Q. 1 Answer the following questions.
3x2= 6 marks
(A) Write what does Louie like and does not like about school and
teacher?
(B) What problem does Louie have?
ST
A 11 Mv Eriendo' for the
Answers
Yeh konsi class ki he and kiske bare me he
Explanation:
Louis Braille
French Teacher
by Edward T. Morman
Ed MormanFrom Barbara Pierce: The following article is reprinted from Great Lives from History: Inventors and Inventions, pages 127 to 129, published by Salem Press, copyright 2010. It includes 409 essays covering 413 individual inventors from around the world and throughout history. The criteria for inclusion in the publication included the inventors’ fame, the significance of their inventions, the amount of time they spent inventing, their representation among world inventors, and their interest to high school, undergraduate, and general readers. For purposes of this publication, the term “invention” was defined to include not only mechanical and other physical devices but also processes…, software…, and systems applied to business management. The author of this entry is our own Ed Morman, director of the Jacobus tenBroek Library in the Jernigan Institute. Here is his essay, which is reprinted by permission of the publisher, Salem Press:
As a blind teenager, Louis Braille invented the Braille code, a system of raised dots that allows blind people to read with their fingers and to write using special tools.
Born: January 4, 1809; Coupvray, France
Died: January 6, 1852; Paris, France
Primary field: Communications
Primary invention: Braille system
Early Life
Louis Braille (LEW-ee brayl) was the youngest child of Simon-René Braille, a harness and saddle maker, and Monique Braille. Braille’s parents were literate—a fact worth noting since in the countryside east of Paris this was unusual for people of their social class, even relatively prosperous people like the Brailles. A bright and attractive child, Louis was adored by his brother and two sisters and his parents. As a toddler he spent time in his father’s workshop, watching Simon-René work while playing with his tools and supplies.
In 1812 three-year-old Louis accidentally blinded himself with one of the tools. In spite of this disability, when he reached the appropriate age, his parents prevailed upon the parish priest to help enroll him in school. The local teacher quickly took note of Braille’s intelligence and ability to memorize readily what the other pupils were able to write down. Braille was understood to be one of the brightest boys in the school, and his parents, priest, and teacher all determined to find a means to continue his education beyond what was available in their regional market town.
Braille’s childhood in Coupvray was marked by the defeat of the emperor Napoleon’s army and subsequent occupation of the town by enemy soldiers. The difficult circumstances brought on by the occupation increased his parents’ concern about how their blind son would support himself in later life. For this reason, on February 15, 1819, Braille’s father took him to Paris to be admitted as a residential student at the Royal Institute for Blind Youth. The first modern school for the blind, the institute had been established three decades earlier by Valentin Haüy, a sighted person dismayed by the poor treatment accorded blind people. Haüy was determined to provide the blind with skills to support themselves by work rather than charity and saw literacy as central to his goal. He devised a system for embossing raised letters on heavy paper.