And adjectives could be made with the addition of an “evaluation” symbol:
Other words were derived from more complex types of combination:
This type of combinatorial system seemed promising. The children could only point to what they could reach from a seated position in their wheelchairs; they couldn’t have a separate symbol for every word they might want to say. But if they could put two symbols together to create a third word, they could get more out of what fit in front of them.
Once McNaughton had taught the kids the meaning of a few symbols and showed them examples of how the symbols could be put together, she witnessed an explosion of self-expression. Kids whose communicative worlds had been defined by the options of pointing to a picture of a toilet, or waiting for someone to ask the right question, started talking about a car trip with a father, a brother’s new bicycle, a pet cat’s habit of hiding under the bed. Kids who were assumed to be severely retarded showed remarkable ingenuity in getting their messages across. When one little boy was asked what he wanted to be for Halloween, he pointed to the symbols “creature,” “drink,” “blood,” “night”—he wanted to be Dracula. One particularly bright little girl named Kari took to this new means of expression with so much gusto that she could barely stand to be away from her symbols. When her father picked her up from school, she would cry through the whole car ride home, and could not be consoled until she was on the living room floor with her symbols, telling her family about the exciting events of the day.
McNaughton and the team of therapists she was working with took a picture of Kari, sitting in her wheelchair, surrounded by an array of symbols. Her eyes are sparkling, her smile is huge, and her dimples are adorable. When they finally tracked down Bliss in Australia, they sent him the picture. Before he received it, he later wrote, “I was resigned to my fate that I shall not see the fruits of my labours before I die. And then this picture, sent by Shirley, floated onto my desk. I can’t describe the tumult of my thoughts. The heavens opened up and the golden sun broke through the darkened sky. I was delirious with joy.”
He immediately mortgaged his house in order to make the long trip to Toronto. Everyone was excited. When he arrived, there were meetings and talks and parties. Bliss told jokes and played the mandolin and showered everyone he met with over-the-top compliments. The children loved him; he juggled and sang and shouted his love for them at the top of his voice. When he found out that the speech therapist had recently lost her husband to diabetes, he shed tears of deep sorrow, raged at the injustice of her misfortune, professed his undying love for her, and proposed marriage.
The staff didn’t quite know what to make of that. It seemed kind of sweet and funny at the time. He was seventy-five years old. He was exotic, Old World, an Austrian Jew who had survived the war. He was effusive and emotional and not very Canadian. They stood back, amused but a little stunned. They had been hit by a personality tornado.
Near the end of his visit, Bliss gave McNaughton a copy of a book he had recently published,
The staff’s concern was for the children. They wanted to continue to develop the Blissymbols program, and they needed Bliss’s help. He was a bit strange, but wasn’t that often a mark of genius? They didn’t need to subscribe to all his theories; they just needed his symbols. And he wanted to help. He was so glad to be there. He cared about the children so much. Surely he would do everything he could to make the program succeed. He was a wonderful man.
McNaughton had originally discovered Blissymbolics in a book called
Those Queer and Mysterious Chinese Characters
Charles Bliss was born Karl Kasiel Blitz in 1897, in Czernowitz, then part of the Austro-Hungarian Empire, now part of Ukraine. His family was poor. “If you have seen the musical ‘Fiddler on the Roof,’” he wrote in one of his pamphlets, “you will know the story of my parents.” His father worked odd jobs as an optician, a mechanic, an electrician, and a wood turner, and as a boy Charles was fascinated by gadgets, circuits, and chemistry. In 1908 he attended a lecture about the Austro-Hungarian North Pole Expedition, and he was enraptured by the tale of bravery in the face of extremes. He realized that “life has been given to me to conquer hardship in the quest for knowledge. I decided to become an engineer. I wanted to invent things for a better life.”
But he struggled in school. When he entered high school, “suddenly I became an outcast to a group of fellow students. They went around with big books and talked big, very big and I couldn’t understand what they said.” Philosophy, logic, and especially grammar gave him trouble, and he often despaired that he was not intelligent enough to become the great thinker he wanted to be.
He fought as a foot soldier in World War I and then attended the Technical University of Vienna, where he graduated as a chemical engineer in 1922. He tried to get a job at the university, arguing that he should be awarded a professorship based on his invention of an education “machine” (questions written on one side of a page, answers on the other, and a separate sheet to cover up the answers during study), but he ended up working as a patent inspector in an electronics factory.
In 1938 the Germans marched into Austria, and Charles was sent to Dachau and then Buchenwald. His wife, Claire, who was a German Catholic twenty years his senior, worked tirelessly to get him released. Somehow, she helped secure him a British visa, and he was released on condition that he leave the country immediately. Claire had to stay behind. When the war broke out in 1939, she went to Czernowitz to stay with Charles’s family, and when the war reached there, she fled through Greece, Turkey, Russia, and Siberia. Meanwhile, Charles traveled the other way around the world, through Canada, and on Christmas Eve 1940 they were finally reunited in Shanghai. Charles had worked at a factory in England, where co-workers told him he couldn’t very well go around with a name like Blitz. So his name was now Charles Bliss.
The Blisses set up a photography and moviemaking business in Shanghai’s bustling Jewish community. Over twenty thousand Jews who could not get visas for anywhere else had poured into Shanghai in the early years of the war, and they brought their European way of life with them—filling the streets with cafes, concert halls, and Yiddish newspapers. But Charles, as he puts it, “went ‘oriental’” He became fascinated with “those queer and mysterious Chinese characters” when he saw them “at night in thousands of multi-coloured neon tubes filling the sky and making it a beautiful sight out of a fairy tale.”
He hired a teacher and learned some characters, and he noticed, with astonishment, that when he recognized the characters on a shop sign or a newspaper headline, he read them off in his own language, not in Chinese. “Later on,” he says, “the familiar words of my language disappeared and I could visualize directly the real things depicted by the signs.” He thought he had discovered a potential universal language, a direct line to concepts. But the Chinese system was too complicated and arbitrary. Most of the symbols didn’t look anything like the things they were supposed to represent, so it was too hard to learn. After a year of study, he gave up trying, and he started working on a new invention—a better, simpler system of pictorial symbols, “a logical writing for an
