBBR
Interactive Example of A Great Essay SCRiBBR
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AN APPEAL TO THE SENSES 2
The invention of the Braille system marked a major turning point in nineteenth-
century France in the education and integration into society of those with vision loss.
Although the Braille system was initially met with resistance from sighted people,
especially those who taught at the school that Louis Braille attended, his system of
reading revolutionized society, and it is still in use today. Louis Braille, however, did not
create an entirely original reading system, but adapted and simplified other existing
tactile reading methods, namely Valentine Hauy’s and Charles Barbier’s. Furthermore,
the Braille system depended on the acceptance of tactile reading among sighted people to
progress into a transformative system that granted the blind autonomous access to the
cultural benefits of reading and allowed them to participate in society in new ways.
Before the Braille reading system could foster significant cultural improvement
for the blind in nineteenth-century society, it needed cultural support that had so far been
absent, leaving the blind at a disadvantage. Without a developed and efficient reading
system that did not rely on sight, people with vision loss lacked access to cultural
engagement, since one of the primary methods for most people to engage with culture
was through reading. In fact, in the nineteenth century, blind people were often
considered to have the worst disability, such that they were essentially useless to society
(Weygand, 2009). It was commonly believed that people with vision loss were incapable
prosperous family or benefactor would support a person with vision loss (Mellor, 2006),
but even then that person would struggle to fully integrate into society.
Nineteenth-century French society was unsure of how to deal with people with
long-term disabilities, but eventually targeted education strategies were adopted. While
AN APPEAL TO THE SENSES 3
people with temporary difficulties were able to access public welfare, the response for
people with long-term disabilities, such as hearing or vision loss, was to group them in
institutions (Tombs, 1996). Originally, a joint institute for the blind and deaf was created,
and although this partnership was primarily motivated by financial considerations rather
than by the well-being of the residents, the hope was to help them to develop skills
valuable to society (Weygand, 2009). Once blind institutions separated from deaf
institutions, the focus shifted towards education of the blind, as was the case for the
Royal Institute for Blind Youth, which Louis Braille attended (Jimenez, Olea, Torres,
culturally beneficial.
method Louis Braille developed, but these systems were all developed based on the
sighted system. Notably, the Royal Institute for Blind Youth in Paris taught the students
to read embossed roman letters, a method created by the school’s founder, Valentine
Hauy (Jimenez, et al., 2009). Reading this way proved to be a rather arduous task, as the
letters were difficult to distinguish by touch. The embossed letter method was based on
the reading system of sighted people, with minimal adaptation for those with vision loss.
As a result, this method was not successfully implemented within the blind community at
large.
Braille was bound to be influenced by his school’s founder, but the most
influential pre-Braille tactile reading system was Charles Barbier’s night writing. A
soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a
AN APPEAL TO THE SENSES 4
five line musical staff (Kersten, 1997). His intention was to develop a system that would
allow the military to communicate at night without the need for light (Herron, 2009). The
code developed by Barbier was phonetic (Jimenez et al., 2009). In other words, the code
was designed for sighted people and was based on the sounds of words, not on an actual
alphabet. Nevertheless, Barbier discovered that variants of raised dots within a square
were the easiest method of reading by touch (Jimenez et al., 2009). Barbier’s
cumbersome system was suitable for the transmission of short messages between military
personnel. This reading system was not suitable for daily use by blind people, however,
as the symbols were too large for the fingertip, greatly reducing the speed at which a
message could be read (Herron, 2009). As a result, his system was also inappropriate for
Barbier’s military dot system was less complicated than Hauy’s embossed letters,
though, and as a result, it provided the framework within which Louis Braille developed
his method. Barbier’s system, with its dashes and dots, could form over 4000
combinations (Jimenez et al., 2009). Compared to the 26 letters of the sighted alphabet,
this was an absurdly high number. To reduce the possible combinations, Louis Braille
kept the raised dot system, but developed a system that would reflect the sighted
alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular
configuration (Jimenez et al., 2009). The result was that the blind population in France
had a tactile reading system using dots (like Barbier’s) and based on the sighted alphabet
(like Hauy’s); crucially, this system was the first developed specifically for the purposes
of the blind.
AN APPEAL TO THE SENSES 5
Even though the Braille system gained immediate popularity with the blind
students at the Institute in Paris, it had to gain acceptance among the sighted leaders
before its adoption throughout France. This support was necessary because sighted
teachers and leaders would ultimately be responsible for the propagation of Braille
resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning
Braille’s system because they found the tactile method of reading difficult to learn
(Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude at the
time that the blind population had to adapt to the ways of the sighted, rather than develop
their own methods. Over time, however, and with the impetus to make societal
contribution possible for all, the teachers began to appreciate the usefulness of Braille’s
system and the resulting ease with which people with vision loss could read. It took
approximately 30 years, but the French government eventually approved the Braille
system, and the system established itself (Bullock & Galst, 2009).
century, their increased access to culture through the Braille system in turn granted them
growing opportunities for social participation on par with the sighted. Most obviously,
the Braille system allowed people with vision loss to read the same alphabet used by
sighted people (Bullock & Galst, 2009). With this new means of accessing culture
through written works, blind people were later able to integrate more smoothly into
society because their ability to access information more closely paralleled the abilities of
sighted people. In other words, the closing of the gap between the abilities of blind and
the sighted helped limit cultural understandings of the blind as essentially different and
useless.
AN APPEAL TO THE SENSES 6
The Braille system meant that the blind community now had the ability to
such as books and poetry, had before represented an inaccessible cultural avenue to the
blind population. The distribution of books in Braille, however, enabled people with
vision loss to access written culture autonomously, without the aid of reader.
Furthermore, the Braille system led to the development of a music notation system for the
blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009).
musical notation in the early 1500’s. At about this time, blind musicians were no longer
able to compete with sighted musicians, since music transitioned from performance by
musical notation was necessary for equality in musical ability between the blind and
Braille radically enhanced the abilities of the blind and societal understanding of
what the blind could do. But the invention of the Braille system was not dependent solely
on the evolution of tactile reading from Hauy and Barbier’s systems; both the advent and
meriting a separate reading system. Similarly, the success of the Braille system was not
restricted to the practical tactile reading made available to the blind; its significance
stems from providing blind people broader access to culture and concomitant gains in
social status.
AN APPEAL TO THE SENSES 7
AN APPEAL TO THE SENSES 8
References
Bullock, J.D. and Galst, J.M. (2009). The story of Louis Braille. Archives of
127/11/1532.
Herron, M. (2009). Blind visionary. Engineering and Technology, 4(8). Retrieved from
http://www.dal.worldcat.org.ezproxy.library.dal.ca/oclc/15340453417434&referer
=brief_results
Jimenez, J., Olea, J., Torres, J., Alonso, I., and Harder, D. (2009). Biography of Louis
25708001860.
Kersten, F.G. (1997). The history and development of Braille music methodology. The
www.jstor.org/stable/10.2307/40214926.
Mellor, C.M. (2006). Louis Braille: A touch of genius. Boston: National Braille Press.
Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of