Future Reflections

ISSN 0883-3419

Copyright National Federation of the Blind, 1995


Vol. 14, No. 2  Barbara Cheadle, Editor Special Issue, 1995

Contents
Let's Talk About Blindness      1
When People Ask, "How Much Can You See?"        2
by Doris M. Willoughby
How Red is a Redhead?   4
by Doris M. Willoughby
Handy Hints About Money 5
by Doris M. Willoughby
Meet Dr. Nemeth 7
Keeping a Notebook      9
by Doris M. Willoughby
Recess! 11
by Doris M. Willoughby
Braille Reading Contest 13
Slate Pals      14
I Want That     15
by Peggy Pinder Elliott
What Color is the Sun   19
by Lauren L. Eckery
Competing on Terms of Equality as Blind Students        21
by Fred Schroeder
Climb Every Mountain    25
by Barbara Pierce
Let That Blind Man Work on my Truck     28
by Daryel White
One Small Step at a Time        29
by Heidi Sherman
Managing a Bank Account 31
by Peggy Elliott
Let's Talk Technology   34
by David Andrews
Blind Teachers: Questions and Answers   38
Hamburgers and the Practice of Law      40
by Marc Maurer
National Association of Blind Students  44
by Olegario Cantos
National Federation of the Blind Scholarship Program    46
Distinguished Educator of Blind Children Award  47
by Sharon Maneki


For more information about blindness and children
contact the
National Organization of Parents of Blind Children

1800 Johnson Street * Baltimore, Maryland 21230 * (410) 659-9314


SPECIAL ISSUE, 1995

Please send me a copy on 

cassette tape. I am:

[   ]Parent   [   ]Teacher  [  ]Other



Name:

Address

City                    State     Zip

Name of  student:

Age             Grade



This blind woman owns a business and operates a cash 
register 

almost everyday. 

This mother is teaching her children how to organize their 
notebooks. Only the children aren't blind--the mother is! How do 
you suppose she does this? Look for clues on page 38 in this
magazine.

Niki and Hailee use their canes when they run races at 
playtime. 

Jeremy uses his cane to find the climbing bars on the 
playground. He will put it down while he climbs. When he is done
he 
will pick it up and use it to find the swings.

Ellen enjoys learning to read Braille. 

Dr. Fred Schroeder



Face glowing with exhilaration, Barbara Pierce hangs on 
to the rock face while preparing to make her next move.

FREE TAPE: Employed Blind Americans 

This unique 3 1/2  hour seminar tape features blind adults 
talking about their jobs in customer service, investigation, home

businesses, modeling, medical social work, a seat-belt factory,
and 
more. Send your request on letterhead to Job Opportunities for
the 
Blind (JOB) for 1 free cassette copy of the 1995 National JOB
Seminar. 
Specify 2-track (normal speed) or 4-track. Write to Lorraine
Rovig, 
Director, JOB/NFB, 1800 Johnson  Street, Baltimore, Maryland
21230.

Daryel at work on a truck.

Heidi Sherman

Peggy Elliott uses her Braille skills daily for many 
tasks.

Blind people also teach at the college level. Dr. Norman 
Gardner (above left) explains the principles of finance to his
college 
class.

Marc Maurer finds time in his busy schedule to give a 
cooking lesson to his daughter, Dianna Marie.

Ollie Cantos addresses the 1995 annual meeting of the 
National Association of Blind Students. 

Student meetings are full of enthusiasm, high spirits, 
and creative ideas.
LET'S TALK ABOUT BLINDNESS
A Special Issue for Children and Youth
Editor's Note to Parents and Teachers: 
Although we have published a few special issues in the past, none
have been quite like this issue. After nearly thirteen years of
pumping out articles about blindness for an audience of adults,
I've switched gears and put together an issue for the kids.
That's
right, this issue is designed to be read and enjoyed by kids from
about third grade level through high school. The theme, "Let's
Talk
About Blindness," is, of course, what we do in every issue of
Future Reflections. This time, however, we are bringing our
message
straight to the kids. 
Although I thoroughly enjoyed this opportunity to speak
directly to the kids about blindness, I was reminded of how 
difficult it is for adults to remember what it is like to think 
and feel as children, to remember the freshness of each new 
experience and the intensity of each new pain. The task I set for

myself was complicated by the fact that I am not, nor have I ever

been, blind. I am like most of our readers: a sighted adult who 
is a parent of a blind child.  Despite this limitation, I had 
to--as you must also--decide what and how I was going to
communicate 
with my son about his blindness. Please note that I said
"communicate," 
not talk. Some parents choose never to verbally discuss blindness
with 
their children. Nevertheless, these parents do communicate their 
feelings about blindness to their children. So, like it or not,
prepared 
or not, parents have no choice in this matter. It happens. Since
this is
so, we might as well do our best to prepare for it. 
From this perspective, I think you will enjoy and receive benefit
from this issue as much as your kids. Parents and teachers have
the
power to turn the one-way message of this issue into a real
dialogue about blindness. Read the articles then ask yourself how
you would discuss this topic with your child. Sit down with your
child and read some of the articles together. Use the articles as
a starting point for a discussion with your blind teen-ager. If
your child is an infant or toddler save this issue for later use
and reference. Use the small window of time you have to consider
how you want to discuss these topics with your youngster when he
or
she is old enough to be curious about them. 
The issue is divided into two segments. The first segment is at
the
reading and maturity level of young children in the elementary
grades. The second segment is for the more mature youngster or
young adult. Most of the articles in the first segment were
contributed by Doris M. Willoughby. Mrs. Willoughby is the
co-author of the much-acclaimed Handbook for Itinerant and
Resource
Teachers of Blind and Visually Impaired Students. She was also
the
1990 recipient of the Distinguished Educator of Blind Children
Award.
Several of the articles in the second segment are reprints from
various Kernel Books. These books are a series of paperback books
published by the National Federation of the Blind. The purpose of
the books are to try and show readers what it's really like--and,
for that matter, what it isn't like--to be blind. These books are
available in large print, Braille, and cassette tape for a
nominal
charge from the Materials Center of the National Federation of
the
Blind. After reading this issue, you and your youngster may want
to
order some of the Kernel Book titles for further reading. For a
list of titles, contact Materials Center, National Federation of
the Blind, 1800 Johnson Street, Baltimore, Maryland 21230, (410)
659-9314. Calls are accepted between 12:30 p.m. and 5:00 p.m.
Eastern Standard Time. 
You will notice that this issue has been printed in large type
(14
point). Some students will find this helpful. However,  many
students will need a different format for independent reading. As
we do with all issues, this one has been recorded on cassette
tape.
If you do not usually get the tape format, but would like to have
this particular issue on tape for your blind child or student,
please use the following order form to request a free tape copy.
Mail the request to: Future Reflections, 1800 Johnson Street,
Baltimore, Maryland 21230.

WHEN PEOPLE ASK, "HOW MUCH CAN YOU SEE?"
by Doris M. Willoughby
People are always asking, "How much can you see?" Maybe you get
tired of this question. Ask your parents and your teachers to
help you think how to answer. Kristin says, "I can see a person. 
But I can't see faces clearly. So I pay attention to voices."
Latisha says, "I can see if the light isn't too bright.
I can read print if it's large print."
Matt says, "I can see things fine if I'm looking right at
them. But I can't see to the sides."
Eric says, "I can see okay in the daytime if the light is
good. But I can't see at night. And in the daytime, if there
isn't much light, I can't see much."
Think about how you might answer. Everybody is different.
You might want to learn the words the doctor uses to talk about
your eyes. For instance, Linetta says, "I have albinism.  That
means that inside my eyes, in the back of the inside, there is
not much color. This is why a lot of light bothers me."
If you can't see at all, that is easy to explain. You just say,
"I can't see at all," or "I am totally blind." If you can see
light
but not much else, that is easy to explain too.

Changing the Subject 
Your parents and teachers need to ask you about lots of things so
they can help you. Your doctor needs to know all about your eyes.
It's okay for your friends to ask you things.  They may ask about
your birthday, your mom's job, your favorite food, or how much
you can see. You'll want to talk to your friends about all kinds
of
things.
But sometimes people ask questions you can't answer. Sometimes
they want to talk with you about your eyes too much. They talk on
and
on. What then? You might say, "I don't know." You might tell them
to 
ask your dad, mom, or your teacher. Or you could just change the 
subject and start talking about something else.
There are some people who shouldn't be asking you questions. You
have heard about "stranger dangers." Strangers shouldn't be
asking personal questions.

The Most Important Things
The most important thing is not how much you can see. More
important is how you get along in life. Can you do your school
work? Do you get along with people? Do you have some fun? Are you
looking forward to being grown up?
Some boys and girls feel bad when they talk about their eyes. 
They think that if they can't see something, they failed--like
getting
an F on a test. They may pretend they can see more than they
really
can.
You don't need to feel bad if you can't see something. Figure out
what works better. Maybe you should get closer. Maybe you should
use something bigger, like a large-print map. Maybe you should
find a way that won't use your eyes at all, like Braille. The
important thing is that you find a way to do what you want or
need to do.
Denise lives in Iowa where there is a lot of corn. She looked at
corn growing in the fields a lot of times. Her mother thought
Denise could see corn clearly. But when the teacher asked, "How
does corn grow?" Denise didn't really know. She thought maybe it
grew on a bush. When Denise looked at corn plants she only saw a
blur of green. She needed to walk right up to the plants. She
needed to look at them up close, with her eyes and with her
fingers. Then Denise would really know how corn grows.
Sometimes you may think you see something okay, but really miss a
lot, like Denise. Try to get close. Feel things with your hands
when you can. Talk to other people about how things look. The
important thing is that you learn!

HOW RED IS A REDHEAD? 
by Doris M. Willoughby
The teacher says, "Here's the red finger paint." Your grandfather
says the barn is red. Mary says her hair is red. Are these people
talking about the same color?
There are a lot of different kinds of red. Red finger paint is
usually bright red. But if your grandfather paints the barn, it
might be dark red. Dark red means there was some black mixed in,
so the red doesn't look quite the same.
And what about Mary's hair? People's natural hair color would not
be like red paint. The color of red hair is really more
reddish-brown. 
Does the idea of different kinds of red seem funny to you? There
are lots of things like that. Think about music for instance.
Think about the song, Happy Birthday. You may hear it played on
the
piano, and then played on a flute. You may hear a little girl
sing it. Then you may hear a grown-up man sing it. It would sound
different each time. But every time it would still be the Happy
Birthday song, wouldn't it?
It's much like that with colors. When we talk about crayons or
paints we mean one thing. When we talk about the color of a
person's hair or skin, the color words mean something a little
different.
Now here's another question. If your mom says that your friend
Mary is a "redhead," what does that mean?
Maybe you think that it means Mary's face is red. But that's not
what it means. A redhead is someone with red hair.
There are some other words that tell about people's hair color.
Here is a list:
Redhead--red hair
Towhead--very light hair. This word is usually used for children.
Blonde--yellowish or very light brown hair.
Brunette--dark hair. This word is usually used when
talking about a woman. It means dark brown hair.
Of course, many times we just say, "He has light brown hair," or
"She has red hair." But sometimes people use the words in this
list. It is nice to know what they mean.
Can people's natural hair be just any color? No. It can just be
these colors: black, red, brown, yellow, white, or gray.
Remember, there are other words which mean these hair colors too.
Of
course, sometimes people dye their hair. Dyed hair can be almost
any
color, including blue! But most people who dye their hair want a
color
that is a natural hair color.

HANDY HINTS ABOUT MONEY
by Doris M. Willoughby
Do you have some money of your own? Everybody always wishes for
more money! Here are some ways to keep track of your money so
that  you know what you have.

Coins
We have four kinds of coins we use a lot: penny, nickel, dime,
and quarter. Here is how to tell them apart.
Dimes and quarters are rough around the edge (the side). You can
feel this with your fingernail. A quarter is a lot bigger than a
dime. It is easy to tell a dime or a quarter.
A penny or nickel is smooth around the edge. Your finger nail can
feel this. Now, a nickel is a little bigger than a penny. But it
is not much bigger so this may be hard to tell. Jim keeps a
special
penny in his billfold. When he gets a new penny or nickel he puts
it over his special penny. If it's just the same he knows it is
another penny. If it is a little bigger, it is a nickel.
Sometime you may see a half dollar. It has rough edges. It is
bigger than a quarter. You may even see a silver dollar sometime.
It has rough edges, too. It is the biggest coin.

Paper Money
What about paper money? You may have a one-dollar bill or you may
have a "bigger" bill. But if we say it is "bigger," we just mean
it is worth more money. It may be worth $5.00 or $10.00 or more.
But
it is not bigger in size. All paper money in our country is the
same size. All paper money feels just the same.
With paper money you need to find out what it is when you get it.
If you get it for a present you will know what it is. If you get
it for change at a store sometimes you can figure it out. Let's
say
you give a $5.00 bill for something that costs $4.00. You know
you would get $1.00 in change.
But what if you give a $10.00 bill for something that costs
$4.00? You may get two bills in change. One would be a dollar
bill and
one would be a five-dollar bill. But which is which? You should
ask
the person who gave you the change. You can say, "Which one is
the
five?"
So now you know which is the dollar bill. You know which is the
five-dollar bill. But how will you know after they have been in
your pocket?
When you put your money away, think about it. Have a way to keep
track. In your billfold you may have different kinds of bills. A
lot of people think it is easier to fold the bills. Then you
don't have to keep them apart. Some people do it this way:
Don't fold a one-dollar bill at all.
Fold a five-dollar bill the long way.
Fold a ten-dollar bill the short way.
Fold a twenty-dollar bill both ways.

Other people have other ways of sorting their money.
There are also fifty-dollar bills and bigger bills. But most boys
and girls don't have big bills! That's a lot of money!

A Cash Register
Mrs. Smith has a food store. She needs to keep track of a lot of
money. Mrs. Smith is blind, so how does she do it?
Almost every store has a cash register. There is a drawer for the
money. The drawer has places for different bills. Mrs. Smith asks
people to tell her what kind of bill they give her. Then she puts
it in the right place.
But what if someone told a lie? What if somebody gave her a
one-dollar bill and said it was a ten-dollar bill? Mrs. Smith
thinks about that. She knows most people are fair and do not tell
lies. But she notices what people say and do, and she counts her
money. She knows if something is wrong. There are lots of ways
she can catch somebody who is trying to cheat her. She can
sometimes
tell by the way a person talks or acts. 
Sometimes people ask Mrs. Smith if money should be made different
sizes for blind people like her. Mrs. Smith laughs and says "No,
it isn't that hard to figure out!" 

In Other Countries
This article just tells about United States money. You may like
to read a book about money in other countries and about money
long
ago. People have used some surprising things for money! Some of
them are shells from the sea, round pieces of rock, beans, salt,
and cows. What do you think of that?

MEET DR. NEMETH

Do you know what the Nemeth Code is? It's the way you write
arithmetic in Braille. You can add, subtract, multiply, and
divide.
You can write fractions. When you are older, you will learn
algebra. Algebra is a kind of math you will learn in high school
and college.
It used to be hard to write math in Braille. But the Nemeth Code
makes it easy. With the Nemeth Code, we can write anything we
need in math. The Braille will say the same thing that the print
books
say.
Where did the Nemeth Code get its name? From Dr. Abraham Nemeth
(NEMM-eth). He invented it.
You probably know that Louis Braille invented Braille letters.
Louis Braille lived in France. He was born in 1809. He died in
1852, long before you were born.
But other people are still inventing new ideas for Braille today.
Dr. Nemeth is one of them. 
Not long ago Dr. Nemeth gave a speech about his life at a
convention (very large meeting) of the National Federation of the
Blind. Here is what he said:
I was born in New York City. My parents came from Poland. They
had not been in the United States very long when I was born.
(Nemeth
is really a Hungarian name. My grandfather was born in Hungary.)
I
have always been totally blind.
My father taught me how to pay attention to where I was going. We
talked about turning right or left. We smelled the bakery. We
listened to the traffic on the street.
I started school at Public School #110. In your town probably the
schools are named after famous people. But in New York City we
just put numbers on the schools. We made a joke and said that New
York
is such a big city that we ran out of names of famous people.
In school I learned to read and write Braille. I learned typing.
I learned geography. We had a big globe where you could feel that
the land was higher than the ocean. The mountains were the
highest.
Now, you know that after I grew up I invented the Nemeth Code for
math. But when I was in grade school I was not very good at math.
I really had a lot of trouble with it. In eighth grade they said
that my math was very bad.
In high school I had an extra-good teacher. This resource teacher
helped me catch up. He showed me a better way to write problems
in Braille, and I started to like math. I thought about ways that
we
could write math even better.
Then I went to college in Brooklyn. I wanted to be a math
teacher.
But many people said it was too hard for a blind person to do
that.
They said it was too hard to write lots of math in Braille. They
said it was too slow.
At first I couldn't get a job as a math teacher. I had some other
jobs. I sorted and packed Talking Books. I loaded trucks. I did
some sewing. I wrote letters. These jobs are okay, and many
people like them. But I wanted to be a math teacher.
Maybe you have heard of Helen Keller. She was a famous person who
was deaf and blind. When I was working at these other jobs, I
Brailled some letters for Helen Keller.
World War II lasted from 1941 to 1945. After the war ended, I
tried again to get a job teaching math. First, I got a part-time
job at
Brooklyn College. I helped men who had fought in the war. While
they were fighting in the war they forgot some of the things they
learned in school. I helped them review their math.
I kept looking for a full-time job. I was very happy when I was
hired to teach math at the University of Detroit.
I kept working on ideas for writing Braille math. I thought of
ways to make things easier to read. I made some lists of symbols.
(A
symbol is something that stands for something else. For instance,
the + sign stands for the "plus" or the idea of adding.)
There is a committee that decides how Braille should be written.
It is called the Braille Authority of North America (BANA). This
group decides about Braille for the United States and Canada.
They
write rules for Brailling books.
This committee looked at my new ways of writing math. They said
my ideas were very good. They asked me to write a list. In 1952,
they made lots of copies of my lists. They called it "The Nemeth
Braille Code for Mathematics and Science Notation." People
usually just
call it the Nemeth Code for short.
Today there is a big book about the Nemeth Code. Every few years
it is printed again, with some changes.
People often say to me, "You keep changing the Code. When will it
be all finished?"
It will never be finished. It has to keep changing because the
world keeps changing. Math keeps changing. It's like the
dictionary. We always need new dictionaries because there are new
words. Also we use the old words in new ways.
Math keeps changing, too. For instance Greek and Russian letters
are used a lot more in math than they used to be; we have to have
good ways to write them. Computers have also changed the way we
do things.
People like the Nemeth Code. It makes it easy to write math
correctly in Braille. I am glad that I have helped people.
But I don't want to stop working! Just a little while ago, I
wrote the code for a new talking calculator. It would be boring
if I
were not working on something new.
Based on the article "Teaching Mathematics: One Career for the
Blind," by Abraham Nemeth (Braille Monitor, November, 1989, pp.
678-686). Rewritten by D. M. Willoughby after additional
conversation with Dr. Nemeth.

KEEPING A NOTEBOOK
by Doris M. Willoughby
Do you work in the same schoolroom all day? Or do you go to
different rooms for music, art, and PE? Or do you go to a
different room for every subject?
As you get older, you probably will go to more rooms during one
day. You probably will have more than one teacher. Even if you
have only one teacher, you will be studying a lot of different
things.
You don't want to look for your spelling list and find math
problems instead. You don't want to look for today's English
paper and find last month's test instead. What can you do so you
don't
have trouble like that?
You need a place for each subject. You need a way to keep track
of different kinds of papers. You need to know what each paper
is,
even if you can't read the small print.
Let's say that on October 1 you get a study paper for science.
The paper is in small print, too small for you to see. Now what?
You need to remember which paper this is. A good way is to write
a little Braille note right on the paper. You may just put the
paper in your Braille slate and write: sci st oc 1.
This could mean "science study paper, October 1." If you haven't
learned Braille, you could write a note with a pen on an extra
piece of paper and clip it on. It doesn't take long to write a
short note like this. But now you can tell for sure what paper it
is without asking anybody else.

Folders and Notebooks
Now, where to keep that study paper. One good way is to have a
folder for each subject. Then you just put the paper in the
"science" folder. You can keep folders in a zippered notebook or
a  carrying case. Each folder should be labeled so you can find
it
quickly. Some people like to have folders of different colors.
Another way is to have a loose-leaf notebook with tabs. For each
part of the notebook, a tab sticks out. (That's a little extra
piece of plastic or heavy paper.) The tab you want will say
"science." A loose-leaf notebook has rings that go through holes
in the paper, so you can get things in and out. If you can't
punch
holes in your study paper, you can have a pocket folder in the
notebook.

Now You're Organized
Being organized means having what you need and knowing where
things are. It means working without wasting a lot of time.
So now you find that study paper when you are ready to have
someone read it to you. Maybe you will work on it at school.
Maybe you
will work on it at home. But you can find it yourself, fast! And
you
can find it again later if the teacher wants it.
You have a place for each subject. You know which paper is which.
But what if the notebook gets too full? You don't want to carry
around hundreds of papers for the whole year.
Each week you should clean out your notebook. If you don't need
something, throw it away. If you might need it again but it's
old, put it somewhere else. Don't just carry it around. Your
notebook
is for things you need right now.
Maybe you won't use all these ideas yet. But when you get older,
you will. Start getting ready. Do some of these things now to
help you get started. Then it won't be hard when you are older.

RECESS!
by Doris M. Willoughby
It's fun to go out on the playground. What do you like best at
recess?
People like to do different things at different times. Here are
some things to do. Maybe some of them are new to you. Try them!
Do you like to climb? Maybe you have a Jungle Gym or Monkey Bars
or Magic Castle. Have you climbed on all of the climbing things
on
your playground? Don't just stay in the place you like best.
Climb on different things. Start in different places.
Do you have swings and slides? Have you been on every one? Maybe
some of them are not the same.
Walk all around the playground and find out what is there. Maybe
there is something there you never knew about. Maybe there is
another Jungle Gym. How far is it around the whole playground?
Make a map.
Jump rope. There are lots of ways to jump rope, with other people
and by yourself. Also try things like the Skip-It. You put it on
one ankle and make it go around for you to jump over.
Throw and catch balls and frisbees. Do you like the ones that
make sounds? There are lots of different kinds. It's fun to play
with
a partner or a group but you can play alone, too. Throw the
beeping
Frisbee, listen, and go get it.
Bring a toy from home. Maybe you have toy cars or toy animals.
Maybe you have little action figures (toy men or women). Walk
around on tin-can "stilts."
Play Follow the Leader. Get a few other boys and girls and take
turns leading the group around. Everybody has to do what the
leader does. You can be kind of silly. Walk with your hand on
your head
for awhile. Walk bent over for awhile. Walk over to the school
building and say, "Hello, school! How are you?" Each time the
leader starts something new he or she should tell it out loud so
that everybody knows what to do.
Play tag. If the person who is "It" always shakes a jar of
pebbles, you will all know where "It" is without needing to see
with your
eyes.
Do you have snow where you live? Maybe you can bring a sled or a
plastic saucer for sliding. Build snow people and snow castles.
Climb on a pile of snow. Slide on ice. Just walking around the
playground can be fun in the snow.
Make sure you know the rules for your playground before you do
something new. Different schools have different things and
different rules.

BRAILLE READING CONTEST
Do you like to read jokes? Do you like science fiction? Stories
from long ago? Do you like to read about real people and places,
or make-believe? Reading is fun. Contests are also fun. Wouldn't
it
be neat if you could do both? Well, you can! 
Braille Readers are Leaders is a contest for all kids who read
Braille. Have you just started to learn to read? You can be in
the contest. Do you ever read any books besides your school
books?
You will surprise yourself with how much you can read when you
enter
the contest. Maybe you have been a print reader and have not been
reading Braille very long. You can be in the contest, too! 
There are big prizes for the kids who read the most Braille
pages.
But everybody who enters gets something special. If your school
has an awards program at the end of the year, you can be on the
stage
to get your special prize from the contest. 
You can read books and magazines about anything you want. If
you're just learning to read, your teacher can help you find
books with
words you know. If you're older, you can choose books yourself.
And while you're having fun with the contest, you'll be learning
to read faster and better. Your parents and your teachers will
have
fun and learn, too. Maybe they will have to work hard to find
enough books for you!
Contest Rules
Here are the main rules. Ask your teacher or your parents to find
out more. 
The contest is called Braille Readers Are Leaders. You could win
neat prizes if you read the most Braille pages in your category
(group). Reading lessons do not count. School textbooks,
workbooks,
or other pages from schoolwork do not count. This contest is for
things you read just for yourself. Library books, magazines, the
Bible, short stories, and non-fiction articles are some of the
things you can count. It's okay to read just part of a book or
magazine. But you can only count the pages you really read.
The contest starts November 1, 1995, and ends February 1, 1996.
You count the pages you read during that time. You can read at
school, at home, or anywhere. But remember, schoolwork doesn't
count. 
There are different categories (groups) for different ages. Here
are the categories for the contest: kindergarten and first grade;
grades 2-4; grades 5-8; grades 9-12; and print to Braille.  Print
to Braille readers are kids who used to read print. There are
other special rules for this group, so be sure an adult reads the
contest entry form very carefully.
The top three winners in each category get a special t-shirt and
a money prize. There is also a t-shirt and a money prize for the
top five "Most Improved Braille Readers." This is for kids who
were
in the contest last year and who read a lot more this year.
Everybody in the contest also gets a certificate. 
There is an entry form that you and a grown-up must fill out. You
can use it to keep track of the books and number of pages your
read. An adult needs to sign it and mail it in when the contest
is over. To get an entry form write to: 
Braille Readers are Leaders
1800 Johnson Street
Baltimore, Maryland 21230.

SLATE PALS
A Pen Pal Program for Blind Youth
Sponsored by the
National Organization of Parents of Blind Children 
Pen pal programs are lots of fun. They help students find new
friends all over the country, sometimes all over the world.
Students who would never have a chance of getting to know each
other can become pen pal friends by writing letters to each
other.
Of course, they don't know each other at first. Pen pal programs
take applications from students and use them to find pen pal
matches. After a match is made, the student gets the name and
address of their new pen pal. It is then up to the students to
begin writing letters to each other.
Slate Pals is a pen pal program for blind Braille reading
students who want to write Braille letters to other students. 
It is called a Slate Pal program because slates are a handy, 
cheap, and easy way of writing Braille, just as pens are a handy,

cheap, and easy way of writing print. (If you haven't learned how

to use a slate and stylus yet, ask your teacher or your parents 
about it. It's fun to do and easy to learn.)
All kinds of kids of all ages sign up for the Slate Pal program.
Sometimes blind kids from foreign countries want a Slate Pal.
Sometimes sighted kids who want to learn Braille write and ask
for a blind Slate Pal. But most of the kids are kids who just
want to
write to someone their own age. It's especially neat to write
letters (and get letters) in Braille. It's also great to have
someone to talk to about things that only another blind kid can
understand.
If you would like to be a Slate Pal just fill out the Slate Pal
Profile. There is no cost, but be ready to wait several weeks
while a match is found. Once a match is made each applicant will
get a
copy of his or her new Slate Pal's Profile. The rest is then up
to you!

SLATE PAL PROFILE
mail to:
Mrs. Debbie Stein
Slate Pals
5817 North Nina
Chicago,
Illinois 60631

Name
Address
City                  State       Zip
Age   Grade     (circle one)Male Female 
Interests/Hobbies

I would like (fill in the number) 
    [    ] slate pal(s)

I would like my slate pal(s) to be:
______age (please
specify a range)
male or female or both  (circle one) 

I WANT THAT
By Peggy Pinder Elliott
Reprinted from The Freedom Bell
an NFB Kernel Book
Many things can happen when a teen-ager suddenly loses
her sight. What does happen depends on a variety of unpredictable
factors--family influence, teachers, chance. Perhaps for each
person there is a crucial incident which changes everything that
comes
after. Peggy Pinder Elliott believes this to be true for her. 
As you read her story keep in mind that the teenager
you're reading about went on to finish high school; earned a
bachelor's degree with double majors in history and philosophy at
Cornell College, Mount Vernon, Iowa (where she reported for and
then was chief editor of the college newspaper); earned a law
degree from Yale; served five years as a state criminal
prosecutor; and established a private law practice in which 
she now works. Here in her own words is what happened.
I lost my sight as a teenager.
Because of my eye condition my eventual total blindness was
predictable. Even so, nobody had ever told me or my parents that
this could happen. I was devastated.
I had been to the store earlier in the day. While waiting at the
check-out counter I had picked up a magazine as one does to pass
the time. I read little bits of it, and it looked interesting--so
I bought it.
Later that day at home I picked up the magazine. And, that was
how I found out I was blind. I couldn't read it at all.
I remember wondering if I should tell my mother who was in the
kitchen because I could guess what trouble would start. I
remember thinking about it and deciding to tell her because,
sooner or
later, people would notice that I was not reading anything. That
would include schoolwork which would be troublesome, too. So, I
sighed and told my mother. I was sure right about the trouble.
I was totally unprepared for such a change. I didn't know it was
coming. I had no techniques like Braille or a white cane with
which to continue my life. I didn't want such techniques anyway
because
that would mean that I would always be blind and, as I thought
then, unable to do anything with my life.
Adding this horrifying and unexpected change to the other changes
of adolescence was just too much for me. I withdrew into myself.
Nobody understood how bad it really was. There was no one to whom
I could talk, nobody who understood. They all said things would
work out, but they could all see. What did they know?
During this time, I happened to hear some blind people on the
radio one night. They were in town for a convention, they said.
They
explained to the radio audience that blindness was not the
horrible tragedy that everyone thinks it is. They were blind
themselves,
and they all held jobs, had families, went where they wanted.
They said blindness was not a tragedy--that it all centered
around
how you handled it, just like hundreds of other differences among
people that we all deal with every day--like being too short to
reach a cupboard or too light to carry heavy loads. That's why we
have stepstools and carts.
According to them blindness was no different. You just had to
figure out ways to do things others do with sight. The ways
exist.
Blindness could be reduced to the level of a nuisance.
I turned off the radio. It made me mad to hear people talking
such nonsense. I knew how bad it was to be blind. I could tell
them a
thing or two. And, how dare they say that I could lead a full
life as a blind person?
I hated people who tried to sugar-coat things and act like
nothing was wrong when obviously everything was. They were blind.
Why
didn't they just shut up and accept their limitations gracefully
as I was doing?
My way of accepting my limitations was to become a bookworm.
Books 
are put into Braille or recorded onto tapes and distributed to 
blind people through a nationwide library system. I read
everything. 
I had always been a reader. My whole family is. That was one of
the 
most devastating things about blindness. I couldn't just pick up
what 
others were reading and read it.
Even so, there were things I could read, and I read all the time.
I turned down invitations and declined to do things because I had
some reading to do. It is not good for a teenager to spend the
years just before adulthood in her room reading during the time
when everyone else is learning to take more and more
responsibility
and to interact personally with the world around her.
But that's what I did. I didn't know what else to do. I found
contact with other people uncomfortable. They were uncomfortable
because they "didn't know how to act around a blind person," as
they put it. Why couldn't I just be a person anymore? I was now
some strange being who upset people. That upset me. It upset me
all the more because I agreed with them. I didn't know how to act
around me either. So I read books and lived in the lives of other
people.
My system worked through most of high school. But it wouldn't
work after that. My parents weren't willing to let me continue to
hide
out from the world. They knew that there were blind people who
worked, who took responsibility, who made lives for themselves.
They were determined to have that chance for me. They began
searching.
I well remember the exact moment and the exact location when I
discovered that my parents were right. I was standing in a
hallway, waiting my turn to speak to the occupant of the office
beside
which I was standing, doing nothing in particular.
I heard someone down the hall and around the corner come out of
an office. I heard him lock his door with a key and check to be
sure
the door was locked. I then heard him walk briskly down the hall,
turn the corner into the hall where I stood, walk by me, and go
out of the door at the other end of the hall.
I knew he was blind because I heard his white cane. I was
stunned!
Simple tasks? Yes. But I couldn't get over that here was a blind
person making his own schedule, caring for his and his employer's
property responsibly, determining where he would go, deciding how
to get there, and then doing it. I couldn't do any of those
things for myself. Not really.
Or, could I? He had. If he had, then maybe I could, too. He was
blind. That hadn't stopped him. Maybe, just maybe. I remember
straightening up from my relaxed posture against the wall and
saying the words very clearly in my mind: "I want that."
You couldn't tell me in mere words about blind people doing
things.
You couldn't talk at me over the radio. You couldn't give me
stories to read about the blind. It didn't work. I didn't believe
it. But it turned out that all you really had to do was to put
one blind person in front of me, managing tasks I thought were
impossible with ease and style, and I could get the point. I
could do it, too.
I found that blind person who had walked by me in the hall and
found out how he had found the self-confidence I thought was
impossible for me. He is still a friend of mine and a colleague
in the organization to which he introduced me, the National
Federation of the Blind. Incidentally, I learned later that he 
was one of the very people I had heard on the radio program that 
had made me so angry years before.
Through the National Federation of the Blind I met blind people
from all walks of life--young and old, wealthy and poor,
well-educated and with little schooling, technically skilled and
unskilled. I met a whole cross section of American society with
the one common thread that they are blind.
Meeting all these people reinforced the original intuition I had
had when I observed my friend walk down the hall. Regardless of
their backgrounds, all these blind people were managing their own
lives. If they could do it so could I.
Going to meetings and national conventions of the National
Federation of the Blind showed me in a different way the same
thing that the guy walking down the hall had first demonstrated:
that
blind people have only one thing in common, blindness. But they
must consciously take that blindness and examine it, understand
what it is, understand how it functions in the world around them.
Until blindness is understood, you can just end up in your room,
reading, avoiding the whole thing. Once blindness is understood,
then the whole rest of your life opens up.
I became a member of the National Federation of the Blind after
learning these things. Two things drew me into the organization.
One was that I need the continuing support and encouragement of
other blind people who keep reminding me that the only
limitations on me are the ones I impose upon myself.
The second and equally important reason was that I was so very
lucky. I had parents who believed in my future and set about
helping me to find it. We found self-confident, capable blind
people in the National Federation of the Blind, organized and
ready to help others.
The National Federation of the Blind was there for me when I
needed it. That's why I'll continue to work in it: for my own
growth and
protection and to insure that the same will be there for every
other blind person.

WHAT COLOR IS THE SUN
by Lauren L. Eckery
Reprinted from What Color is the Sun
an NFB Kernel Book
Sighted people are often intensely interested in how
blind people experience the world. If you can't see something
does it matter to you? Should it matter to you? Can blind and
sighted
people share visual experiences together? Or do the blind and
sighted live in separate "worlds"? Are they incapable of ever
understanding and sharing friendships (or even deeper
relationships) with each other? Here is what Lauren Eckery, a
blind woman from Nebraska, has to say about that. 

The burning hot sun of midsummer is shining brightly today as
I sit out here on the patio beginning to write. What "color" the
sun is is not particularly relevant to me at this moment. I know
that for some blind people the color of the sun or, for that
matter, what anything looks like visually, seems irrelevant. I do
not take this view, however. I am highly interested in my world,
including what things look like. There are those who might insist
that this could not be so.
Shared individual positive experiences can help us learn to
believe in ourselves. This is what the National Federation of the
Blind
is truly all about. To this end I relate the following
experience:
Several weeks ago my eight-year-old daughter, Lynden, asked:
"Mommy, what color is the sun?" She blinks and often sneezes upon
looking directly at the sun. Was it possible that she never
looked long enough to notice the color of the sun? Was she
testing me to
see if I knew the color of the sun? What answer did she expect to
get from me, the standard "yellow"?
I am totally blind since birth due to congenital glaucoma. I have
no vision in the left eye. Before glaucoma took my right eye, I
could see light, dark, and blobs of color. I cried the evening
before the surgery, panicked a few times immediately thereafter,
and that was it.
I was not bitter about never seeing another sunset, because I
knew that in my mind's eye I could conjure one up easily enough
if I
wanted to do so. Perhaps this is similar to the manner in which
Beethoven was able to write some of his best music when he could
no longer hear--he had a good mind, and he used it.
I told Lynden that in the middle of the day the sun is said to be
yellow, although it always looked white to me. I explained that
toward sunset the color could change from a brighter yellow,
becoming more and more orange, sometimes setting in a brilliant
red-orange ball with other colors around it (clouds, I surmised).
When this occurs, the bright fiery ball on the horizon looks as
though it is resting on the ground, quite far away. Eventually it
disappears. Sometimes the clouds hide this color. Often the sun
does just the opposite at sunrise.
Sunrises and sunsets can vary. Artists have painted them; writers
have described them in words. Some people often do not notice
them at all, but they are there.
"I've never seen the sun change color like that. Why does it
change color? Why does it look like the sun is on the ground?"
she
asked, curiously. Her questions were getting beyond me. I didn't
know
enough about the physical properties of light, color, refraction,
and distance, plus the rotation of the earth, etc., to explain it
all to her. Anxiously I said: "Ask your science teacher when
school starts again."
With a sigh of relief, I presumed the subject closed, only to
hear: "Mommy, could you see rays coming out of the sun?" I told
her I
couldn't.
"Me neither," she replied. "Then why do people make pictures of
the sun with rays coming out all around it?" she continued.
I thought: "Ask your art teacher when school starts again."
However, being somewhat more artistic than scientific, I
explained that maybe it was an artistic way to show that light
and heat
were coming from all directions from the yellow circle which
represented the sun in the pictures. That was the end of the
discussion for
the time being.
I believe that Lynden was surprised by the answer she got from a
totally blind person. I was equally astonished that a sighted
child would bother to ask a totally blind person to describe
something
visual, taking the answer seriously. I believe we both learned
something extremely valuable from this experience.
The knowledge gained and the joy received from this experience
were made evident this past weekend as we were riding the bus
home
from Kansas City to Omaha. Lynden had been sleeping, and I was
listening to my tape recorder. Suddenly she shouted, with obvious
delight,
"Mommy, the sun is orange and it is on the ground just like you
said." (It looked like it was on the ground.) "It is red-orange,
and it's pretty. I've never seen that before."
I was aware that if I had believed all of the stereotypes about
blindness, that I would never have done such a normal thing as to
get married and have a child--one I was now sharing a sunset
with--because I might have believed that a blind person couldn't
take care of a child independently. I was thankful for this
National Federation of the Blind-influenced blessing.
I was also aware at that moment that this sunset might have gone
unnoticed by both of us had we not had our previous discussion.
Certainly it would not have been a life-or-death disaster to have
missed the sunset, but there was a particular joy in our sharing,
"What color is the sun?"

COMPETING ON TERMS OF EQUALITY AS BLIND STUDENTS 
by Fred Schroeder 
Dr. Schroeder is the Commissioner of the Rehabilitation
Services Administration, U.S. Department of Education. Prior to
this appointment he was the director of a state rehabilitation
program for the blind and before that he directed special
education programs for blind children in a public school system.
Dr.
Schroeder began his career as a mobility teacher--a blind
mobility
teacher--in Nebraska. As a successful blind student and teacher
of
blind students Dr. Schroeder knows what it takes to "compete on
terms of equality."

We are all familiar with the words of Dr. Kenneth Jernigan,
President Emeritus of the National Federation of the Blind, who
has told us that, given proper training and opportunity, the
blind
can compete on terms of equality with the sighted. The truth of
this
statement has been affirmed time and time again through the
achievements of blind persons in virtually all fields and
professions. Blind persons work as lawyers, teachers, engineers,
scientists, computer programmers, secretaries, independent
business persons, and, in each, perform at levels comparable to
their
sighted peers. The question, therefore, becomes not whether the
blind can compete but rather how the individual blind person can
best equip him/herself to function on terms of equality. 
Far too often we as blind persons are led to believe that
functioning on terms of equality means nothing more than
producing an equivalent product. This thinking leads to the
assumption that
if a project is placed before us, we are functioning
competitively if we are able to complete the project adequately. 
For the blind student, this concept is often applied since the
nature of
university training is frequently outcome- based. The university
instructor routinely gives reading assignments and assigns
various projects and term papers, each with a deadline for
completion.
For this reason the blind student may grow accustomed to
assessing
his or her ability to function competitively solely in terms of
whether he or she is able to complete assigned work within the
prescribed
time period. The problem with this way of thinking is that it
overlooks the need to function competitively within the process.
It is not enough simply to be able to produce a high quality term
paper. The process by which the paper is researched, organized,
and eventually written and produced is of equal significance. 
When I was in college I knew a blind student who maintained a 4.0
grade point average. However, to maintain this average this
individual told me that he never took more than six to nine hours
each semester. This fellow did not know Braille. When I asked him
how he took notes, he told me that he recorded every class
session and later at home hooked two tape recorders together so
as to
make an edited or condensed copy of the lecture material. Since
this
process meant that for each class hour it was necessary to spend
an additional hour to hour and a half to edit the tape, nine
class
hours during the week would require an additional nine to
fourteen hours in preparing recorded notes. 
To make matters worse, this fellow told me that he handled
textbook material in the same manner. He would order texts on
cassette
from Recording for the Blind (RFB) and, hooking two tape
recorders
together, would make a condensed version of the portions he felt
to be most important. 
This example highlights a variety of problems, both technical and
attitudinal. It is clear that the method used by this student
was, at best, cumbersome and inefficient. Nevertheless, from a
purely
outcome-based perspective, his system seemed to work. That is, he
maintained a 4.0 grade point average, albeit taking in excess of
six years to earn a baccalaureate degree. I could not help
wondering whether upon graduating from college this fellow would
realize that his methods of functioning placed him at a real
disadvantage. I am sure that he did not consciously think that an
employer would happily assign him half as much work as his
sighted peers or, alternatively, that he would expect to work
twelve to
sixteen hours a day to produce at the same rate as his coworkers.

I suppose if the problem were merely technical, then my friend
(the student, intelligent as he was) could surely have been made
to
understand that process and product must be taken together as a
whole. I believe that the real problem faced by my friend was, in
truth, related to his attitudes and beliefs about blindness. He
had never taken the time to learn Braille - not because he was
too
dimwitted to learn it but rather, I suspect, because Braille is
associated with blindness, and he was reluctant to regard himself
as a blind person. If a person believes that blindness
necessarily encompasses inferiority, then the individual will
predictably
avoid thinking of him/herself as a blind person. The tragic twist
in
this example is that, in an effort to avoid thinking of himself
as
blind, my friend rejected the skills that would have made him
competitive in lieu of techniques which in practice made his
performance inferior. 
During the era I was in school, portable cassette recorders
emerged
on the scene and were heralded as the fundamental tool by which
blind students could function competitively. No longer were blind
students encouraged to use the slate and stylus; instead they
were told that with a tape recorder in class we would no longer
risk
missing vital information. With this reasoning we cashed in a
note-taking device which would have us ending each class period
with a half dozen pages of concise notes for a device which
consolidated nothing, providing us merely with a verbatim record
of the hour's lecture. Mostly, I found that I never got around to
listening to all the tapes I made during a semester. Therefore,
rather than making me more competitive, the tape recorder
resulted in my performance declining. I am ashamed to admit that,
had I
been honest with myself, the real reason I cashed in my slate and
stylus for a tape recorder was that I did not truly believe that
as a
blind person I could compete on terms of equality and, therefore,
I was willing to settle for an inadequate system which placed me
at a disadvantage. 
Of course, tape recorders serve a purpose and, when used
properly,
can result in efficient use of time. The problem comes when a
tape
recorder is used so that an individual can put off learning the
skills of blindness which, in the final analysis, will allow
him/her truly to function on an equal footing with others. 
For the current generation of students a new panacea has burst
onto the scene. I refer to the current fascination and
preoccupation
with computer technology. As with the cassette recorder of a
decade and a half ago, the computer is touted as the single most
significant tool for today's blind students. I do not mean to
suggest that computer technology is not useful. In fact, this
article is being prepared on an IBM PC. The computer is terrific
for editing text, revising drafts, checking for typographical
errors, and so on. However, I think we should be careful to keep
the computer in perspective. 
Today there are blind students who, like my friend of years ago,
do not know Braille. And, like my friend, many of today's
students
who do not know Braille will argue that Braille is bulky,
tedious,
and in a word antiquated. They contend that speech technology
gives
them technological literary without the long hours of study
necessary for good Braille reading and writing. When I say that a
computer should be kept in perspective, I suppose the best way to
look at it is in terms of whether, on the one hand, a computer is
being used merely as a tool to enhance learning or, on the other,
as a way to avoid dealing with blindness or thinking of yourself
as a blind person. 
It is necessary that as blind people we not sell ourselves short,
nor should we settle for inadequate training, placing us at a
disadvantage. For blind students the measure of effectiveness
needs to be whether you are functioning competitively both in
terms of
outcome and in process. If you believe that blindness makes you
inferior, then you will settle for inferior methods of
functioning.
You will come to believe that a tool that allows you to do more
than you did before is good enough rather than considering
whether a variety of tools applied correctly might enable you to
perform
on an equal basis with your sighted peers. Functioning better is
not
good enough. We as blind people must insist on the training which
will allow us to function equally with the sighted. 
It is vital that blind students seek training in the skills of
blindness before pursuing academic training. Once the student is
proficient in cane travel, the use of Braille, the abacus, and
other techniques used by capable blind persons, then he/she will
be able to keep in perspective the other tools that become
available.
The skills of blindness not only allow you the techniques to
function fully but provide the means through which true
self-confidence can be established. Before an individual can
function as a whole human being, he/she must believe that he is a
whole human being. Conversely, truly to believe in yourself as
being equal with others, you must have the skills to put your
beliefs into action. I have been told by ambitious blind students
that they cannot afford to interrupt their studies to acquire
training in the skills of blindness. The cost of this decision is
often paid through settling for less than adequate techniques
and, worse, through assuming a belief that you cannot be expected
to
function at a level comparable to your peers. 
Computers are valuable tools, as are cassette recorders, but it
is the skilled craftsman who knows both the abilities and the
limitations of each tool and when best to employ their use.
Perhaps the single best means for learning the skills of
blindness is
through participation in the National Federation of the Blind.
The skills of blindness were not given to us by the educational
or
rehabilitation establishments but rather come to us through the
collective experience of tens of thousands of blind men and
women.
The techniques together with an attitude about blindness which
assumes full participation are necessary to be able truly to
compete on terms of equality. Every year in July thousands of
blind people attend the annual convention of the National
Federation of
the Blind. It is in this setting that real progress for the blind
in society can be realized. As a part of the National Federation
of the Blind, you will have the opportunity to join with us and
promote both the training and attitudes necessary for full
participation so that we as blind people will be able to
demonstrate to ourselves and others that we can compete on terms
of equality. 

CLIMB EVERY MOUNTAIN
by Barbara Pierce
Reprinted from Making Hay
an NFB Kernel Book
How does a blind person overcome the social conditioning that
tells you that if you are blind, you can't. Can't what? Can't
whatever it is, no matter what. One way is by choosing some
unusual activity (like mountain climbing, for example) that
everyone
knows a blind person can't do--and then doing it. At the National
Federation of the Blind's training center in Colorado, this is
exactly what we do. Here is how Barbara Pierce, who is totally
blind, describes the experience:
Everyone talks about the beauty of the Rockies, but somehow I was
unprepared for it when I, along with several other blind people,
arrived at the International Alpine School to go rock climbing.
We were fitted with climbing boots, harnesses, and hard hats.
Stowing this equipment, our water bottles, and lunches in our
backpacks,
we began hiking. 
The air was incredibly clear, and though it was hot, the shade
was cool and the breeze invigorating. There were thousands of
birds
who had had the good sense to take up residence in this ruggedly
beautiful country, and not many insects. Much of the way we were
accompanied by a noisy little stream rushing over rocks and
generally adding a great deal to our appreciation of the place.
The guides had been busy before our arrival placing ropes at
several points on rock faces for us to climb. As far as I could
gather, this entailed someone's climbing without the protection
of a rope to the top of the rock to fix an anchor into the
ground,
through which the rope was then passed. 
When one of us decided to try a particular climb, an experienced
climber would sit down at the bottom and control one end of the
rope. The other end was passed through the special loops on the
novice climber's harness and tied securely and quite
mysteriously.
We were shown how to tie these knots, but I, for one, was happy
to let the experts do the job for me. Then, with the rope
securely
connecting climber to stationary belayer by way of the anchor at
the top of the rock, one began to climb. 
The early rock faces had obvious hand and foot holds as well as
some slant. These were steeper scrambles than I had ever tried
before, but with a rope and climbing boots, they were physically
taxing but not hard.
Then came an all but vertical rock face with a few--a very
few--cracks in it. The people from the climbing school protested
that these were not very challenging, but they seemed pretty
formidable to us. The picture shown here is of me walking
backwards down this climb--a process which requires the climber
to lean
backwards until he or she is perpendicular to the rock face.
The rope holds the climber in this position, enabling him or her
to walk backwards down the distance that has so laboriously been
crawled up. My grin in this picture is a measure of the
exhilaration I felt after having pitted myself against the rock
and won.
Those of us who wanted to try something even more difficult were
then directed to a small cliff--I use the word advisedly. It was
absolutely vertical, and there was almost nothing to stand on. 
I did not get more than ten or twelve feet off the ground, though
at the time that seemed quite an accomplishment. My undoing came
while I was sprawled across the rock. My left foot was more or
less anchored in a shallow hollow in the rock, and my hands were
spread wide far above my head, clinging to outcrops that were no
wider
than a quarter of an inch.
The guide who was holding my rope said in a calm (not to say
placid) voice, "Now find a place to put your right foot," (which
was, as I remember it, flailing around in a frantic effort to do
just that). She told me to look higher, that there was a nice
hold about two feet above my out-thrust foot. 
Eventually, I found what she was talking about. It is no
exaggeration to say that the crack in question was at the level
of my right shoulder. When I got my foot up there, it felt like
it
was above my head. Then the guide said, "Now, just transfer your
weight to your right foot." 
She was so calm about it, as if such a thing could be done. I
suggested that she had better begin singing "Climb Every
Mountain," and several folks obligingly began doing so. This was 
the point at which the absurdity of the situation made me begin
to 
laugh, and I peeled off the rock and hung there, helpless with
laughter.
My guide told me to rest before trying again. I did so, but by
this time my limbs were shaking with fatigue, and eventually I
asked
her to lower me to the ground.
If I had been a member of a real class, however, I would not have
been able to get off so easily. For the only time that day I was
glad that I was not engaged in a real rock-climbing course.
This entire experience is a small jewel in my personal collection
of memories. Beauty; the camaraderie of adventure shared with
good friends; the encouragement and help of warm, calm, and
unsentimental experts; and the exhilaration of testing myself
against a formidable challenge: these things set that day apart
in my memory. 
I can readily understand how valuable a whole course of
rock-climbing would be as a part of a rehabilitation program. One
emerges from such an experience more confident and self-assured.
This is the very essence of rehabilitation.
One word must be said about the International Alpine School and
its staff who are dedicated to providing climbing experience to
blind
people. They and their other instructors are wonderful people to
work with. They begin with the premise that all climbers can
benefit from experience on the rocks. They are unflappable and
very encouraging, but above all, they are inspiring climbers, who
believe that there is no reason why blind people can't learn to
climb well too.

Editor's Note: The Colorado Center for the Blind and
other NFB centers for the blind operate summer programs for blind
youth. For more information contact the National Organization of
Parents of Blind Children, 1800 Johnson Street, Baltimore,
Maryland
21230; (410) 659-9314. 

LET THAT BLIND MAN WORK ON MY TRUCK
by Daryel White
Reprinted from Making Hay
an NFB Kernel Book
What jobs can blind people do? Just about anything. Sure,
blind people can't drive trucks, but who says they can't learn to
fix them? Daryel White does. Daryel White, vice president of the
St. Louis County Chapter of the National Federation of the Blind
of Missouri is a first-rate employee at Marty's Body Works.
Daryel
is also blind.  A few years ago he was asked to speak at the
National Convention of the Federation and talk about his job.
Daryel
talked about losing his sight and his confidence, and how he
regained
that confidence along with the skills of blindness as a student
at the
Federation's training center for the blind in Colorado. With that
new-found confidence and the alternative techniques of blindness,
Daryel found the job he wanted. But it wasn't easy. He had proved
to his employer that he could do the job, but what about the
customers? Here is what Daryel had to say about this experience:

Eventually I got lucky with Marty's Body Works, which is in
St. Louis, Missouri. I do auto repair, paint cars, and put
fenders and doors on. I even do welding. 
Now I want to tell you a little story. When I came back from the
Colorado Center for the Blind, my confidence level was taller
than the highest building that was ever built, so my first job
with
the public's eye on me was a hard one. I went to work for Marty's
Body Works two weeks after I got back from Denver, Colorado.
There's a man named Charlie Collins who owns a big diesel shop in
St. Louis. He wrecked his brand new pick-up truck in a front end
collision. He had it towed to Marty's. He looked at Marty and he
looked at me. Then he said, "I do not, do not want that blind man
to work on my truck!" Marty looked at me and kind of smiled, and
Charlie went on home. 
Then Marty said, "Daryel, you're going to do that job." So I
brought the truck in and did the job. I put it all together and
painted it. I mean, I did a superb job. There was nothing wrong
with that truck when I got done. 
When Charlie came back to pick it up, Marty told him, "Charlie, I
don't want you to pay for that job right now. I know how you are;
I've done work for you before. You take the truck back to your
shop. I want you to check it over just as close as you can for
fender and hood gaps." (These gaps are the distance between the
pieces of the car you build or rebuild.) He said, "I want you to
bring it back tomorrow and tell me if you find anything wrong."
So Charlie took it to his shop, and he brought it back the next
day. He said, "Marty, that's the most fantastic job I've ever
seen!" 
Marty looked at him, and he looked at me. Then he told Charlie
right there, "That is what a blind man can do." 
Charlie owns two eighteen-wheelers over the road. About two weeks
later he wrecked one of his eighteen-wheelers. He brought it back
to Marty's, and do you know what his first words were? "Let that
blind man work on my truck."
I want everyone to know one thing: I thank you for the support of
the NFB, of all you people who are listening to me and holding
this organization together. People like Dr. Jernigan, President
Maurer, Diane McGeorge, and Homer Page are the ones that really
have made
me the person I am today. 

ONE SMALL STEP AT A TIME
by Heidi Sherman
Reprinted from What Color is the Sun
an NFB Kernel Book
Heidi Sherman has been a leader in the National
Association of Blind Students, which is a division of the
National Federation of the Blind. Heidi found out about the 
NFB when she was seeking college scholarships (the NFB awards 
some $88,000 in scholarships to blind students every year). The 
following account is Heidi's description of how she learned to 
achieve independence and reach her goals--one small step at a
time.

There are turning points in people's lives. Let me tell you
about one in mine. It had to do with igniting a flame in a gas
oven and, for me, it had to do with the rest of my life. It was
an
experience that reduced me to a gelatinous blob of helplessness.
I had just completed my rehabilitation training at BLIND, Inc.,
the National Federation of the Blind's Center in Minneapolis,
Minnesota and returned home one cold Minnesota night to find that
the
exterminator had inadvertently extinguished the pilot light in my
gas oven. How could he have known that such an innocent act could
challenge all that I had fought for during the nine months that I
had just spent at BLIND, Inc.?
When I got home that evening, I was very hungry, and I craved
something hot--something that required a good searing in the
oven.
As I turned the temperature gauge, I noticed the familiar
whooshing sound of gas was curiously absent.
I stood there for what seemed an hour, and finally realized that
the pilot light must have somehow been extinguished. A parade of
alternatives came to mind. Should I order out? Should I call the
building manager and ask her to light the flame for me? Should I
settle for a cold, un-satisfying sandwich? Or, should I just sit
and starve?
The flame would have to be lit eventually since I couldn't order
out every night. I cringed at the thought of calling the building
manager and confirming her belief that blind people are
incompetent. But I really wanted something hot in my stomach; so,
if I couldn't have that, then I would have to settle for
starvation unless I could manage to light the flame myself.
Peering into the shadowy cavern of the oven, I strained to see
with my limited vision where the sound of the spewing gas was
coming
from. Throwing caution to the wind, I stuck my head into the oven
thinking all the time of the witch in Hansel and Gretel.
In frustration I began to throw lighted matches at any little
black opening I could distinguish. Ten minutes passed, and I
withdrew
my sore neck and blackened nose, sat back on my heels, and yelled
in
frustration. Turning off the gas, I sat paralyzed by my greatest
fear--the fear that I could not do the thing facing me because of
my blindness.
Beset by a black could of defeat, I suddenly had a realization,
which gave me hope. I had been forgetting a major lesson of my
training. At BLIND, Inc. I learned that a blind person can have a
successful career, lobby for legislation, climb a mountain, or
achieve anything else he or she wants.
The most important lesson, however, is that in order to reach
these goals, you have to do the preliminary, usually small,
things
first.
You can't raise a house without laying a foundation. You can't
get a job without knowing how to sign your name.
And you certainly can't climb a mountain without first sweating
in the foothills. In the National Federation of the Blind we talk
about the importance of setting goals that are based on high
expectations for ourselves, but these dreams will forever remain
mere dreams if we can't muster the guts and determination to work
toward them.
Switching on the gas, I inched forward and began feeling inside
the oven. Very quickly I located the source of the gas and drew
the
lighted match to it, keeping my head well out of the oven. Like
the sound of a roaring crowd, the flame ignited. This time my
shout
was one of joy. In great satisfaction I cooked the best meal that
I
had ever eaten.

Editor's Note: BLIND, Inc. and other NFB centers for the
blind operate summer programs for blind youth and children. For
more information and a referral contact the National Organization
of Parents of Blind Children, 1800 Johnson Street, Baltimore,
Maryland 21230; (410) 659-9314.

MANAGING A BANK ACCOUNT
by Peggy Elliott
A little while ago, a mother of a blind teen-ager asked me
how I managed my personal financial affairs. Well, actually, she
asked me how I wrote checks and knew how much was in my bank
account. So, I decided to write down how I do it so this
teen-ager and others might have a head-start in learning how to
keep track
of their own financial accounts.
I know that many blind adults and young adults do manage their
financial affairs for themselves. But, I am afraid that the
widespread lack of Braille instruction and the running-down of
Braille by many professionals in the blindness field has led all
too many blind people to conclude that Braille cannot be used in
managing financial affairs. This beating-up on Braille is added
to the usual situation we blind people face--that the sighted do
things in print and have made it easy for themselves to do so. In
the case of checking accounts, banks give away printed registers
already set up to write down checks and deposits. I am sure that
every blind person with a checking account has had the experience
of having someone offer to "write it down for you" on a print
register everytime they use help with writing out a check. But
what good would that do? The writing would be in print. I always
politely decline. I have my own way. It's in Braille.
I use the four-by-six card slates that can write ten lines on a
four-by-six card. The slate holes, once impressed, stay there.
This allows you to go back to the card over and over again and
write
more information on new lines or already-used lines as desired. I
do both.
The cells on these card slates are limited, so I devised my own
shorthand system for bookkeeping. I write down the same
information print users write down, but I put it in my own order
to make
further use easy. Here's how I do it:
1. The first cell tells what the line will contain. I use three
symbols: plus (dots 3, 4, 6), minus (dots 3, 6) and equals (using
two cells with dots 4, 6 followed by dots 1, 3).
2. After the plus, minus, or equals sign is always a number sign
(dots 3, 4, 5, 6). I know that numbers are coming, but this is
useful later on.
3. After the number sign, I write the number of what has
happened.
This can be the amount of a check, the amount of a deposit, or
the total of all checks and deposits since the last time I
totaled.
4. After the amount, I leave a space and then, in the case of a
deposit or running total, I write the date. I put the date in
dropped numbers with a forward slash between month and day. For
example, a deposit made on May 14 would have: Dots 2, 6; dots 3,
4; dot 2; dots 2, 5, 6.
5. In the case of a check, I write a two- or three-cell
abbreviation for whom the check was written. This is followed by
a space, then the date, and finally the check number. For
example,
a check to Master Card is identified as "MC," and a check to the
local grocery store McNally's is labeled "MCN." For any check I
have written I can think of a two- or three-cell description. I 
take advantage of the many Braille contractions. For example, my
pharmacy is Tharp's, and you can get "Tharp" in three cells in
Braille. There is often not room to leave a space between the
date and check number, but I put the check number in upper-cell
numbers so that it cannot be confused with the date written in
dropped
numbers. Sometimes I can't fit the whole check number at the end
of the line. If I can't, I try very hard to get the last number
on
the line. I can usually fit the last two numbers. When I can fit
all
four numbers on a total line this gives me the guidance I need
when another line only takes one number. And, when I start a new
card,
I write the last check number from the previous card at the end
of the first line if the first line is a deposit or equal line.
6. I have several accounts, so I identify each account with a
single letter like P for personal checking and S for savings.
This is written on the first cell of the first line of every card
that
carries information about that account. I keep the current card
in my purse, and I put cards with ten lines on them in an
envelope
in order.
7. Whenever I need to know how much money I have available in the
account (not what the bank has but what I have and have not used
for checks), I find the last running total, add deposits,
subtract checks, and write in the new running balance. Of course,
when I
open a new account, I start the first card with a singe-letter
account designation followed by a plus sign followed by the
amount I put in to open the account.
8. Each month when I get the bank statement for the account, I
have a reader tell me the amounts of deposits on the statement,
the
numbers of checks that have cleared, and the ending balance for
the statement. In a checking account with a lot of activity, this
takes no more than ten minutes. Then, after the reader is gone, I
get
out all my cards and check my figures against the bank.
9. First, I go through and add dots 1 and 2 to every number sign
before a check that cleared on that statement. I find the checks
by reading check numbers on the right of the card and then count
what line from the top the check is on. I then flip over the card
and
"clear" the check by making the number sign into a complete blot.
I do the same with deposits. For every card with ten complete
blots or equal signs (not used in this step), I turn the card
backwards
in the envelope, keeping the cards in date order. That card is
fully used; the information on it has been used up by both my
system and the bank's.
10. To be sure that I agree with the bank, I then find all the
checks without complete blots and all the deposits that are the
same way. I find a running balance line that has all unused
(still number signed) amounts and use that total as my start for
comparison. To this number, I add all the checks that have not
yet cleared and subtract any deposits I have written but which
have
not yet been received by the bank. The resulting number should be
exactly the ending balance of the bank.
11. If it is not, I then go back and check the amounts of checks
which have cleared on the bank's statement and the amounts of the
deposits shown on the bank's statement with a reader. This does
take time, but I have found over the years that I rarely have to
do this second check if I have been careful to write exact check
and
deposit amounts when they happen and careful to add and subtract
correctly from the last running balance. I use a calculator.
I try to write down any financial transactions (checks or
deposits) on the day they happen. Again, this takes mere minutes
once you
have the hang of it. The reward is that you are managing your own
accounts. Reconciling takes a little longer, especially if you
are not used to it, but it comes to take very little time once
practice and care in writing down correct numbers become second
nature.
Sighted men and women manage their checking accounts exactly the
same way (if they do it at all). Whether you do it as I do or in
some other way, Braille is equally flexible as a tool for writing
down financial transactions. The pocket slate can be used at the
bank as the teller is accepting your deposit, at a store as you
are waiting to sign a check while a reader is writing checks for
you.
If you don't carry a slate around with you, you should. If you
don't carry your account cards around with you, you can carry one
card on which you note all transactions and later put them into
the card system at home. But, one way or another, use that
Braille.
It works for us just as slickly as print does for sighted
checking
account users.
Keep in mind that if you do write the information down when you
make the transaction, you'll have it when you need it. If you
don't, then you face an additional barrier. Unlike print users
you can't just look back through your checks. So, have your own
Braille list. It works fine.

LET'S TALK TECHNOLOGY
by David Andrews, Director
International Braille and
Technology Center for the Blind
When talking about technology that blind people, both kids
and adults, use with computers, it is important to use the
correct
words and to mean the same things with those words. Consequently,
we will provide some basic explanations of commonly used access
technology. We will also provide you with any pseudonyms commonly
used and some examples and brand names of each type of
technology.
SPEECH SYNTHESIZER: This device may also be called a voice
synthesizer, a voice card, a speech card, or the like. It is the
actual hardware that produces the sounds that a blind person uses
to access a computer. It may be either internal (a circuit card
that goes in an expansion slot inside the computer) or an
external unit (one that hooks up to a serial or parallel port on
the
computer). Many companies who make synthesizers make both types.
In general, internal synthesizers are less expensive and may
respond
more quickly to commands. External units are easier to move from
computer to computer and may take less memory as some internal
models have software modules which must be loaded into memory
prior to using them. Your choice may be dictated by the
availability of
expansion slots and serial or parallel ports. 
A synthesizer takes the datastream generated by the screen review
program (see below), and turns it into words. It uses a set of
rules to decide how to pronounce each word. It is called
synthesized speech because the synthesizer decides, on the fly,
as it goes. The words themselves, and their pronunciation, are
not
encoded into the synthesizer, only the sounds called phonemes.
Consequently, the synthesizer will try to say anything that is
sent to it. If you type the entire alphabet, without spaces, and
send
it to the synthesizer, it will make a word out of it.
A speech synthesizer should not be confused with a sound card
such as a Sound Blaster. These computer add-ons are primarily
used to
produce sound effects for games and multimedia CD-ROM's. While
some of them can produce digitized and/or synthesized speech,
they are
not designed for the kind of use a blind person demands from a
synthesizer. It is likely that this situation will change in the
future, as people move to Microsoft Windows. But for now, and
especially when using MS-DOS, a sound card will not give most
people satisfactory results.
Some examples of speech synthesizers include the DECTalk from
Digital Equipment Corp., the Accent line from Aicom, the Audapter
from Personal Data Systems, the Artic SynPhonix line from Artic
Technologies International, and the Double Talk line from RC
Systems. Prices range from approximately $130 to $1200. Speech
quality is subjective, but generally, the more you spend, the
better the quality.
SCREEN REVIEW PROGRAM: This software, which also may be called a
screen reader or a screen access program, is necessary, along
with the speech synthesizer, for a blind person to use a
computer. It
is software that has two functions: 1. to control the speech
synthesizer; and 2. to give the user a set of commands which
allow him/her to use computer applications interactively.
If you think of the speech synthesizer as an audio printer, you
can see how it works. Your computer sends data to it, and it
speaks
that information. However, it can only speak it once as the data
is being sent. It is then gone. The screen review program gives
the
blind person a way to go back and re-read the screen, to hear the
information again. It also allows him/her to read the information
by character, word, line, sentence, paragraph, screen, page,
and/or document. It allows the user to find and track the cursor,
read
the status line in an application, read pop-up boxes, pull-down
menus, and more. Screen review programs have a set of tools for
creating
an environment for a given application which will make it talk
when it should, and shut up when it needs too. Speaking of
shutting
up, screen review programs also provide the means for silencing
your
synthesizer--the most important command--as well as commands to
control speed, volume, pitch, and other parameters.
Some commonly used screen review programs include Vocal-Eyes from
GW Micro, ASAP from Microtalk, JAWS from Henter-Joyce, and
Business Vision from Artic Technologies. Prices range from $75 to
approximately $900.
BRAILLE EMBOSSER: This hardware device, which prints Braille on
paper, is also called a Braille printer. Generally, the paper
used is somewhat larger and heavier than paper used in laser or
dot-matrix printers. It measures up to 11 by 11.5 inches and is
100 pound weight paper. Thinner and/or smaller paper is also
sometimes used.
Embossers are sent data from a computer via either a serial or
parallel connection. When using a computer, Braille translation
software is also used, (see below.) Embossers either print on one
side of the paper (single-sided) or on both sides (interpoint.)
This is one of the three major factors that determines cost. The
second is speed which can range from 10 characters per second up
to 400 characters per second or faster. The third factor is
durability. While some printers are designed and built for
relatively low-volume personal use, others are built for
high-volume Braille production, such as the printing of
textbooks.
Some embossers include the Braille Blazer from Blazie
Engineering;
the Romeo, Juliet, Thomas and Express 100 from Enabling
Technologies; and the Thiel line from Telesensory. Prices for
personal printers range from $1,695 to $4,000 approximately.
Medium and high-volume printers range in cost from $8,000 to
$97,000.

BRAILLE TRANSLATION SOFTWARE: These programs are also called
Braille translators, Braille programs, and the like. There is one
example which is a hardware-based box that goes between a
computer and the Braille embosser, called the Ransley Braille
Interface,
but all other examples are software programs that are run on your
computer itself. Braille translation software accomplishes two
tasks. First, it translates text into Grade 2 Braille, a
contracted
form of Braille used by most adults and children after they have
learned basic Grade 1 Braille. There are abbreviations for common
letter groups and words. The software substitutes the appropriate
symbols where necessary and sends the right characters to the
embosser for the creation of Braille. Second, these programs
handle formatting issues. Because of its increased size, we are
not able
to get as many characters on a line as with print. The number is
usually a maximum of 42 characters, often less. Further, some
formatting conventions are different in Braille. We do not use
columns as much, an indention for a paragraph is only two spaces
not five, and lines are not skipped between paragraphs. The
translator may attempt to handle the translation and formatting
tasks automatically, or may allow you to enter codes into a file
manually, or edit codes that the software puts in for you. 
Some common translation programs include NFBTRANS (which has been
released to the public domain and is available from NFB NET), the
Duxbury Braille Translator from Duxbury Systems, and Mega Dots
from Raised Dot Computing. Prices range from free to $895.
REFRESHABLE BRAILLE DISPLAY: This device is also called a Braille
terminal, a paperless Braille display, or a Braille screen. It
allows a blind person to interact with his/her computer using
Braille. There are small pins that pop up and down forming
Braille letters. These pins are in groups called cells. A Braille
letter
or other symbol or contraction is displayed in each cell.
Currently,
all Braille displays have the cells in one line. Technical
restrictions do not currently allow multiple lines of cells.
Displays generally have either 20, 40, or 80 cells.
Some commonly used displays include the Alva Braille Terminal
sold by HumanWare, the Navigator and the Power Braille from
Telesensory, and the Braillex 2D from Pappenmeier. Prices range 
from $3,500 to $25,000.
NOTE TAKER: These small, hand-held devices have been around in
one
form or another for about 15 years. They have gotten steadily
smaller and cheaper. They are basically specially designed
portable
computing devices meant for use by blind persons. They may have a
Braille keyboard for input, or a small computer-like QWERTY
keyboard. Their output may be in synthesized speech, in
refreshable
Braille, or in both. These devices fall into two camps, one of
which uses a proprietary operating system and application
software,
like the Braille 'n Speak, and one that is based on a standard
operating system and application software, like the Myna. All
devices are battery powered and store applications and data in
battery-backed memory. There may be provision for hooking the
device up to an external disk drive, ink-print or Braille
printer,
computer, modem, or other device. Depending on the device, a
variety of applications may also be available. Typical programs
include basic text editors/word processors, calendar, diary,
check
book management program, terminal program, spell checker,
database,
organizer, etc. 
Some note takers include the Braille 'n Speak, Type 'n Speak, and
Braille Lite from Blazie Engineering; Myna from Technology for
Independence; Keynote Companion from HumanWare; and the TransType
from Artic Technologies. Prices range from approximately $1,300
to
$2,500. Additional software, disk drives, printers, and other
add-ons will cost you extra.
If you have questions about access technology, or are in the
Baltimore/Washington area, then give the International Braille
and
Technology Center for the Blind a call. You can reach us at (410)
659-9314. You do need an appointment to tour our facilities. You
can also reach us via NFB NET, the NFB's computer bulletin board
service. The 24-hour-a-day number is (410) 752-5011.

BLIND TEACHERS: QUESTIONS AND ANSWERS 
The one career to which students are most often exposed
is that of teaching. Day in and day out, week after week, year
after year, they observe teachers on the job. It's no wonder then
that many students consider teaching as a career. Many blind
students think about this, too. But they may also wonder how a
blind person could do the job. The National Association of Blind
Educators, a division of the National Federation of the Blind, is
an organization of blind teachers. These teachers share
information
with each other. They also try to help young blind people who are
considering a career in education. The following article,
reprinted
from the Spring/Summer, 1993 issue of The Blind Educator, a
publication of the National Association of Blind Educators,
answers
many of the questions sighted and blind people commonly ask about
how blind teachers can do their job.

Q: How do blind teachers take attendance and grade papers?
A: A blind teacher can take the roll from Brailled
cards, each of which has a student's name on it. If a student is
absent the card can be turned over for marking in Braille at a
later time. Many times it is very useful for students to exchange
papers for correction; however, I do employ readers who correct
under my direction.

Q: Would it cost a district more to hire a blind person
because of liability?
A: No. Insurance rates are determined by the history of
the organization being insured. The presence of a blind teacher
does not alter that history nor is there actuarial evidence on
which to base higher rates.

Q: How do blind teachers handle cafeteria, yard, and bus duty?
A: Blind educators walk around the yard and eating area. Also, 
there are always many students who are very willing to
tell what is going on.

Q: How do blind teachers handle the issue of sighted
students raising their hand in class?
A: As a student raises a hand the student speaks his or
her name, then the blind teacher can ask the student to respond.

Q: How do blind educators teach handwriting in the early grades?
A: I would have my reader tell me about the handwriting
of each student, and I would make Braille notes accordingly. I
use yarn letters which are glued to heavy paper which I use to
show
the children how to form the letters.

Q: How do blind educators acquire teaching materials in Braille?
A: Some books are in Braille but when they are not, I
have a Braille transcribing group produce the books I would need.

Q: How does a blind person get to and from work?
A: It is simply the blind teacher's responsibility to
get anywhere. Public transportation, car pooling, and walking are
just a few modes of transportation.

Q: What does a blind educator do in case of a fire?
A: Students have monthly fire drills so everyone knows
what to do and where to go. However, I will count the students as
they leave and again take roll when we reach a safe place.

Q: Does a blind teacher make sighted students uneasy?
A: Sighted students are curious and we always answer
their questions honestly. The first day of school the blind
teacher
explains the procedure for raising hands, how the teacher reads
and
writes, corrects papers, and so on.

Q: Can blind educators manage "difficult" students?
A: Students try to take advantage of anyone who has a
presumed weakness and blindness might be classed that way, but
only for a very, very short time.

Q: Can blind teachers teach subjects such as art and
physical education?
A: Blind people are as interested in art and physical
education as anyone and can teach any subject.

HAMBURGERS AND THE PRACTICE OF LAW
by Marc Maurer
Reprinted from The Freedom Bell
an NFB Kernel Book
Twenty-five years ago Marc Maurer was a blind teen-ager,
unsure of himself and wondering what he could do. Today he is a
successfully practicing lawyer--with a home, a wife, two
well-adjusted, active children, and a full life. He is also the
President of the National Federation of the Blind, the
organization
which helped him set his values and start on the road to success.
Here is what he says about how he found himself and what it was
like to wonder if he as a blind person could have a dream and
hope for the future.

It seems to me that development of life stops when the dreams
go away. It isn't that a person dies; instead, the interesting
part of existence is all in the past. When there are no dreams
for a
bright tomorrow, hope itself withers and fades.
These reflections brought fear and agonizing uncertainty to me
when I was a junior in high school. Blind kids (I was then, as I
am
today, totally blind) were expected to attend grad school and
high school. Some went on to college. Many did not. My high
school
buddies (all sighted) were planning of the future. Some intended
to get college degrees; some planned to enter the local business
community; some wanted to gain a technical education directed
toward the trades; some preferred farming. I was afraid that none
of these choices was available to me.
On a warm evening in the early spring of that year, I sat by the
window listening to the night sounds and wondering what was in
store for me. Except for the teachers at the school for the
blind, which I had attended through the fifth grade, I had met
only one
blind adult. He sold pencils in front of the Ben Franklin store
in my home town. He was a silent man, who seemed to me to be
elderly
and gloomy. I hoped fervently that I would not be like him. But
who could I be like? What could I do that would be worth
remembering?
More to the point, what could I do to make a living? Would I ever
be able to travel, to visit interesting places, to see the world?
I knew about (or thought I knew about ) hundreds of things that
blind people could no do.
The magic age of sixteen meant (for the sighted) that three
things happened: first, the sixteen-year-old got a driver's
license;
second, dating was permitted; and third, real work became
available--construction jobs, factory work, retailing and
warehouse assignments--the kind of employment with a forty or
forty-eight-hour week, a time clock to be punched, and a regular 
paycheck. Sixteen meant the possibility of freedom and money, but
that 
is not what sixteen meant for me. I was to learn from personal
experience
that I, a blind person, could not get a job in the factory, and
the
driver's license was out of the question. They symbols of coming
adulthood were not mine.
As I pondered the question of the future, sitting beside the
window and listening to the creatures of the night, I reflected
upon the
odd jobs I had done to bring in a little pocket money. In
addition
to shoveling snow and raking leaves, I had put a roof on a
garage,
performed some minor concrete work, washed cars, set up a
lawn-mowing 
business, and operated a tiny manufacturing company.
My father had some woodworking equipment in the basement of our
house. I liked the machinery. It seemed to me that although
others might
not want to hire me, I might be able to start a cabinet-making
business, which would bring me at least some money. Of all of the
choices that I thought might be available, this seemed to me to
be
the best--and even it seemed doubtful.
It was not exactly what I would have chosen for my life.
Woodworking was a satisfying thing to do, but there were other
things that were far more exciting.
One of them was politics. The mayor of my town had, while I was a
junior in high school, awarded a contract for the construction of
a public facility. The award did not go to the low bidder. I
wanted
this situation investigated. I called the mayor and asked him to
come to my civics class to explain why he had spent public money
which could have been saved if he had given the contract to the
person who had bid the lowest amount. When the mayor appeared, I
was so astonished that I couldn't ask him all the mean questions
I
had planned.
I was also interested in inventions and mechanics. One day I
devised scheme. A battery could be used to turn an electric
motor.
The electric motor could be used to drive a generator. The
generator could be used to charge the battery. The system could
be
built so that it would never need any additional power. Some
grown-ups laughed at me, saying that my idea was a perpetual
motion
machine which obviously could not work. They never told me why it
wouldn't work, and I could not understand why they laughed. Years
later I learned what a perpetual motion machine is and why the
notion is impractical.
Although my hopes for a self-contained electrical system had been
dashed, I was still fascinated with machinery. Maintaining the
family lawn mower, repairing door latches, replacing the washers
in faucets, doing the minor repairs on our 1954 Plymouth, and
similar
tasks were my responsibility at home. I bought old lawn mower
engines so I could take them to pieces to find out how they
worked.
I used the same process on everything else mechanical that my
mother and father hadn't told me I couldn't touch.
But there also the academic interest: physics, chemistry,
mathematics, English, and Latin. The Latin class was usually
about
war or high adventure--about how the Romans conquered the known
world, or about the adventures of Aeneus traveling from Troy to
establish the city of Rome.
I wondered if there world be any high adventure for me. Defense
of
my country in military service seemed out of the question;
international relations were only an exciting dream; and the
intrigue and masterful dealing of business were also (so I
imagined
then) quite impossible. Would I ever step beyond the boundaries
of
a small midwestern town? What realistic dreams for a bright
future
could be mine? I picked the best I knew--not politics, not
international relations, not business, not scientific discovery.
I
decided to be a cabinet-maker.
Later that spring I received an unexpected telephone call at
school
Such a thing had never happened to me until that time. Telephone
calls for students were rare, and nobody was ever excused from
class to take one. A man from the National Federation of the
Blind
was urging me to consider attending college. He told me that I
should take the Scholastic Aptitude Test, and he said that he
would
help to arrange matters so that I could. I was dumbfounded. I
didn't know how he knew I existed. But I was also delighted,
flattered, and a little scared. I wanted very much to go to
college, but I wasn't sure I had the ability, and I didn't have
the
money. Even though I wasn't sure what taking the test would mean,
I agreed to do it.
When I arrived for the examination, I met other members of the
National Federation of the Blind. I wasn't sure that I could take
them seriously. They spoke about matriculation at college as
though
it were an everyday occurrence. They seemed to think that money
could be found to meet the tuition payments and the living
expenses, and they acted as if blind people could attend the best
schools. They told me that the junior college in my home town was
a good enough school, but that I might consider one of the major
universities.
Within the next year I met the president of the National
Federation
of the Blind, Dr. Kenneth Jernigan. He told me to forget my
chuckle-headed notions about being or expecting of myself less
than
the best, and he urged me to work as hard as I could to get ready
for tough competition. "Perhaps," he said, "you can be a
scientist,
an engineer, a lawyer, or a diplomat, but you will never get the
opportunity unless you have the willingness to work, the belief
in
yourself, and the ability to compete successfully. You must learn
to work, and you must get a good education." He also demonstrated
to me in a dramatic way that I was not considering all of the
opportunities available to me--he taught me to barbecue
hamburgers
over a hot charcoal fire. First, we poured charcoal into the
grill
and doused it with lighter fluid. Then, he told me to strike a
match and light the fire. Immediately, there was a substantial
blaze as the gluid burned and ignited the charcoal. Presently,
the
fire settled down to a steady, intense heat. My teacher--Dr.
Jernigan, a man as blind as I am--instructed me to put on a pair
of
welding gloves. He told me barbecuing would be no problem while I
wore the gloves. They would protect me from the fire. He told me
that I could put my hand directly into the blaze without being
burned, and he invited me to do it. I wondered if he had lost his
mind. Very cautiously, I reached toward the fire. He was quite
right. I handled burgers and hot racks with my gloved hands. It
was
no problem at all. The burgers we cooked and ate were excellent,
and so was the lesson. If I can do this, I thought, what else is
possible?
With the help of the National Federation of the Blind, I studied
for a bachelor's degree at the University of Notre Dame and for a
law degree at Indiana University Law School. I passed the bar and
became a lawyer. I learned that the things members of the
National
Federation of the Blind told me were true. Blind people can be a
part of our society. Some of us practice law. If a client
urgently
needs the help of a lawyer, and if justice is on your side, the
practice of law is one of the most exciting jobs there is to do.
Blindness does not prevent planning and working for a brighter
tomorrow. I did not imagine that I might stand in the federal
courts to address the judiciary. But I followed the advice of my
blind friends who said: Don't let yourself be limited in your
aspirations--dream big. We will help you make it come true.

NATIONAL ASSOCIATION OF BLIND STUDENTS
by Olegario (Ollie) D. Cantos, VII
Imagine this. You're at a major hotel and you are walking
past a whole bunch of meeting rooms. In particular, your
attention
turns to a room where it's obvious that people are excited about
SOMETHING. You draw closer and the level of noise seems to
intensify. Curious, you walk even closer. Right when you're about
to walk in, someone says, "Hi. Are you here for the Student
Division meeting?"
"Is THAT what all the noise is about?" you say.
"Yeah! You're here just in time. It just started."
After registering you walk in to find a room full of hundreds and
hundreds of blind students from around the country. They've come
together to talk about the issues that are important to them, to
encourage one another to reach for even greater heights of
success,
and to establish new friendships and renew old ones. Right away
you
feel welcome for all the people around you are excited that YOU
are
there, too. What's more you realize how needed you are, how YOU
have the power and potential to positively affect the lives of
literally thousands of people just by being there, by being part
of
this group. Beyond that, as you meet more and more people you
almost instantly become friends with individuals from a wide
variety of backgrounds and with similar, and sometimes not so
similar, interests as you.
This is not an imaginary situation. In fact, it is the reality of
what happens at meetings of the National Association of Blind
Students (NABS), a division of the National Federation of the
Blind. As different and unique as each student is, we all share a
commitment to the organized blind movement.
Our commitment to one another takes many forms. Whether it
involves
fighting for the rights of blind students to choose their own
readers in standardized test-taking situations, informing one
another about rehabilitation services, guarding against the
custodialism of disabled student services offices, coming
together
at the national or state level to energize one another and
provide
support, or lending an ear to one another one-on-one, the
National
Association of Blind Students is there for us. It is an active,
vibrant organization that seeks to institute immediate and
long-term change in societal beliefs and expectations about the
blind. Through this organization our individual efforts on a
daily
basis lead to collective results which benefit blind students in
the present and for years to come.
If you are a student, we want you to join us! We NEED you! Come
and be a part of who we are and make a difference in the lives of
blind students (including your own)! Don't THINK about doing it.
Just
GO FOR IT!
Students from a variety of educational programs are welcome to
join
NABS. Such programs include colleges, universities,
vocational/technical schools, residential training centers for
the
blind, community colleges, high schools, graduate schools, and
schools offering correspondent courses. Dues are $5.00 per year.
For more information contact Ollie Cantos, President, National
Association of Blind Students, 1420 Queen Summit Drive, West
Covina, California 91719-3949, (818) 918-8977.
NATIONAL FEDERATION OF THE BLIND
SCHOLARSHIP PROGRAM

The National Federation of the Blind (NFB) annually gives
away some $88,000 in scholarships to 26 outstanding legally blind
students. This program is the largest, most comprehensive
scholarship program available exclusively to legally blind
students. The amount of each scholarship varies. In recent years
there has been one $10,000 award, several $4,000 awards, and
numerous $3,000 awards. If you are legally blind, currently
enrolled in a full-time post-secondary educational institution,
or
planning to enroll in such an institution upon high school
graduation, then you are eligible to apply for one or more of
these
scholarships. 
If you are a high school student, and especially if you are a
high
school senior, here are the additional facts you need to know
about
the program:
1. Only one application form is required for all 26
scholarships. Some restrictions do apply to some of the
scholarships. However, the scholarship committee makes sure each
applicant is considered for all of the scholarships for which he
or she is eligible.
2. All scholarships are awarded on the basis of academic
excellence, service to the community, and financial need.
3. 1996 applications will be available around the first of
the year. For an application contact NFB Scholarship Program,
Mrs. Peggy Elliott, Chairman NFB Scholarship Committee, 814 4th
Avenue, Suite 200, Grinnell, Iowa 50112; (515) 236-3366.
4. Applicants who have previously applied, including past
winners, are encouraged to apply again. Some scholarships are
always awarded to previous applicants and/or winners.
5. Applicants need not be members of the National Federation
of the Blind.
6. A letter from a state officer of the NFB is required with
your application as proof that you have discussed the application
with that officer. The preference is that you discuss your
application with the state NFB president, but a letter from
another officer will suffice. The state president's address is
provided
upon request.
7. There is a deadline for applications. In the past this has
been March 1. Please check your current application to verify the
deadline date.
8. Winners are typically notified by the first of June. All
winners are brought to the NFB Convention in July at Federation
expense. This is in addition to the scholarship grant. The final
decision of the cash award to be given to each winner is decided
by the Scholarship Committee the day before the convention
banquet.
Scholarship awards are made during the NFB Convention banquet.

DISTINGUISHED EDUCATOR OF
BLIND CHILDREN AWARD 
by Sharon Maneki
The National Federation of the Blind annually recognizes
an outstanding teacher of blind children at our annual
convention.
(The 1996 convention will be in Anaheim, California, June 29
through July 5.) The winner of this award receives an
expense-paid trip to the convention, a check for $500, a
beautiful 
plaque, and an opportunity to make a presentation about the
education of
blind children to the National Organization of Parents of Blind
Children,
a Division of the National Federation of the Blind, early in the
convention.
Anyone who is currently teaching or counseling blind children or 
administering a program for blind children is eligible
to receive this award. It is not necessary to be a member of the
National Federation of the Blind to apply. However, the winner
must
attend the National Convention. Teachers may be nominated by
colleagues, supervisors, or friends. The letter of nomination
should explain why the teacher is being recommended for this
award.
The education of blind children is one of our most
important concerns. Attendance at a National Federation of the
Blind convention will enrich a teacher's experience by affording
the opportunity to meet other teachers who work with blind
children, to meet parents, and to meet blind adults who have had
experiences in a variety of educational programs. Help us
recognize a distinguished teacher by distributing this form and
encouraging
teachers to submit their credentials. We are pleased to offer
this
award and look forward to applications from many well-qualified
educators.

DISTINGUISHED EDUCATOR
OF BLIND CHILDREN AWARD 
1996
APPLICATION

(Please use additional paper as needed)
Name: 
Home address: 
City: 
State                               Zip: 
Day/evening phones:                        
School:
Address: 
City:                   State:       Zip:
List your degrees, the institutions from which they were
received,
and your major area or areas of study.________________
How long and in what programs have you taught blind
children?________________

In what setting do you teach? [ ] Residential school classroom  [
]Itinerant program [ ]Special education classroom [ ]Other Please
explain__________________________
How many students do you teach regularly this
year?__________________________
What subjects do you teach?____________
How many of your students read and write primarily using: Braille
[  ] large print[  ] CCTV [  ] small print[  ]
recorded materials
[   ] 
Please complete this application and attach your letter of
nomination; one additional recommendation, written by someone who
knows your work and philosophy of teaching; and a personal letter
discussing your beliefs and approach to teaching blind students.
You may wish to include the following topics: 
What are your views on the importance to your students of
Braille, large print, and magnification devices, and what issues
do you consider when making recommendations about learning media
for
your students? 
When do you recommend that your students begin the
following: reading Braille, writing with a slate and stylus,
using a Braille writer, and learning to travel independently with
a
white cane?
How should one determine which children should learn cane
travel and which should not?
When should typing be introduced, and when should a child
be expected to hand in typed assignments? 

Send all material by May 15, 1996, to Sharon Maneki, Chairman,
Teacher Award Committee, 9736 Basket Ring Road, Columbia,
Maryland
21045; telephone (410) 992-9608.

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