In today’s text, the author shares her journey with Louis Braille’s code with openness and a touch of humor. From initial resistance to exciting competitions and a growing respect for Braille, she vividly describes how this unique system has shaped her life. It’s a heartfelt reflection on learning, overcoming challenges, and the joy of acquiring new skills.
My sincere thanks go to Klaudia Suchowiak for sharing her story with us all
1. First Encounter with Braille Code (4-5 Years Old)
I first encountered Louis Braille’s code when I was around four or five years old. My grandma told me I would learn Braille, but I was resistant. I didn’t understand why I had to learn it and angrily rejected both the code and its inventor. My mother, however, insisted that I had no choice. Looking back, I see that my initial rejection was simply a sign of my youth and frustration with the unknown.
2. Starting to Learn the Braille Code (6 Years Old)
By age six, I started my formal education at a special school in Poland, where I began learning Braille in Reception Year. I used a device called a ‘Braillette’, a wooden box with metal pins that allowed me to form Braille letters. It was painful work—my fingers were sore from tasks like rolling plasticine balls. The real highlight of that year came when I encountered the Polish Braille Primer. This primer was filled with embossed pictures and stories, and I found myself captivated by the pictures, which included images of familiar objects and people like mum, dad, and camera.
3. The Braille Race (7-8 Years Old)
In Year 1, learning Braille became a serious challenge as before it was only playtime. I was the only student in my class with no prior knowledge of Braille, and the ‘Braille race’ began. We competed to identify Braille letter configurations, and I often felt defeated when others spoke before me. It took me nearly a year to learn the Braille alphabet. While it was frustrating, I had moments of pride, such as when I read a simple poem for the first time which was single-line spaced and was written on a proper Braille paper instead of a plastic sheet. Those small victories kept me going, even when the process felt overwhelming.
4. Struggles and Breakthroughs (8 Years Old)
Year 2 was difficult. At home, my mother and I continue to struggled with Braille however, and I often felt overwhelmed and frustrated. But learning about Johannes Gutenberg and his invention of movable type sparked my interest. When I learned that Louis Braille was also blind and had invented his code, I began to appreciate Braille’s significance. Despite my struggles, I started seeing Braille not just as a school subject, but as a vital tool for communication and independence. It was during this time that I began to respect Louis Braille’s achievements and the impact of his code on the world and learning Braille had become more than just a lesson—it was part of my identity.
A special event marked a turning point: our History teacher, who was also blind himself, gave a talk about Louis Braille’s life. I learned about Louis Braille’s struggles, his health issues, and how his code was initially rejected by sighted authorities. The teacher’s lecture, though long, planted seeds of respect for Louis Braille in me. Later that day, I was asked to read a poem in Braille during a school event. The Braille was written too close in some places, making the Braille undecipherirable, but my teacher helped me navigate the situation. This experience taught me the importance of advocating for my needs and helped me realize that I could overcome challenges with Braille.
5. Quiet Years: Louis Braille and His Code Being Here and There (9-14 Years Old)
During the next few years, Braille became more integrated into my school life. In Year 4, it was officially listed as a subject on my report card, and I worked hard to maintain good grades. I was also proud to learn to write with a slate and stylus, a skill that was rarely taught to students with cerebral palsy. By age 11, I began learning Polish Braille contractions, though they were not widely used in daily life. One of the highlights of this period was celebrating Louis Braille’s 200th birthday with a contest at school. I came second overall and received a Braille alphabet card and other prizes.
6. A New Chapter in England (14Years Old Till Present)
In 2009, I moved to England, where I had to learn English Braille. While the alphabet was similar to Polish Braille, English Braille included different contractions. I also had to learn new systems for Mathematics and Science. The introduction of Unified English Braille in 2015 made things a bit frustrating for me as I knew the Standard English Braille for only 6 years, however, what did make it easier was the standardization of capitalization, which had been confusing under the previous system. During this time, I pursued a degree in History and Sociology, and my undergraduate dissertation focused on Louis Braille and the adoption of Braille in England. Writing the dissertation deepened my understanding of Braille’s history and its evolving role in England. I graduated with a 2:1 in History and Sociology, and for my dissertation, I received a grade of 62. While I had to express doubt about Braille’s future in my dissertation to avoid bias, I personally believe in its enduring importance.
Afterward: Reflections on Louis Braille’s Legacy
As I reflect on my journey with Louis Braille and his code, I realize how much it has shaped my life. From my early resistance to my eventual mastery of the code, Braille has been an essential part of my education and independence. It allows me to access knowledge, connect with others, and pursue my academic goals. I am proud of my ability to read and write Braille in both Polish and English, and I remain a strong advocate for its continued use. Louis Braille’s invention changed my life, and I look forward to celebrating the next 200 years of Louis Braille’s legacy.