Constructing a disability history of reading through the embossed books that shaped and constrained it

When the Maryland Institution for the Instruction of the Blind opened in 1853, its charter defined blindness as the inability to read ink. Embedded in that same document was a small rectangle of embossed roman letters—a “specimen of printing” that encapsulated decades of experimentation and a central contradiction: that a form of print designed to liberate visually impaired readers also asked them to read like sighted ones.

In Recovering Touch, Amanda Stuckey traces raised print developments from the first embossed book in the United States—the Gospel of St. Mark, embossed in 1833—through the late nineteenth-century War of the Dots, the contested debates among educators and administrators over which type system visually impaired readers should use. Focusing predominantly on raised roman letter systems, Stuckey brings visually impaired readers into nineteenth-century histories of reading, connecting individual acts of touch-based reading to broader histories of disability, schooling, and print culture. Embossed books promised to open the world of the printed word to readers marginalized from inked text. Yet educators often deployed these materials as tools to assimilate visually impaired students into the reading, learning, and labor standards of the sighted world.

Recovering Touch constructs a disability history of reading that centers the material conditions of touch-based reading: the paper that had to be felt rather than seen, the types that dulled over time, and the readers who adapted, repurposed, and at times defied the assimilationist expectations built into the books beneath their fingertips.

AMANDA STUCKEY is associate professor of English at Central Penn College. Her scholarship has appeared in Disability Studies Quarterly, Printing History, American Periodicals, Criticism, The New Americanist, and Studies in American Fiction. She is the co-editor of Students in the Archives: Pedagogy in Practice.