[stylist] New THOUGHT PROVOKER #151- The Braille Princess

Tue Nov 17 16:05:51 UTC 2009

The convention with regard to the capitalization of  Braille is 
apparently a matter of choice, according to several references in the 
online dictionaries. I went through a thing about this a while back when 
I realized that Word 2003 spell check didn't like me capitalizing the 
verb forms -- Brailled or Brailling. The matter was complicated by the 
fact that there is a verb to brail, brailed, brailing which is a 
nautical term refering either to the small ropes on a sail used to pull 
it or small nets; this word uses only one 'l.' The French root of the 
word means 'belt.' In fact, I used this incorrect spelling many times in 
my Braille literacy series before I thought to double-check the 
possibility that there was another word meaning something else entirely.

My thinking on this at the moment is to balance respect and expedience 
by capitalizing the noun and adjective, while using lower case for the 
verb. Example: "I read Braille and I  braille my "to do" lists using a 
Braille writer.
Donna

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David Andrews wrote:
> When I worked at the NFB, 1990-95, we did use an uppercase B with 
> Braille.  Dr. Jernigan felt it should be that way because of its 
> importance to blind persons.
>
> A couple years ago, BANA, the Braille Authority of North America 
> decided that the B was not always right.  I don't know the exact rule 
> -- but that is what I know.
>
> Dave
>
> At 09:28 AM 11/16/2009, you wrote:
>> As I recall, NFB promotes the capitalization of the word Braille in 
>> all situations.  It is capped as a noun, verb and adjective.
>> ----- Original Message ----- From: "James H. "Jim" Canaday M.A. N6YR" 
>> <n6yr at sunflower.com>
>> To: "Writer's Division Mailing List" <stylist at nfbnet.org>
>> Sent: Monday, November 16, 2009 2:08 AM
>> Subject: Re: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>>
>>
>>> Pat et al,
>>> you have said some that connects with something I've been thinking 
>>> about. it was started by a question at a chapter meeting.
>>>
>>> should we capitolize the word braille when it doesn't refer to Louis 
>>> Braille but instead refers to his creation?
>>> we don't capitolize ink, pen, typewriter, paper, or maybe Crayon 
>>> gets capitolized because its a brand name.  bandage doesn't get 
>>> capitolized but Bandaid certainly does as a brand name.
>>>
>>> if we only capitolize Braille when it refers to Louis Braille, as in 
>>> the 2009 Braille memorial silver dollar, for example, that is of 
>>> course right.
>>> but if as in this conversation we're talking about the braille 
>>> princess (operhaps capitolized as a title of a work), but the tag on 
>>> her chair would be in braille, lower case/uncapitolized.  the class 
>>> should learn braille, uncapitolized.  just as we say the class is 
>>> learning reading and writing, neither reading nor writing are 
>>> capitolized.
>>>
>>> this may seem like a small thing, but fits with the question of 
>>> whether we want to be unique and highlight our uniqueness.  whether 
>>> braille is something foreign, special, isolated, separate, or just 
>>> like ink, reading, writing.
>>>
>>> my answer: only capitolize when referring to Mr. Braille the french 
>>> dude.
>>>
>>> jc
>>> Jim Canaday M.A.
>>> Lawrence, KS
>>>
>>> At 11:09 PM 11/15/2009, you wrote:
>>>> The fact that Braille is reading and writing can never, ever be 
>>>> overlooked by touchy pictures, wild straw drawings, noodle art or 
>>>> colorful paint globs. BRAILLE IS READING.  It is not always read by 
>>>> a cute little boy or girl on grade level in public schools who 
>>>> happens to have diligent parents.  No matter what, BRAILLE IS 
>>>> READING.  At its basic level, it is language.
>>>>
>>>> If we believe blindness is a simple characteristic present in an 
>>>> individual the way curly hair is, we must not call too much 
>>>> attention to the touch technique required for finger reading.  
>>>> Demands for reading and writing must resemble those of the demands 
>>>> for students using print.  We long to have our blind children 
>>>> included in classes, not set apart because he or she happens to be 
>>>> cute and "sort of" smart.  Inclusion must mean inclusion.  Braille 
>>>> must be reading and writing!
>>>>
>>>> Braille literacy is beautiful without drawings and photographs to 
>>>> appeal to the eye.  We can add them for fun, but Braille is at its 
>>>> best plain and basic.
>>>>
>>>>
>>>> (When I deliver speeches or programs to groups, I tell my life 
>>>> story as "Princess-want-to-be" because I always believed my life 
>>>> was supposed to be luxurious and problem-free.  Wrong!)
>>>> ----- Original Message ----- From: "Robert Newman" <newmanrl at cox.net>
>>>> To: "'Writer's Division Mailing List'" <stylist at nfbnet.org>
>>>> Sent: Sunday, November 15, 2009 10:43 AM
>>>> Subject: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>>>>
>>>>
>>>>> Fellow Writers
>>>>> RE: The Braille Princess
>>>>>
>>>>> With this 200th year celebration of Louis Braille's birthday and 
>>>>> our thank
>>>>> you to him for Braille, I have written a TP centering on the 
>>>>> importance of
>>>>> literacy and learning to read early, print for the print reader 
>>>>> and Braille
>>>>> for the Braille reader. If you have not read the PROVOKER, it 
>>>>> follows.
>>>>> Recall that I collect responses and post them upon my web site for 
>>>>> all the
>>>>> WWW to read and learn from and that URL is- 
>>>>> Http://thoughtprovoker.info
>>>>> <http://thoughtprovoker.info/>   If you wish to receive THOUGHT 
>>>>> PROVOKERS
>>>>> sent directly to you, just write me and ask, at-  newmanrl at cox.net
>>>>>
>>>>> THOUGHT PROVOKER 151
>>>>> The Braille Princess
>>>>>
>>>>> "This is our first day of kindergarten." The faces of the small 
>>>>> children
>>>>> grouped around the teacher all looked up with energy filled 
>>>>> expectation. "I
>>>>> want us to talk about one very, very important skill all teachers 
>>>>> want their
>>>>> students to learn. It is reading. First, to make sure we 
>>>>> understand new
>>>>> words --- what is a skill?" Teacher and students shared back and 
>>>>> forth,
>>>>> clarifying several key words.
>>>>>
>>>>> The teacher asked, "How many of you can read?" Nearly all hands 
>>>>> shot up. "Oh
>>>>> my, what a smart class." Testing prior to the beginning of school 
>>>>> had shown
>>>>> the teacher each student's skill level. Nearly all of them could 
>>>>> read, most
>>>>> only a few words and a very few could actually read beginning 
>>>>> children's
>>>>> books.
>>>>>
>>>>> "Why do you think being able to read is important?" Many voices 
>>>>> and hands
>>>>> answered her question.
>>>>>
>>>>> Pointing to a small girl bouncing on her knees, hand pumping, the 
>>>>> teacher
>>>>> chose, "Breanna."
>>>>>
>>>>> "To read to your mommy and daddy."
>>>>>
>>>>> "Good answer. Reading to your parents is an excellent reason. 
>>>>> Thank you."
>>>>>
>>>>> After taking several more answers the teacher moved into the next 
>>>>> phase of
>>>>> the day's plan. "It is also important for you children to learn 
>>>>> from one
>>>>> another. Today, I have asked two students to bring one of their 
>>>>> favorite
>>>>> books and read it to the class. And by the end of this school 
>>>>> year, I expect
>>>>> that you all will have your turn." Indicating the kid-size chair 
>>>>> at her
>>>>> side, "Michael, you are first."
>>>>>
>>>>> Seated, the small boy nervously fingered his brightly colored 
>>>>> book, holding
>>>>> its cover forward to show it to his audience. "My favorite book is 
>>>>> 'Ruffles,
>>>>> The Big Red Dog." Positioning it on his lap, he began reading.
>>>>>
>>>>> "Thank you Michael. And now, Kendra. Please come up to our reading 
>>>>> chair."
>>>>> Tapping the chair, the teacher watched the small girl with her 
>>>>> arching cane
>>>>> home in on the sound guide.
>>>>>
>>>>> "Students, remember, earlier today, we learned about why Kendra 
>>>>> uses a white
>>>>> cane when she moves around the school."
>>>>>
>>>>> A young voice from the audience said, "She blind."
>>>>>
>>>>> "Yes, she is blind." Carrying on, the teacher said, "And so now we 
>>>>> are going
>>>>> to learn about Braille, which is how Kendra can read."
>>>>>
>>>>> The small girl seated, cane at her feet, the teacher asked, 
>>>>> "Kendra, first
>>>>> please show and tell us the name of your book. Then tell the class 
>>>>> a little
>>>>> about Braille."
>>>>>
>>>>> Composure intact, Kendra answered, "I learned to read when I was 
>>>>> three. You
>>>>> read print because you can see it. I read Braille, because I am 
>>>>> blind and
>>>>> blind people read Braille with their fingers. Braille is raised 
>>>>> dots. I can
>>>>> read as good as anybody." She raised the book up for all to see 
>>>>> its cover.
>>>>> "My favorite book is the 'Princess and the Pea.' My daddy calls me 
>>>>> his
>>>>> Princess."
>>>>>
>>>>> "Hey," exclaimed a student! "No picture! No letters!"
>>>>>
>>>>> After the stories were read, the teacher again addressed her 
>>>>> class. "Miss
>>>>> Young, my assistant has arranged the chairs in a circle. Each of 
>>>>> you have
>>>>> your own chair, your name is on it. So to find your chair, you 
>>>>> must read the
>>>>> name-tag." The classroom noise level fell, then swelled; 
>>>>> expressions on
>>>>> faces ranged from blank wonderment, to knowing intelligence. 
>>>>> "Reading is
>>>>> important. I know some of you cannot read yet. However, soon I 
>>>>> expect that
>>>>> you will. So for help now, ask your neighbor or Miss Young or me 
>>>>> to assist
>>>>> you." The noisy reading and sorting began.
>>>>>
>>>>> "She's sitting in my chair!" The outcry of the small red-haired 
>>>>> boy was all
>>>>> but lost in the overall noise level.
>>>>>
>>>>> "Kendra --- Tommy, we need to check the label," intervened the 
>>>>> frazzled
>>>>> Para. Lightly touching the petite blind girl sitting quietly on 
>>>>> the chair in
>>>>> question, "Honey, did you feel for the Braille label on the back 
>>>>> of the
>>>>> seat?" Leaning forward to look herself as she spoke.
>>>>>
>>>>> "A problem here?" The teacher walked up.
>>>>>
>>>>> "Oh my," Miss Young looked at her boss, "the name-tag is missing."
>>>>>
>>>>> "Tommy knocked it off and it fell on the seat," said the boy from 
>>>>> the next
>>>>> chair over.
>>>>>
>>>>> "Yes, I'm sitting on my name," said Kendra. "And Tommy, you need 
>>>>> to learn to
>>>>> read Braille."
>>>>>
>>>>> The eyes of the two adults met, both smiled, the teacher said, 
>>>>> "Kendra, we
>>>>> are going to call you, our Braille Princess."
>
>
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