Transcribe
Translate
Adelia M. Hoyt memoir and photographs
Page 74
More information
digital collection
archival collection guide
transcription tips
74, UNFOLDING YEARS proofread manuscript and prepared instructions to go out by mail to the ever increasing number of women, eager to join the ranks and help in this novel and much needed work. How glad I was that I had mastered each system as it came along. I must confess, however, that at that time I really new very little of the technical aspects of the new braille. I could read and write it but I had no knowledge of the rules; in fact non had been printed. It was not until several months later that I received these rules from Mr. Latimer, and gradually applied them to the work. In the fall (1918) Miss Mabel T. Boardman, Director of Volunteer Service District of Columbia Chapter, American National Red Cross, organized classes for the study of Braille Transcribing. The groups consisted of young women, mostly government workers here in Washington. Miss Boardman asked for a teacher and Mrs. Rider recommended me. Mrs. Larz Anderson gave us a room in her beautiful home on Dupont Circle, and there we had our fist general meeting on the night of Armistice Day, November 11, 1918. Never shall I forget that evening ! To reach the Anderson home we had to pass through downtown Washington, and that night the streets were alive with a wild, surging mob of happy, excited people showing their joy in typical American style. We organized five classes, each consisting of ten or twelve young women. During the winter I taught these classes five nights a week. Usually my sister went with me but sometimes Miss Herrick or some other friend accompanied me. My family had all been teachers and I think I had some talent along that line. But here was a subject which had no existing textbook. I had to formulate my own lessons and method of teaching. It was quite different from teaching a blind person to read. These were all sighted people who must be taught to write correct braille. They were eager, intelligent young women and made good progress. Ever since I left school I had longer for an opportunity like this and at last it had come. My sister had always made me feel that I more than paid my way by what I did in the home, but naturally I was not
Saving...
prev
next
74, UNFOLDING YEARS proofread manuscript and prepared instructions to go out by mail to the ever increasing number of women, eager to join the ranks and help in this novel and much needed work. How glad I was that I had mastered each system as it came along. I must confess, however, that at that time I really new very little of the technical aspects of the new braille. I could read and write it but I had no knowledge of the rules; in fact non had been printed. It was not until several months later that I received these rules from Mr. Latimer, and gradually applied them to the work. In the fall (1918) Miss Mabel T. Boardman, Director of Volunteer Service District of Columbia Chapter, American National Red Cross, organized classes for the study of Braille Transcribing. The groups consisted of young women, mostly government workers here in Washington. Miss Boardman asked for a teacher and Mrs. Rider recommended me. Mrs. Larz Anderson gave us a room in her beautiful home on Dupont Circle, and there we had our fist general meeting on the night of Armistice Day, November 11, 1918. Never shall I forget that evening ! To reach the Anderson home we had to pass through downtown Washington, and that night the streets were alive with a wild, surging mob of happy, excited people showing their joy in typical American style. We organized five classes, each consisting of ten or twelve young women. During the winter I taught these classes five nights a week. Usually my sister went with me but sometimes Miss Herrick or some other friend accompanied me. My family had all been teachers and I think I had some talent along that line. But here was a subject which had no existing textbook. I had to formulate my own lessons and method of teaching. It was quite different from teaching a blind person to read. These were all sighted people who must be taught to write correct braille. They were eager, intelligent young women and made good progress. Ever since I left school I had longer for an opportunity like this and at last it had come. My sister had always made me feel that I more than paid my way by what I did in the home, but naturally I was not
Campus Culture
sidebar
