In her autobiography Seeds of Disquiet, Cheryl Heppner writes of experiencing severe hearing loss twice. Spinal meningitis caused a profound loss of hearing when she was six, and for the next 18 years she worked hard to live the life of a “normal” hearing person. Through exhaustive work in speech therapy and speechreading, she excelled in school and college, performing Herculean feats without the assistance of trained interpreters or notetakers.
Then, when she was 25, two strokes left her completely deaf. For the next 20 years she worked to recreate her life through sign language and the Deaf community. The process stunned her by revealing how much she had missed before. Initially embittered, Cheryl Heppner later went on to use her astonishing energy as an advocate for deaf and hard of hearing people.
Seeds of Disquiet celebrates her accomplishments, the most significant of which, perhaps, was her reconciliation with her loved ones from her former life with her new outlook.
In 1955 William C. Stokoe arrived at Gallaudet College (later Gallaudet University) to teach English where he was first exposed to deaf people signing. While most of his colleagues dismissed signing as mere mimicry of speech, Stokoe saw in it elements of a distinctive language all its own. Seeing Language in Sign traces the process that Stokoe followed to prove scientifically and unequivocally that American Sign Language (ASL) met the full criteria of linguistics—phonology, morphology, syntax, semantics and use of language—to be classified a fully developed language.
This perceptive account dramatically captures the struggle Stokoe faced in persuading the establishment of the truth of his discovery. Other faculty members ridiculed or reviled him, and many deaf members of the Gallaudet community laughed at his efforts. Seeing Language in Sign rewards the reader with a rich portrayal of an undaunted advocate who, like a latter-day Galileo, pursued his vision doggedly regardless of relentless antagonism. He established the Linguistics Research Laboratory, then founded the journal Sign Language Studies to sustain an unpopular dialogue until the tide changed. His ultimate vindication corresponded with the recognition of the glorious culture and community that revolves around Deaf people and their language, ASL.
Institutions of higher learning around the nation have embraced the concept of student civic engagement as part of their curricula, a movement that has spurred administrators in various fields to initiate programs as part of their disciplines. In response, sign language interpreting educators are attempting to devise service-learning programs aimed at Deaf communities. Except for a smattering of journal articles, however, they have had no primary guide for fashioning these programs. Sherry Shaw remedies this in her new book Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community.
Shaw begins by outlining how to extend student involvement beyond the field experience of an internship or practicum and suggests how to overcome student resistance to a course that seems atypical. She introduces the educational strategy behind service-learning, explaining it as a tool for re-centering the Deaf community in interpreter education. She then provides the framework for a service-learning course syllabus, including establishing Deaf community partnerships and how to conduct student assessments.
Service Learning in Interpreter Education concludes with first-person accounts from students and community members who recount their personal and professional experiences with service learning. With this thorough guide, interpreter education programs can develop stand-alone courses or modules within existing coursework.
Upon the death of his father Morris at age 82, Lennard Davis found among his effects a trove of letters, kept in careful chronological order, that dated from 1936. The letters ended in 1938, when Eva Weintrobe came to America to marry Morris, and they provide the core of Shall I Say A Kiss?, their courtship by correspondence. In his framing comments, Davis speculates that his parents met perhaps four or five times before they wed, a fact that heightens the importance of these letters to their fate. Davis illustrates vast contrasts between Morris and Eva, both to each other (Morris was 38; Eva was 26), and to themselves in later life as witnessed by their son. Where Davis saw his father brimming with confidence and a sense of superior intellect while his mother acted as the reserved, dutiful wife, he was startled to learn through their letters that she could be the shrewd questioning correspondent even as his father wrote as an unsure, imploring suitor.
Shall I Say A Kiss? opens a window into the lives of two working-class, Jewish, British, Deaf people in the 1930s. This striking book reveals a consistent, journal-like account of the “lived” experience of Deaf people during the tumultuous times just prior to World War II. Because the correspondence is mainly composed of Eva’s letters, the focus sharpens even further as a record of the life and opinions of a young, working-class, Deaf woman about to embark upon marriage and life in a new country. The challenges she faced, including de facto racial barriers for both deaf and Jewish immigrants, and the prospect of uniting with a man she knew mostly through his letters alone, make for a compelling and emotional trip through her life. Shall I Say A Kiss? serves as a singular social document and also as an engaging and often moving narrative that will win audiences among academics and romantics alike.
Most scholarly speculation on the origin of human language has centered around speech. However, the growing understanding of sign languages on human development has transformed the debate on language evolution. David F. Armstrong’s new book Show of Hands: A Natural History of Sign Language casts a wide net in history and geography to explain how these visible languages have enriched human culture in general and how their study has expanded knowledge of the human condition.
Armstrong addresses the major theories of language evolution, including Noam Chomsky’s thesis of an innate human “organ” for language and Steven Pinker’s contention that there is language and not-language without any gradations between gesture and language. This engrossing survey proceeds with William C. Stokoe’s revival of the early anthropological cognitive-linguistic model of gradual development through the iconicity of sign languages. Armstrong ranges far to reveal the nature of sign languages, from the anatomy of early human ancestors to telling passages by Shakespeare, Dickens, and Pound, to the astute observations of Socrates, Lucretius, and Abbé de l’Epée on sign communication among deaf people. Show of Hands illustrates the remarkable development of sign languages in isolated Bedouin communities and among Australian indigenous peoples. It also explores the ubiquitous benefits of “Deaf Gain” and visual communication as they dovetail with the Internet and its mushrooming potential for the future.
The 13th Volume in the Sociolinguistics in Deaf Communities Series
This volume collects for the first time various accounts of contact between sign languages throughout the world, presenting an exciting opportunity to further understand the structural and social factors of this linguistic component in Deaf communities. Editor David Quinto-Pozos has divided Sign Languages in Contact into four parts, starting with Contact in a Trilingual Setting. The sole essay in this section features a study of Maori signs by Rachel McKee, David McKee, Kirsten Smiler, and Karen Pointon that reveals the construction of indigenous Deaf identity in New Zealand Sign Language.
In Part Two: Lexical Comparisons, Jeffrey Davis conducts an historic, linguistic assessment of varieties of North American Indian sign languages. Daisuke Sasaki compares the Japanese Sign Language lexicon with that of Taiwan Sign Language by focusing on signs that share the same meaning and all parameters except for their handshapes. Judith Yoel’s chapter takes up the entirety of Part Three: Language Attrition, with her analysis of the erosion of Russian Sign Language among immigrants to Israel.
The final part describes how educators and other “foreign”visitors can influence indigenous sign languages. Karin Hoyer delineates the effects of international sign and gesture on Albanian Sign Language. Jean Ann, Wayne H. Smith, and Chiangsheng Yu close this significant collection by assessing contact between Mainland China’s sign language and Taiwan Sign Language in the Ch’iying School in Taiwan.
The ninth volume in the Studies in Interpretation series offers six succinct chapters on the state of signed language interpreting by Brazil by editors Ronice Müller de Quadros, Earl Fleetwood, Melanie Metzger and ten Brazilian researchers. The first chapter advocates for the affiliation of Brazilian Sign Language (Libras) interpretation research with the field of Translation Studies to generate greater academic power empowerment of Libras. The second chapter outlines how Brazilian sign language interpreters construct a position in discourse. Chapter 3 explores the possibility that bimodal, bilingual interpreters—hearing children of deaf adults—face unique cognitive tasks compared to unimodal bilingual interpreters.
Chapter 4 describes how the systematic expansion and documentation of new academic and technical terms in Brazilian Sign Language, in which fingerspelling is uncommon, resulted in the development of an online glossary. The fifth chapter details the challenges of Libras interpreters in high schools. Chapter 6 concludes this revealing collection with findings on whether gender traits influence the act of interpretation of Brazilian Sign Language.
Signed Languages: Discoveries from International Research collects the thirteen freshest, most innovative papers presented at the sixth Theoretical Issues in Sign Language Research conference in 1998, the largest of its kind ever convened. Presented together in this timely compendium, the research reflects the current trend toward focusing on international signed languages that previously have been ignored, including those of Sweden, Israel, Venezuela, and northern Nigeria.
The anthology is divided into six sections: Phonology, Morphology and Syntax, Psycholinguistics, Language Acquisition, Sociolinguistics, and Poetics. In Part One, articulatory constraints and the sign language of the Netherlands are addressed. In Part Two, researchers tackle noun classifiers, nonhanded signs, and verb classes in the signed languages of Sweden, the United States, and Israel respectively. Part Three offers the study, "Functional Consequences of Modality: Spatial Coding in Working Memory for Signs."
Language acquisition is analyzed in both adult learners and deaf children in Part Four. Part Five reports on the relationship between language and society around the world, focusing particularly on the signed languages of Venezuela and northern Nigeria. Part Six considers the techniques employed in British Sign Language poetry and ASL poetry.
Here’s a great book for every young adult age 11 up, Signing Fun: American Sign Language Vocabulary, Phrases, Games, and Activities. Signing is visual, easy to learn, and fun to use. Author Penny Warner offers 441 useful signs on a variety of favorite topics: activities, animals, fashion, food, holidays, home, outdoors, parties, people, places, play, emotions, school, shopping, travel, plus extra fun signs for especially popular words. Each chapter includes practice sentences using everyday phrases to help new signers learn in a fun way.
Signing Fun provides dozens of entertaining games and activities, too, such as Alphabet Sign, Finger Fun Gesture Guess, Match Signs, Mime and Sign, Oppo-Sign, Picture Hand, Secret Sign, Sign-A-Gories, Signo Bingo, Snap and Sign, and Truth or Sign. It also features a list of tips on how to sign, including how to fingerspell, use numbers, and communicate with deaf people. Whimsical drawings clearly illustrate all of the signs, and a full index lists all of their English meanings for quick reference. Signing Fun is a terrific first book for learning sign while having a great time.
The only child of deaf Puerto Rican immigrants, Andrés Torres grew up in New York City in a large, extended family that included several deaf aunts and uncles. In Signing in Puerto Rican: A Hearing Son and His Deaf Family, he opens a window into the little known culture of Deaf Latinos chasing the immigrant American dream. Like many children of deaf adults (codas), Torres loved his parents deeply but also longed to be free from being their interpreter to the hearing world. Torres’s story is unique in that his family communicated in three languages. The gatherings of his family reverberated with “deaf talk,” in sign, Spanish, and English. What might have struck outsiders as a strange chaos of gestures and mixed spoken languages was just normal for his family.
Torres describes his early life as one of conflicting influences in his search for identity. His parents’ deep involvement in the Puerto Rican Society for the Catholic Deaf led him to study for the priesthood. He later left the seminary as his own ambitions took hold. Torres became very active in the Puerto Rico independence party against the backdrop of the Civil Rights movement and protest against the Vietnam War. Throughout these defining events, Torres’s journey never took him too far from his Deaf Puerto Rican family roots and the passion of arms, hands, and fingers filling the air with simultaneous translation and understanding.
Especially for use with deaf and hard-of-hearing clients, Signing with Your Clients shows how to sign the questions and statements most frequently used by clinicians.
More than 500 line drawings illustrate the signs for 237 sentences with translations printed below. Each sentence begins and ends on the same page, and the spiral binding allows pages to be flipped easily, to leave hands free for signing. A special glossary with technical terms allows the creation of original sentences.
Cochlear implants, mainstreaming, genetic engineering, and other ethical dilemmas confronting deaf people mandated a new, wide-ranging examination of these issues, fulfilled by Signs and Voices: Deaf Culture, Identity, Language, and Arts. This collection, carefully chosen from the 2004 Signs and Voices Conference, the Presidential Forum on American Sign Language at the Modern Language Association Convention, and other sources, addresses all of the factors now changing the cultural landscape for deaf people. To ensure quality and breadth of knowledge, editors Kristin A. Lingren, Doreen DeLuca, and Donna Jo Napoli selected the work of renowned scholars and performers Shannon Allen, H-Dirksen L. Bauman, Adrian Blue, Brenda Jo Brueggemann, Teresa Blankmeyer Burke, Peter Cook, David P. Corina, Michael Davidson, Kristen Harmon, Tom Humphries, Sotaro Kita, Heather Knapp, Robert G. Lee, Irene W. Leigh, Kenny Lerner, Carole Neidle, Peter Novak, AslI Özyürek, David M. Perlmutter, Anne Senghas, and Ronnie Wilbur.
Signs and Voices is divided into three sections—Culture and Identity, Language and Literacy, and American Sign Language in the Arts—each of which focuses on a particular set of theoretical and practical concerns. Also, the included DVD presents many of the performances from the Arts section. Taken together, these essays and DVD point to new directions in a broad range of fields, including cognitive science, deaf studies, disability studies, education, linguistics, literary criticism, philosophy, and psychology. This extraordinary showcase of innovative and rigorous cross-disciplinary study will prove invaluable to everyone interested in the current state of the Deaf community.
•Completely Revised with New Signs and Lessons
•Each Sign Illustration Features Sentences in English and ASL Order
•New Class Activities and New Student Activities for Homework or Quizzes
•New Facts about American Sign Language Grammar and Deaf Culture
Now, the bestselling American Sign Language textbook Signs of the Times has been completely revised and updated. The new, second edition is an excellent beginner’s American Sign Language textbook designed for use in the classroom or at home. Organized into 44 lessons, it presents more than 1,300 signs representing 3,500 English glosses. Each lesson contains clear illustrations of all signs, English equivalent words and synonyms, sample sentences to define vocabulary context, and practice sentences to display and reinforce ASL usage.
Signs of the Times is a complete text that includes new class activities for teachers, plus new student activities that can be done in class, as homework, or as quizzes. The new edition features the Contextual Sign/Word Appendix, which displays groups of sentences using the same English word to show different meanings along with the corresponding ASL signs. It also provides an expanded index, vocabulary lists, and a reading reference list. The new edition offers facts on ASL grammar and Deaf culture and includes mind ticklers that enliven the lessons with hints, tips, and mnemonic devices.
The new Signs of the Times expands the features that made it a standard, easy-to-use ASL textbook. Signs are repeated in sentences throughout the book to provide excellent practice for the students. The clear, easy-to-understand sign illustrations facilitates the learning process, enhancing students’ success while also making ASL fun.
For 15 years, Steven Schrader worked as a firefighter and an Emergency Medical Technician (EMT) in Atlanta, Georgia. There, he faced the day-to-day stress created by having to deal with nonstop human catastrophe, one moment administering to terribly hurt accident victims, the next talking down a suicidal person from a rooftop. Added to these difficulties were his own personal struggles, not the least being the bias he experienced because of his severe hearing loss. Silent Alarm presents his no-frills, stunning account of survival in a profession with a notoriously high burn-out rate, and the good that he did as a topnotch EMT.
Schrader makes palpable the constant tension of being the first summoned to life-or-death situations, and he also outlines the grim reality of being an EMT in dangerous parts of the community. “Always wear a bulletproof vest; keep a weapon (out of sight of the supervisors, of course); never, never stand in front of a door when knocking,” are just a few of his rules for the street.
Despite these cautions, time and again he and his partners plunged into danger to save children, elderly citizens, indigents, criminals, and any other persons they found at risk. His hearing loss occasionally hindered him, and sometimes saved him, but, mostly, as it should, it became part of the background to the astonishing compassion in the stories he tells.
Thomas P. Horejes’s new book focuses on revealing critical knowledge that addresses certain social justice issues, including deafness, language, culture, and deaf education. He conveys this information through discourses about his own experiences being deaf and through his research in which he “stresses the contingency of the social” in educational institutions.
In Social Constructions of Deafness: Examining Deaf Languacultures in Education, Horejes contends that schools as social institutions play powerful and exacting roles in the creation and maintenance of social constructions such as language and culture for deaf children. He subscribes to Michael Agar’s concept of “languaculture,” defined as the inextricable relationship between language and culture in which a specific language will shape and influence culture. His approach employs other anthropological terminology as he connects his personal experience as a deaf student (emic) to academic research on deafness (etic) to bring understanding to the multidimensional aspects of his own negotiated identities.
Horejes extends his inquiry through his analysis of two kindergarten classes for deaf students, one orally oriented and the other conducted using sing language. His findings are sobering evidence of the myriad challenges educators face in defining appropriate academic, linguistic, and cultural pedagogy for deaf children in schools and other social institutions.
The first volume in the new Sociolinguistics in Deaf Communities series presents a rich collection of essays showcasing the breadth and depth of this exciting discipline. Topics of inquiry in the premiere volume include fingerspelling in Langue des Signes Quebecoise (LSQ) in Quebec, Canada; language used by a Navajo family with deaf children; language policy, classroom practice, and multiculturalism in deaf education; aspects of American Sign Language (ASL) discourse and of Filipino Sign Language discourse; and the nature and role of rhetorical language in Deaf social movements.
Among the noted contributors are Dominique Machabee, Arlene Blumenthal-Kelly, Jeffrey Davis, Melanie Metzger, Samuel Supalla, Barbara Gerner de Garcia, Liza B. Martinez, Kathy Jankowski, and also Ceil Lucas. Sociolinguistics in Deaf Communities affords an invaluable opportunity to assess up-to-date information on sign language linguistics worldwide and its impact on policy and planning in education, interaction with spoken languages, interpreting, and the issues of empowerment.
One out of every eight people between the ages of 18 and 67 in the United States has a hearing loss, estimated as 12 percent of the working-age population. Sound Sense: Living and Learning with Hearing Loss addresses the acute need of these people to function at the highest level in these income-earning years, the longest phase in their lives. In nine pointed chapters, author Sara Laufer Batinovich, who also has lost her hearing, shares her experience and knowledge in turning every challenge into an opportunity to become one’s best self-advocate.
Batinovich begins in the workplace, advising on winning a job, keeping it, and developing a long-term career, plus how to reduce stress and establish fulfilling professional relationships with colleagues. She offers tips on communication ranging from having sales people face you for easier speechreading to parsing boarding announcements at airports and play-by-play at ballparks. Her practical handbook also provides step-by-step guidance for getting a hearing aid or a cochlear implant and finding one’s way through prickly insurance claim mazes.
Sound Sense features information on finding a service dog, securing legally mandated accommodations for continuing education, tips on exercise and health, and even sensitive suggestions on strengthening personal relationships. Batinovich’s vivacious style and her own anecdotes add an upbeat, genuine sensibility to her book’s value as a positive guide to living with hearing loss.
New edition available: Sounds Like Home: Growing Up Black and Deaf in the South, 20th Anniversary Edition, ISBN 978-1-944838-58-4
Features a new introduction by scholars Joseph Hill and Carolyn McCaskill
Mary Herring Wright’s memoir adds an important dimension to the current literature in that it is a story by and about an African American deaf child. The author recounts her experiences growing up as a deaf person in Iron Mine, North Carolina, from the 1920s through the 1940s. Her story is unique and historically significant because it provides valuable descriptive information about the faculty and staff of the North Carolina school for Black deaf and blind students from the perspective of a student as well as a student teacher. In addition, this engrossing narrative contains details about the curriculum, which included a week-long Black History celebration where students learned about important Blacks such as Madame Walker, Paul Laurence Dunbar, and George Washington Carver. It also describes the physical facilities as well as the changes in those facilities over the years. In addition, Sounds Like Home occurs over a period of time that covers two major events in American history, the Depression and World War II.
Wright’s account is one of enduring faith, perseverance, and optimism. Her keen observations will serve as a source of inspiration for others who are challenged in their own ways by life’s obstacles.
In nineteenth-century Spain, the education of deaf students took shape through various contradictory philosophies and practices. Susan Plann depicts this ambivalence by profiling a select group of teachers and students in her detailed history The Spanish National Deaf School: Portraits from the Nineteenth Century.
Plann’s subjects reveal the political, financial, and identity issues that dominated the operation of the National School for Deaf-Mutes and the Blind in Madrid from 1805 to1899. Roberto Francisco Prádez y Gautier, the first deaf teacher in Spain, taught art from 1805–36; he also was the last deaf teacher for the next 50 years. Juan Manuel Ballesteros, the hearing director from 1835 to1868, enacted an “ableist” policy that barred deaf professors. At the same time, another hearing teacher, Francisco Fernández Villabrille, wrote the first Spanish Sign Language dictionary. In the 1870s, two deaf students, Manuel Tinoco and Patricio García, resisted the physical abuse they received and set the stage for the growth of a Deaf identity that opposed the deprecating medical model of deafness. Marcelina Ruiz Ricote y Fernández a hearing female teacher who taught from 1869 to 1897, combated the school’s sexist polices. The Spanish National Deaf School concludes with Martín de Martín y Ruiz, the most famous deaf-blind student from the Madrid school. Through these portraits, Plann has brought life to the major issues that defined education in nineteenth-century Spain, themes that have influenced the status of deaf Spaniards today.
Marcia Calhoun Forecki has written an engrossing, personal account of her life with Charlie, an adorable, active, deaf seven-year-old. Speak to Me! is the story of an ordinary hearing person confronted with an overwhelming reality—the fact that her son is deaf. Forecki’s struggle as a single parent to care for her child, to find the “right” schools, and to establish communication with her son will strike a familiar chord in all hearing parents of deaf children. All readers, parents or not, will be touched by the mixture of pathos and humor in this well-written account.
In the late 20th century, a tidal wave of calls for reform and inclusion of special needs students swept over public special education. The current debates over implementing these themes today are authoritatively addressed by 19 distinguished scholars in this thorough volume. Organized into three cohesive sections, it begins with the issues of educational reform and the emerging discourses of disability and integration in the inclusion movement. Respective chapters appraise specific arguments for inclusion and the federal legislation and litigation surrounding and supporting special education.
The second part features the thorny issue of assessment, the technological revolution in special education, and the disposition of teacher training. The third section scrutinizes the inclusion of various populations of students with exceptional needs, particularly how teachers can make an easy transition from ideology to educational practice.
Special Education in the 21st Century sets the standard for extrapolating future directions by wisely weighing classroom practices for different groups and the technical problems of resources, management, social groupings, instructional design, and the supposition that teachers will automatically change to accommodate an even greater diversity of learners.
Speechreading: A Way to Improve Understanding discusses the nature and process of speechreading, its benefits, and its limitations. This useful book clarifies commonly-held misconceptions about speechreading. The beginning chapters address difficult communication situations and problems related to the speaker, the speechreader, and the environment. It then offers strategies to manage them.
Speechreading provides practical exercises illustrating the use ofthese communication strategies in actual situations. It is an excellent book for late-deafened adults, families and friends, parents of children with hearing loss, and professionals and students.
In this intriguing book, renowned sociolinguistics experts explore the importance of discourse analysis, a process that examines patterns of language to understand how users build cooperative understanding in dialogues. It presents discourse analyses of sign languages native to Bali, Italy, England, and the United States.
Studies of internal context review the use of space in ASL to discuss space, how space in BSL is used to “package” complex narrative tasks, how signers choose linguistic tools to structure storytelling, and how affect, emphasis, and comment are added in text telephone conversations. Inquiries into external contexts observe the integration of deaf people and sign language into language communities in Bali, and the language mixing that occurs between deaf parents and their hearing children.
Both external and internal contexts are viewed together, first in an examination of applying internal ASL text styles to teaching written English to Deaf students and then in a consideration of the language choices of interpreters who must shift footing to manage the “interpreter’s paradox.” Storytelling and Conversation casts new light on discourse analysis, which will make it a welcome addition to the sociolinguistics canon.
In 1999, many of today’s notable researchers assembled at a special conference in honor of William C. Stokoe to explore the remarkable research that grew out of his original insights on American Sign Language. The Study of Signed Languages presents the fascinating findings from that conference.
Part 1, Historical Perspectives, begins with a description of the decline of sign language studies in the 1800s. Past research on signed languages and its relationship to language origins theory follows, along with a consideration of modality and conflicting agendas for its study.
In Part 2, Language Origins, the first entry intrigues with the possibility that sign language could answer conundrums posed by Noam Chomsky’s linguistic theories. The next essay considers how to build a better language model by citing continuity, ethology, and Stokoe’s work as key elements. Stokoe’s own research on the gestural theory of language origins is examined in the section’s closing chapter.
Part 3, Diverse Populations, delineates the impact of sign language research on black deaf communities in America, on deaf education, on research into variation in sign language, and even on sign communication and the motor functioning of autistic children and others. In its wide-ranging, brilliant scholarship, The Study of Signed Languages serves as a fitting tribute to William C. Stokoe and his work.
Izrael Zachariah Deutsch was born on March 15, 1934, in Komjata, Czechoslovakia. The second youngest child, Izrael lived a bucolic existence with nine brothers and sisters on a farm, differing from them only in that he was deaf. When he was six, his mother took him to Budapest, Hungary, and enrolled him in a Jewish school for deaf children, where he thrived. Soon, however, the Nazi regime in Germany and the Arrow Cross fascists in Hungary destroyed Izrael’s world forever.
Izrael realized that by being both Jewish and deaf, he faced a double threat of being exported to the gas chambers in Poland. But at every lethal junction, he found a way to survive, first by buying and reselling pastries for extra money that later saved his life in the Budapest ghetto. Still, Izrael was close to death from starvation when he was liberated by Russian soldiers on January 18, 1945.
Izrael survived the war only to learn that his parents and two brothers had been murdered by the Nazis. The rest of his brothers and sisters scattered to distant parts of the world. Forced to remain in Budapest, Izrael finished school and became an accomplished machinist. He avoided any part in the Hungarian uprising in 1956 so that he could secure a visa to leave for Sweden. From Sweden he traveled throughout Europe and Israel, using an amazing network of Holocaust survivors, relatives, and deaf friends to ease his journey. He finally settled in Los Angeles, where he married a deaf Jewish woman he had met years before. Along the way, he changed his name from Izrael Deutsch to Harry Dunai.
Laura Redden Searing (1839-1923) defied critics of the time by establishing herself as a successful poet, a poet who was deaf. She began writing verse at the Missouri School for the Deaf in 1858, and, under the pseudonym Howard Glyndon, soon found herself catapulted into national prominence by her patriotic Civil War poems. Abraham Lincoln himself bought her books, the most critically acclaimed being Idylls of Battle and Poems of the Rebellion, published in 1864. Her poem “Belle Missouri” became the song of the Missouri Volunteers, and she was sent by the St. Louis Republican newspaper to Washington as a war correspondent.
Despite her success, detractors decried her poetry simply because she was deaf, asking how she could know anything of rhyme, rhythm, or musical composition. She quieted them with the simple elegance of her words and the sophistication of her allegorical themes. Readers can enjoy her work again in this volume, which features more than 70 of her finest poems. They also will learn her feelings about the constraints imposed on 19th-century women in her epic narrative of misunderstanding and lost love “Sweet Bells Jangled:”
Out of sight of the heated land
Over the breezy sea;
Into the reach of the solemn mist
Quietly drifted we.
Her restoration will be an event welcomed by poetry aficionados everywhere.
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